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Assessment and moderation

Moderation is an integral part of assessment ensuring that standards are consistent among teachers, schools and LAs and that they are maintained from year to year.  In order to ensure accuracy and consistency in judgements, there are various processes a school may engage with.


Stage Description
Formative assessment Teachers make day-to-day professional judgements on children’s progress and attainment to inform next steps in learning.
Standardisation A professional development activity where teachers secure their understanding of national standards. Where there are differences, teachers must review their judgements and align them with national standards.
Teacher Assessment Following standardisation, teachers make informed judgements about children’s summative attainment against national standards. Teachers must base their teacher assessment judgement on a broad range of evidence across the curriculum for each pupil.
School moderation With colleagues in school, teachers use national standards and exemplification materials to review a selection of the judgements and supporting evidence to check their accuracy and consistency.
School cluster/ collaborative moderation and / or LA moderation events With colleagues from other schools, teachers use national standards and exemplification materials to review a selection of the judgements and supporting evidence to check their accuracy and consistency. Disagreement must be resolved to ensure that all judgements are in line with national standards and may require revisiting all previous teacher assessment judgements.

The TA frameworks only cover key aspects of assessment within Y2 and Y6. These will be used for external moderation purposes. For other year groups, teachers will need to refer to national curriculum programmes of study.

External statutory moderation Visits by LA external moderators to review teachers’ judgements across the range of attainment to ensure that teacher assessments are accurate and in line with national standards. If judgements are not validated by the external moderator, the moderator will explain what needs to be done to ensure the judgements are valid. Any changes to data will need to be resubmitted. The school must not resubmit TA data after the deadline without the authorisation from STA or the LA.

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This document outlines the strengths and areas for development that resulted from taking into account feedback from moderators, headteachers, observations during quality assurance visits, EIMS, the KS1 STA external moderation visit and learning from the moderation manager undertaking the STA operational external moderator role.

Publication subject:

The provisional key stage 2 results have been released for Solihull. they show an increase on last years figures and Solihull has moved up in the rankings in all areas. Well done to everyone.


Attainment Reading
KS2 Year Expected Standard Higher Score
Solihull 2019 77 31
2018 (77) (30)
National 2019 73 27
2018 (75) (28)
Ranking 2019 19 17
2018 (52) (38)


Attainment Writing
KS2 Year Expected Greater Depth
Solihull 2019 80 22
2018 (80) (22)
National 2019 78 20
2018 (78) (20)
Ranking 2019 42 45
2018 (53) (49)


Attainment Maths
KS2 Year Expected Standard Higher Score
Solihull 2019 82 32
2018 (77) (27)
National 2019 79 27
2018 (76) (24)
Ranking 2019 23 25
2018 (60) (35)


Attainment GPS
KS2 Year Expected Standard Higher Score
Solihull 2019 83 40
2018 (80) (36)
National 2019 78 36
2018 (78) (34)
Ranking 2019 16 29
2018 (49) (55)

Reading, writing and maths

Attainment Reading, Writing and Maths
KS2 Year Expected Standard Higher Score
Solihull 2019 68 14
2018 (66) (12)
National 2019 65 11
2018 (64) (10)
Ranking 2019 30 16
2018 (59) (30)


Publication subject:

These materials were produced by the Solihull primary mathematics forum following a questionnaire sent to schools, auditing Solihull primary schools’ needs.

Mathematics leads requested support for staff in assessing greater depth in mathematics. The decision was taken to initial provide exemplification for years one and four and to target three of the most difficult areas to assess at greater depth. Maths leads were asked to discuss with their staff which objectives were the trickiest to assess and this information was fed back to the forum. The three most popular objectives for each year group were selected and materials provided in these areas.

Selected objectives:

Year 1

  • Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
  • Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems
  • Recognise and name common 2D and 3D shapes, including 2D shapes [for example, rectangles (including squares), circles and triangles] 3D shapes [for example, cuboids (including cubes), pyramids and spheres].

Year 4

  • Complete a simple symmetric figure with respect to a specific line of symmetry.
  • Recognise and show, using diagrams, families of common equivalent fractions.
  • Count backwards through zero to include negative numbers