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Mr C Coyle-Chislett

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Telephone Number
01736 753472

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Our Address
2 St George’s Road, Hayle,
Cornwall, TR27 4AH

“Penpol pupils are curious, creative and courageous learners. Our school community believes in authenticity as the foundations of deep-rooted learning. Through our rich and relevant curriculum, we nurture community-minded, forward-facing international citizens of the future.”


Types of Assessment

We monitor the progress and achievement of pupils at Penpol School in a variety of ways, making formative (day to day) and summative (end of unit or term) assessments. We record these results so that we can structure our lesson plans in order to help every child succeed.

What is Mappix?

We use a cloud-based software system, called Mappix, to record our assessments and track how well our pupils are doing. Every objective for each of the core subjects – including Reading, Writing and Maths – is covered by Mappix. This means that teachers using this software are confidently teaching to the new National Curriculum.

How do we use Mappix?

In class, during a lesson or at home, scrutinising the pupils’ books, we are able to mark work against NC objectives and record the degree to which each student has achieved their aim.

iPads, desktops or laptops can be used for this purpose, which means that teachers and school leaders can access our secure Penpol Mappix website whenever they need to.

Recently, our TAs have undertaken additional Mappix training so that they can develop greater effectiveness in delivering targeted support and monitoring the pupils who rely on their valuable input. In this way, our staff share a collective responsibility to share knowledge of:

  • curriculum expectations
  • pupils’ strengths
  • pupils’ barriers to learning
  • pupils’ personalised goals
  • targeted intervention

How does Mappix support pupil progress?

One simple system provides everything we need for a positive impact at Penpol School. This diagram shows how each aspect of the system works in synchronicity towards one aim: ensuring our pupils reach their potential.

Reporting to parents

The valuable information that is stored using Mappix informs our interventions and pupil support, academic review meetings and end of year reports. We are able to give parents and carers detailed analysis of their child’s strengths and weaknesses in a clear and logical fashion. This is, by far, the most specific and accurate information that we have ever been able to give, supporting parents with learning at home.

Data protection

The security of our pupil data is paramount at Penpol School. We keep up-to-date with the latest guidance on data handling and act in accordance with best practice when it comes to sensitive information.

The company which created Mappix is a registered ‘data processor’ and complies with UK regulations for this role. Password protection, system management protocols and encryption ensure that our pupil data is handled appropriately and that the school retains control of this data.

Find out more

To learn more about why we and so many other schools are using Mappix, you can find information on their website.

Assessment in EYFS: Early Learning Goals

The Early Years Foundation Stage is separated into seven areas of development. There are three ‘Prime Areas‘ and four ‘Specific Areas‘. The Prime areas are fundamental skills and work together to support development in all other areas of development.

The Early Learning Goals establish expectations for children’s learning and development by the end of the EYFS. We support all children in working towards these goals, but there is no expectation that all children should achieve them. We use our professional judgement to make these assessments, based on the knowledge and understanding of what the child knows, understands, and can do.

The EYFS Profile is a statutory assessment of children’s development at the end of the early years foundation stage (known as a summative assessment). Day-to-day informal checking of what children have learnt will inform teaching and learning on an ongoing basis throughout the final year of the EYFS. This will include identifying areas where children may be at risk of falling behind, so that we can provide rapid, effective support.

The Early Learning Goals are what is assessed at the end of the reception year but are not used as a curriculum. The EYFS profile is not used for ongoing assessment or for entry-level assessment for early years settings or reception classes.

We use the Reception Baseline Assessment which is an activity-based assessment of pupils starting point in communication, language and literacy and mathematics. It provides a snapshot of where pupils are when they arrive at school.

Prime Areas of Development

Children at the expected level of development will:

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self
Children at the expected level of development will:

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
  • Explain the reasons for rules, know right from wrong and try to behave accordingly;
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

 Building Relationships
Children at the expected level of development will:

  • Work and play cooperatively and take turns with others;
  • Form positive attachments to adults and friendships with peers;
  • Show sensitivity to their own and to others’ needs.

Listening, Attention and Understanding
Children at the expected level of development will:

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
  • Make comments about what they have heard and ask questions to clarify their understanding;
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Children at the expected level of development will:

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Gross Motor Skills
Children at the expected level of development will:

  • Negotiate space and obstacles safely, with consideration for themselves and others;
  • Demonstrate strength, balance and coordination when playing;
  • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine Motor Skills
Children at the expected level of development will:

  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;
  • Use a range of small tools, including scissors, paint brushes and cutlery;
  • Begin to show accuracy and care when drawing.
Specific Areas of Development

☆ Comprehension
Children at the expected level of development will:

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
  • Anticipate – where appropriate – key events in stories;
  • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

☆ Word Reading
Children at the expected level of development will:

  • Say a sound for each letter in the alphabet and at least 10 digraphs;
  • Read words consistent with their phonic knowledge by sound-blending;
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

☆ Writing
Children at the expected level of development will:

  • Write recognisable letters, most of which are correctly formed;
  • Spell words by identifying sounds in them and representing the sounds with a letter or letters;
  • Write simple phrases and sentences that can be read by others.

☆ Number
Children at the expected level of development will:

  • Have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

☆ Numerical Patterns
Children at the expected level of development will:

  • Verbally count beyond 20, recognising the pattern of the counting system;
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

☆ Past and Present
Children at the expected level of development will:

  • Talk about the lives of the people around them and their roles in society;
  • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

☆ People, Culture and Communities
Children at the expected level of development will:

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

☆ The Natural World
Children at the expected level of development will:

  • Explore the natural world around them, making observations and drawing pictures of animals and plants;
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

☆ Creating with Materials
Children at the expected level of development will:

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
  • Share their creations, explaining the process they have used;
  • Make use of props and materials when role playing characters in narratives and stories.

☆ Being Imaginative and Expressive
Children at the expected level of development will:

  • Invent, adapt and recount narratives and stories with peers and their teacher;
  • Sing a range of well-known nursery rhymes and songs;
  • Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.
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