Case Study: Netherton CE Primary School

Netherton CE Primary School first used NFER Tests in summer 2018, after finding that non-standardised tests did not meet their assessment needs. Assistant Headteacher, Joanne Robinson explains why she turned to NFER as her assessment provider of choice.

“In the spring term 2018 we decided to look for a robust suite of tests after finding that our current assessment solution was not producing consistent data. We chose NFER as we could see there was so much evidence and research behind the tests. We know that NFER are highly credible and therefore the tests would be rigorous and robust.”


Like many schools, Netherton CE Primary School were looking for standardised tests that were age-appropriate and provided them with meaningful data. Netherton CE Primary School were delighted with the outcomes of NFER Tests. Ms Robinson explains:

“We found the content of the NFER Tests really thorough and they accurately reflect what is being taught in the national curriculum. There is consistency in the way the tests have been put together and we found the level of challenge to be just right. We love that they reflect the style and challenge of the national curriculum tests and that the results from our NFER Tests were an accurate comparison to the results in the national assessments.”

Ms Robinson explains how she uses the NFER Tests Analysis Tool to identify gaps in pupil learning and inform teaching.  

“We used the summer tests at the end of June, prior to a two week transition period where teachers have their new classes. During that period, it’s vital that the teachers understand gaps in learning in order to help move the pupils along. Being able to instantly generate a series of reports from the online tool makes this easy. Class teachers find the question analysis report particularly useful for identifying these gaps as it is really detailed, very clear and focused. It’s also useful to be able to hover over the standardised progress graph and make a direct comparison between pupils’ scores on two different assessments.”

As well as using the results to inform teaching and learning in her school, Ms Robinson acknowledges the value of the online analysis tool in school progress meetings and in sharing valuable knowledge of pupil performance between the schools’ teaching staff.

“I have been able to add all staff to the tool and give them access so that everyone can see whether we are on track with where we want to be. We use the tool in our progress meetings and bring the results up on the interactive board so we can all look at the outcomes. We use NFER Tests as a basis from which we move forward with our teaching.”