Assessment Information

NFER Tests at Charter Academy

At Charter Academy, we use NFER tests for reading, maths and SPaG (KS2 only) at the end of each term in order to support teacher assessment and establish what learning has or has not moved to our children’s long term memory.

Once children have completed these tests, teachers mark them using the NFER teachers guides and then input the children’s question level data in to the NFER online Test Analysis Tool:

Children should take the corresponding NFER test for their chronological year group unless they are accessing a lower year group’s curriculum through additional provision.  Where children’s reading ability affects them accessing a chronological maths paper, a reader should be provided.

Analysis of NFER Test Data

Teachers use children’s individual standardised score to inform their teacher assessment which they input in Educater:


Standardised scores enable comparisons to be made between the performance of a specific pupil and that of other pupils who have taken the same test. Additionally, comparing one pupil’s standardised scores over time enables monitoring of that pupil’s progress.


During termly pupil progress meetings, individual children’s standardised scores are compared with their Educater assessment and any discrepancies are discussed e.g. a child’s day to day work does not reflect the outcome of the NFER tests.

Comparing standardised scores over time

Comparing standardised scores over time gives an indication of how well a pupil is progressing relative to other pupils in the year group. The information below describes what any difference in standardised scores means.

Attainment Comparison:

The attainment comparison report can also be used to visually interpret which children have made expected, above expected and below expected progress.

Question Level Analysis and Programme of Study Analysis

Each class/year group can have their NFER Tests analysed at question level which ensures teachers and senior leaders have a detailed knowledge of which areas of the national curriculum individual children and cohorts have a developed knowledge of and which areas have not yet moved to the long-term memory and therefore require further work.

Pupil Progress Meetings

During termly pupil progress meetings, the following items are discussed:

  • Any children whose NFER test result does not match their Educater assessment and reasons why
  • Next steps for those children working in the low average band – how can we move them to the average band?
  • What additional support those children in the below average band require?  Are these children making accelerated progress?
  • Any children who took an NFER test which is below their chronological year group – why?  What support are they receiving currently?  What additional support do they require to access their chronological age test?
  • Individual progress concerns – what support is required?
  • Specific gaps in learning – question level analysis and programme of study gaps.  How can this knowledge be applied to the teacher’s daily planning?


Impact of the use of NFER tests, the further data analysis, the follow up pupil progress meetings and the consequential actions is expected to be an in-depth teacher and leadership knowledge of individual children’s attainment, progress and required additional support.  This will be seen in the quality first teaching delivered daily as well as the supplementary interventions provided.