1.2 Identify key stages of the statutory framework including National Curriculum: procedures for assessment and benchmarking in relation to teacher target setting, for learning in own Home Nation

This. guide will help you answer 1.2 Identify key stages of the statutory framework including National Curriculum: procedures for assessment and benchmarking in relation to teacher target setting, for learning in own Home Nation.

The statutory framework for education in England is set by government policy and legislation. It provides schools with legal responsibilities for the way learning is delivered, assessed, and monitored. It ensures that every child has access to the same broad and balanced curriculum.

The term ‘statutory framework’ refers to the legal requirement for schools to follow specific guidelines, such as those set out in the Education Act 2002, the Children and Families Act 2014, and the Teachers’ Standards. The Department for Education oversees these requirements, and the National Curriculum forms a central part of the framework.

The statutory framework defines:

• The subjects taught in each key stage
• The attainment targets for each subject
• The programmes of study to be followed
• Expectations for assessment and reporting

This gives teachers and support staff clear direction and ensures nationwide consistency in education.

Key Stages in the National Curriculum

The National Curriculum in England is divided into four key stages (plus Early Years Foundation Stage before formal schooling). Each stage sets out which subjects should be taught and the standards pupils are expected to achieve.

Early Years Foundation Stage (EYFS)

This applies from birth to the end of Reception year in primary school. It focuses on seven areas of learning, including communication, physical development, and literacy. Assessment follows the Early Years Foundation Stage Profile, which teachers complete at the end of Reception.

Key Stage 1

Covers Years 1 and 2, ages 5 to 7. Core subjects include English, Mathematics, and Science, alongside foundation subjects such as Art and Design, Computing, Geography, and History. Teacher assessment is used alongside statutory tests, such as the Year 2 SATs in Reading and Maths.

Key Stage 2

Covers Years 3 to 6, ages 7 to 11. Pupils continue with the same subjects as Key Stage 1, but with increasing difficulty. Assessment includes ongoing teacher feedback and the Key Stage 2 SATs in Year 6 for English and Maths. Writing and Science are assessed by teachers.

Key Stage 3

Covers Years 7 to 9, ages 11 to 14. Pupils study a broad range of subjects, including modern foreign languages and technology. Assessment is ongoing, with schools using teacher grades and internal assessments to track progress.

Key Stage 4

Covers Years 10 and 11, ages 14 to 16. Pupils work towards nationally recognised qualifications such as GCSEs. The curriculum is more specialised, with core subjects and optional ones chosen by pupils. Assessment relies on coursework and final exams.

Procedures for Assessment

Assessment is the process of gathering information on pupil learning. It can be formal or informal, and is used to check progress, identify needs, and guide planning.

In England, assessment within the statutory framework usually includes:

• Formative assessment – ongoing checks to inform teaching. These include quizzes, marking work, and observing practical tasks.
• Summative assessment – final judgments at the end of a stage or unit. Examples are SATs, GCSEs, or teacher-assessed grades.
• Diagnostic assessment – used to identify specific learning needs or gaps.
• National standardised tests – such as Year 1 phonics screening and SATs at Key Stages 1 and 2.

Pupils’ results are compared against nationally agreed standards so teachers can measure progress against set expectations.

Benchmarking in Education

Benchmarking in schools means comparing a pupil’s progress and attainment to age-related expectations or national averages. It helps teachers identify if pupils are working below, at, or above the expected level.

This process might involve:

• Comparing SATs results to national averages
• Using assessment frameworks such as Teacher Assessment Frameworks (TAF)
• Analysing data from standardised tests like NFER assessments

Benchmarking supports fair and consistent grading. It also allows schools to identify patterns across groups, such as pupils with English as an additional language or those receiving SEND support.

Linking Assessment to Teacher Target Setting

Teacher target setting is the process of setting learning goals for individual pupils or classes so that progress can be measured. Assessment data is a key source for setting these targets.

