How can multi-academy trusts bridge the gap between objective data and classroom reality to truly elevate student progress?

A balanced and reliable assessment approach

Across our trust, we combine teacher judgement with standardised assessment data. We use
NTS (National Test-Style Standardised) Assessments: Reading and NTS Mathematics to support that process. We have two formal assessment reporting points in the year, Autumn and Summer, and at these points we review the assessment data and teacher judgements and discuss these outcomes. What we’re essentially doing is using NTS Assessments to moderate teacher judgements. Because the NTS Assessments are standardised on a nationally representative sample, it gives us something objective to compare against teacher judgement. Our teachers assess pupils as working below, towards, expected or greater depth (with some schools using more refined scales), and we then triangulate that with standardised scores and age-related scores from NTS.

Matthew Revill, Headteacher at Woodsetts Primary School and Assessment Lead for White Woods MAT says, "for us, this gives a much more rounded and reliable picture. Teacher judgement on its own can vary quite a lot – some teachers are stricter, some more lenient – and equally, a single test doesn’t always show the full picture of a child. Bringing both together allows us to have more informed, professional conversations."

Headteacher Revill also said, "the biggest impact has been in our pupil progress meetings. As we’ve got both teacher judgement and NTS standardised scores, we can very quickly highlight discrepancies and explore them. For example, we’ve had cases where a test showed very high attainment but the teacher judgement was much lower so that prompts a really useful discussion - if the pupil can do this independently in a test… they shouldn’t be getting these top marks unless they’re operating at that level.”

Equally, it works the other way – if a pupil underperforms on the day, we can balance that against what we know from classroom practice. Overall, it gives us greater confidence in the data and enables more constructive challenge within and across schools.

Using NTS Assessments to establish a clear benchmark
We’ve found the autumn assessment point particularly valuable. It gives us a clear baseline after the summer break which we then use to plan provision for the rest of the year. From that point, we can track progress through to summer and make more informed decisions about interventions.

We also value the way NTS assessments cover a broad range of curriculum content, rather than just what has recently been taught. It gives us more of an overview of what knowledge has been retained, rather than just testing what they’ve just recently learnt. That makes the experience a closer match to statutory assessments and helps us identify genuine gaps in knowledge.

Preparing pupils for end-of-key-stage assessments
Another key reason we prefer to use NTS Assessments is that they reflect the SATs style of questions and look more like SATs papers, so the papers begin to feel familiar to pupils. The testing is a normal part of school life and so by the time pupils reach Year 6, it’s nothing unusual. That familiarity reduces anxiety and supports pupil confidence.

Turning insight into action with Boost Insights and Shine Interventions
Where we’ve seen real value is in connecting assessment to action. Through NTS Assessments we can see question-level analysis and identify specific gaps which is helpful both at individual level and at class level so that we can see whether there’s a particular area that is weaker than it should be. That allows us to decide whether something needs to be addressed through whole-class teaching or targeted intervention.

Like many schools, time is a key challenge. Question-level analysis can be time-consuming, and not all schools across the trust have capacity for that level of detail. However, when we use it, the value is clear – particularly in identifying precise gaps.

At Woodsetts Primary School, we use Shine interventions, particularly in maths, to target support. The Shine Interventions Group Report in the Boost Insights reporting platform that we use with NTS Assessments data, helps to pinpoint the area of need for small group interventions. It then gives us all the resources for the learning sequence. So the teacher’s not having to plan, resource or organise it… that’s the best thing about Shine. Our teachers can just print off the particular Shine set of resources and give them to the teaching assistants for particular groups of children… it’s quite a nice way of targeting but also making it more manageable.

A cost-effective and sustainable approach
We’ve also found NTS to be a practical and cost-effective solution. At one point, we considered producing our own assessments, but when we factored in printing and staff time, it was actually more expensive. Using NTS, we benefit from standardised measures that are nationally representative, too, so this reliable data helps support and moderate our judgements.

As Assessment Lead for our Trust, I have been recommending NTS Assessments. For us, the key strengths are:

• The ability to reliably triangulate our data with nationally-represented data
• Coverage of the full curriculum
• Familiarity with SATs-style testing
• Support for meaningful professional dialogue
• Practical, time-saving links to targeted intervention

By successfully weaving reliable metrics together with professional teaching experience, White Woods MAT has established an ecosystem where data never stands still. Ultimately, this approach moves schools beyond mere testing, turning simple numbers into targeted, impactful classroom action that builds genuine student confidence.