National Assessment within England’s Educational System
National assessments are a defining feature of the English education system, shaping the way learning is measured, monitored and understood across different stages of a child’s educational journey. To understand them fully, it is helpful to see how they function within the broader picture of statutory requirements, curriculum planning, accountability, and the progression of children through early years, primary, and secondary schooling.

The term “national assessment” refers to a collection of tests, checks, and evaluations that children complete at set points in their education. Most of these assessments are statutory for schools and settings and are designed to provide a consistent measure of attainment and progress across the country. Alongside these, there are also non-statutory or optional assessments, such as the End of Key Stage One National Curriculum Assessments or Key Stage 1 SATs, which schools may choose to administer but are not required to do so. Some assessments are also less frequent in their use, such as the Science sampling test, which is carried out on a biannual basis, but still form part of the broader assessment landscape.

The primary purpose of these assessments is to generate reliable and trusted data that local authorities, government departments, and educational organisations can use. The data contributes to a system of accountability and standardisation across the country. Because all children at the relevant stage complete the same tests, it becomes possible to compare the progress and attainment of learners regardless of where they attend school. This comparability is central to allowing policymakers, school leadership and educators to monitor how schools and the system as a whole are performing. Beyond accountability, the results of national assessments inform curriculum planning at the school level, as teachers and leaders use the data to identify strengths and weaknesses in learning, adapting teaching approaches and priorities accordingly.

EYFS settings and National Assessments

In the early stages of education, national assessments are woven into the Early Years Foundation Stage. One of the first points of statutory assessment is the Two-Year Progress Check, which is completed when a child is between the ages of two and three years old. This check provides parents and practitioners with an overview of a child’s development, highlighting strengths and identifying areas where further support may be needed. Another significant assessment in the early years is the Early Years Foundation Stage Profile, completed in the final term of the Reception year. This profile provides a holistic measure of a child’s development across multiple areas of learning, such as communication and language, physical development, and personal, social and emotional growth.

National Curriculum settings and National Assessments

Within the National Curriculum, national assessments are positioned at various points to capture children’s progress through primary education. The Reception Baseline Assessment is carried out within the first six weeks of a child starting school in Reception. It provides a starting point against which progress can be measured as the child continues through primary school. The Phonics Screening Check takes place in Year 1 and assesses children’s ability to decode words using phonics knowledge, which is central to the early stages of learning to read. By the end of Key Stage One, children may sit the National Curriculum Assessments, although these are no longer statutory. They provide information about pupils’ attainment in reading, writing, mathematics and science, but schools have the option of whether to administer them.

As children approach the end of primary education, further statutory assessments come into play. The Multiplication Table Check, introduced to ensure children develop multiplication fluency, is completed in Year 4. At the end of Key Stage Two, pupils take part in the statutory National Curriculum Assessments, sometimes referred to as SATs, which cover reading, mathematics, and grammar, punctuation and spelling. Writing is assessed through teacher judgment, supported by moderation processes. Alongside these, the Science sampling test is carried out every two years with a small, representative sample of pupils to provide national data on science attainment.

Secondary education marks a shift in the way statutory assessment is structured. At Key Stage Three, which covers Years 7 to 9, there are no national tests. Instead, assessment takes the form of teacher assessment within the statutory curriculum. Teachers assess pupils’ progress in subject-specific knowledge and skills, while also considering cross-curricular skills such as communication, the use of mathematics, and ICT. Beyond this, other skills such as problem-solving, self-management, and collaborative working are also evaluated, reflecting a broader understanding of education that extends beyond academic achievement alone.

At Key Stage Four, national assessments once again take a formalised form through GCSEs, the General Certificate of Secondary Education. Although GCSEs are technically non-statutory in the sense that students are not legally required to take them, in practice, they are the established and main pathway for most pupils in England at the end of compulsory schooling. GCSEs provide a nationally recognised qualification, assessed through a combination of examinations and coursework, depending on the subject. They act as a crucial measure of attainment at the end of secondary school and often determine students’ future educational and career opportunities.

When considering the broad structure of national assessments across the English system, it becomes clear that they play multiple roles. They provide a means of accountability, ensuring that schools are delivering a curriculum that leads to measurable progress. They create consistency, as the use of the same assessments across the country allows for fair comparisons to be made. They also support planning, as teachers and leaders use the data from these assessments to shape teaching and address areas of weakness. However, national assessments also influence the experiences of children, shaping the rhythm of the school year and sometimes generating debate about the balance between testing and broader educational experiences.

National Assessment Overview
– Two-Year Progress Check – Statutory
– Early Years Foundation Stage Profile – Statutory
– Reception Baseline Assessment – Statutory
– Phonics Screening Check – Statutory
– Multiplication Table Check – Statutory
– End of Key Stage 1 National Curriculum Assessments – Non-Statutory
– End of Key Stage 2 National Curriculum Assessments – Statutory
– Science sampling – Statutory
– Key stage 3 Teacher assessment – Statutory
– General Certificate of Secondary Education (GCSE) – Non-Statutory