Teachers may:

• Use prior attainment data from earlier years as a starting point
• Consider results from baseline tests at the start of the year
• Set targets that are challenging but achievable
• Monitor progress termly and adjust teaching methods where needed

For example, if a Year 4 pupil is below the expected standard in Reading, assessment records will highlight which skills need to be improved. The teacher might set a termly target for increasing reading fluency and support this with targeted interventions.

Assessment in the Home Nation Context (England)

In England, statutory assessments follow government regulations. The key statutory assessments include:

• Early Years Foundation Stage Profile – completed at the end of Reception
• Year 1 phonics check – reading 40 words and non-words to test phonics ability
• Key Stage 1 SATs – Reading and Maths tests; Writing and Science assessed by teachers
• Multiplication Tables Check – end of Year 4
• Key Stage 2 SATs – end of Year 6 in Reading, Maths, and Grammar, Punctuation and Spelling
• GCSEs or equivalent – end of Key Stage 4

Teacher assessments are moderated by local authorities or exam boards to maintain national consistency. Schools must follow published guidelines for administration, marking, and reporting.

Teacher’s Role in Assessment and Benchmarking

Teachers use assessment not only to record results but to plan their teaching. They combine formal test results with regular classroom-based observations.

Their responsibilities include:

• Understanding curriculum requirements for each key stage
• Recording progress accurately in school systems
• Giving feedback that is clear and constructive
• Working with teaching assistants to support targeted learning
• Meeting statutory deadlines for submitting results to the local authority or Department for Education

Benchmarking helps teachers check if their class is making progress in line with national expectations. This means they can adapt teaching early if issues appear.

The Role of Support Staff

Support staff, such as teaching assistants, contribute to assessment by observing pupils, keeping records, and helping gather evidence of progress. They may help prepare resources for assessments or work with small groups needing extra support.

Their input is valuable for:

• Monitoring pupils who need intervention
• Tracking participation in learning activities
• Reporting observations to the teacher for target setting
• Encouraging pupils during assessments to reduce anxiety

Support staff help ensure assessment is continuous and informed by multiple perspectives.

Reporting and Communication

Assessment results must be communicated clearly to parents, carers, and pupils. This often happens in termly reports or parent meetings. Reports will highlight whether the pupil is meeting, exceeding, or working below expected standards for their age.

Good communication about assessment involves:

• Using plain language rather than technical terms
• Giving specific examples of strengths
• Identifying next steps for improvement
• Sharing ways parents can support learning at home

Accurate reporting builds trust between home and school and strengthens support for the pupil.

Data in Target Setting

Education data includes attendance, behaviour records, prior attainment, and assessment results. Teachers analyse data to:

• Monitor progress of individuals and groups
• Identify patterns such as gaps for disadvantaged pupils
• Adjust teaching plans to meet needs

Benchmarking data might show, for example, that a class is above the national average in Maths but below in Writing. This insight directs more focus to writing skills during planning.

Schools often use management information systems to store and compare this data over time.

Assessment and Equal Opportunities

Assessment should be fair and free from bias. Tests and teacher judgments must allow pupils from different backgrounds and abilities to demonstrate their knowledge.

To help achieve this:

• Materials should be accessible to pupils with SEND
• Alternative communication methods should be provided where required
• Cultural references should be inclusive
• Interpreters may be used for pupils with limited English

Following fairness principles in assessment supports equal access to learning and progression.

Accountability and Oversight

Ofsted inspects schools to check they meet statutory requirements for curriculum and assessment. Schools need to keep clear records and show that they are monitoring progress in line with expectations.

Local authorities may check assessment results and moderation processes, especially in primary schools.

Teachers and school leaders are accountable for meeting these requirements, and governors often review assessment outcomes in their oversight role.

Final Thoughts

Supporting teaching and learning requires a clear knowledge of the statutory framework and National Curriculum. Knowing the key stages helps you understand what pupils should be learning at each age. Understanding assessment types and benchmarking gives you the tools to interpret pupil progress correctly.

As support staff, your role in observing, recording, and communicating information about learning is just as important as formal testing. Your contributions feed into target setting that guides teaching. By working closely with teachers and following these procedures, you help every pupil reach their full potential within the structured and consistent approach required by the statutory framework in England.