Attainment is usually measured in terms of the numbers and percentages working at or above expected for their age.

Some schools measure progress by simply looking at how the % on track changes term to term though out a year.  If you are measuring each term against the end of year expectations this will work well.  If you are, however, measuring progress against expectations for each term there is no guarantee that the figures will improve though the Year.  An alternative measurement of progress is to use a points score and measure the jump in stages each term.   Progress is usually measured since the previous summer – so progress each term as pupils move through each year using the previous Summer as the baseline. Primary schools will additionally want to show progress since prior attainment at KS1 Progress can also be measured against end of year or end of Key Stage Targets.  It is completely up to schools how they want to measure attainment and progress as we can provide solutions for any case.

Progress is traffic lighted so staff can easily see the issues surrounding each pupil.

All pupil background details are recorded such as gender, ethnicity, SEN, EAL, Pupil Premium, G&T, Year joined. This enables you to simple select a group, or combination of groups such as White Boys on FSM and you will automatically see the attainment and progress for that selected group. We also encourage the link between interventions and attainment and progress. So we build up the "provision map" as part of the Tracking system. This enables you to easily see the impact of certain interventions such as 1 to 1 tuition, Springboard, Learning Mentors, SALT, Reading Partners. You can build in anything you want that you are doing that you would like some evidence about impact from.

The tracking can be done termly, half-termly or whatever frequency you like. You can track in core subjects or wider areas of learning as you wish.


Schools have now moved on from the curriculum changes and the old NC sub-levels.  We have worked with hundreds of schools developing in-house models that work for them.  We would like to reassure you that we have a simple solution for you.

You just need to decide how many steps or stages you are breaking each year into and what terminology you want to use.  A common approach is to assess pupils each year as emerging, developing, secure or deeper.  We can develop simple scoring systems to aid you in highlighting attainment and progress and providing all the evidence you need for effective planning.  We do not believe in the "tick box" approach to assessment.  So a fancy software package that requires hundreds of ticks which then calculates an overall score is not our idea of good assessment.  It certainly was not the idea of the Commission that reported on the issue.


If you are interested in one of our Pupil Tracking solutions just let us know.  We will be happy to share some common models and will mock up something for you to trial.  Just contact us and we will be happy to help.

We have developed a simple and effective EYFS Pupil Tracker which has proved very successful.

This builds on the simplicity of the main Pupil Tracker allowing easy reflections on attainment and progress as children move through Nursery and Reception. 

It works by using a “best fit” judgement on the level within each age band the pupil is working at.

You can look at differences by pupil groups or the impact of interventions as you wish.

Contact us if you want to see a model EYFS Tracker to trial.



EduDataUK have worked with numerous Special Schools in recent years developing tracking systems to meet their needs.

This allows the school to track attainment and progress for pupils throughout the school. The Tracker can be set up for you to cover Early Years, KS1, 2 & 3 and KS4 onwards.

The tracking in Special schools uses a wide range of assessments including P levels, Pivats etc. The Tracker will enable you to easily see the progress being made as pupils move through the school. The results can be shown for any groups of pupils or against any needs. The impact of interventions can also be simply demonstrated.