Building a Whole Pupil View

To build a truly holistic view of each pupil, it is necessary to look at measurements of ability and attitudes alongside a pupil’s attainment. In doing so, schools are provided with an assessment model that does not rely on National Curriculum levels and provides schools with data that can be compared to a national benchmark. Here, we outline how our assessment model works.

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Showing a pupil's potential and learning preferences

The Cognitive Abilities Test: Fourth Edition (CAT4) helps you measure each pupil’s potential and understand their learning preferences, providing reliable and accurate information for teaching and learning.

The CAT4 reports show a learner profile, which tells teachers whether a pupil has a verbal or spatial bias and their level of ability. GCSE, AS and A Level indicators are also provided as well as a Standard Age Score (see below).


Showing where a pupil is at in maths, english, science and reading as well as their progress rate

The Progress Test Series and New Group Reading Test are our key assessments of knowledge, understanding and progress. 

The image on the right shows an NGRT Group Progress report section. This report records and compares two sets of scores with clear narrative and visual representations of progress.

Ability vs. Attainment

Highlights if a pupil is not achieving their full potential

Schools that use both our ability and attainment assessments can have access to a free report that compares their attainment data to the ability data from the Cognitive Abilities Test (CAT4). Our ability test plays a vital role when trying to identify those who not fulfilling their potential, and when combined with professional teacher judgement, it provides a well-rounded picture of each individual student.

In this report, the graph shows CAT4 Standard Age Scores vs. NGRT Standard Age Scores. Students in the green area have achieved lower than expected attainment, students in the blue have achieved higher than expected attainment.


Could reveal why a pupil is not reaching their potential

Where there are discrepancies between ability and attainment data, our Pupil Attitudes to Self and School (PASS) survey helps you understand why pupils may not be performing to their full potential. PASS can help you by identifying groups of pupils, such as fragile learners, or those who may be coasting in class.

Ability & Attainment vs. Attitudes

Highlights if a pupil's ability does not match with their attitudes to themselves

Comparing ability and attainment with attitudes could flag barriers to learning. Is the pupil being bullied? Do they think they can't access the curriculum? Are they having problems at home?

Coming soon! A report that compares ability data from CAT4 with attitudinal data from PASS. Customers can currently use Excel to compare two sets of data. Pupils who have high attainment or ability but low perceived learning capability could be at risk of not reaching their full potential.


The Standard Age Score

Essential to this assessment model is the Standard Age Score (SAS), the most important piece of information derived from any standardised test. The SAS is one of the fairest and most accurate ways of benchmarking pupils and monitoring their progress, enabling schools to compare the performance of different pupils within a year group, across year groups and against the national standard. It also enables scores from more than one test to be compared meaningfully – providing you with an easy way of comparing ability results from CAT with attainment scores from the Progress Test Series and New Group Reading Test.

How do we stop lost learning in our academies?

Lisa Crausby discusses the assessment strategy she uses with her 18 multi-academy trusts...

Five questions about Progress 8

Duncan Baldwin discusses the pros and cons of Progress 8 and asks what we should be doing about it.

Review of the Progress Test Series

John Dabell looks at how the Progress Test Series can be used to help stimulate positive change and improvement in the classroom.

How to roadmap Progress 8 success

Andy Dalton-Bunker advises how to ensure vulnerable students are on track to achieve their Attainment 8 expectations.