Year 1 English skills assessment grid
1 -Excellent
2 - Good
1. Spelling
 Correct spelling of simple high frequency words
in independent work.
 Majority of words used are recognisable.
 Over 90% correct in spelling scores.
2. Syntax and Punctuation
 Accurate use of capital letters and full stops.
3. Structure and Sequencing
 Can produce a piece of writing with events in
the correct order.
4. Creativity and Imagination
 Produces work using own ideas.
 Creative writing interesting to read.
5. Reading and Comprehension
 Fluent reading.
 Is able to consistently answer questions about
the text.
 The majority of high frequency words are spelt
correctly in independent work.
 Half of words used are recognisable.
 Over 75% correct in spelling scores.
 Shows evidence of some use of capital letters
and full stops (accurate).
 Can produce a piece of writing with events
usually in the correct order.
 Usually own ideas are produced when writing
creatively.
 Reading is usually fluent.
 Is able to draw from a range of strategies when
deciphering unknown words.
 Phonetically spells words in independent work.
 Some of words used are recognisable.
 Over 50% correct in spelling scores.
 Shows an awareness of capital letters and full
stops but is not always accurate.
 Some events are placed in the correct order.
 Some ideas are imaginative when writing
creatively.
 Reading is stilted with no awareness of
punctuation.
 Over 25% correct in spelling scores.
 Sometimes uses capital letters and full stops but
maybe only at the beginning and end of a piece
of work.
 Produces writing with no clear structure and
events are not ordered correctly.
 Lacks ideas when writing creatively. Needs to
be given ideas to use.
 Reliant on sounding out. No fluency.
4 – Room for
improvement
1c
1b
1a
3 - Sound
2c
2b
2a
3c
Grade
Name:
*Please note the levels only apply to skills 1 – 4 and not the reading skills column
5 – Unsatisfactory: Is working towards the above
Year 2 English skills assessment grid
1 -Excellent
2 - Good
2. Syntax and Punctuation
 Accurate use of exclamation marks and
question marks.
 Some evidence of commas.
3. Structure and Sequencing
 Produces a clearly structured piece of work with
events clearly in the correct order.
4. Creativity and Imagination
 Produces work using own ideas. Creative
writing interesting to read. Uses adjectives
appropriately.
5. Reading and Comprehension
 Fluent reading with expression. Consistently
answers questions about the text.
 Correct spelling of simple high frequency words
in independent work.
 Majority of words used are recognisable.
 Over 75% correct in spelling scores.
 Accurate use of capital letters and full stops.
 Produces a clearly structured piece of work with
events usually in the correct order.
 Produces work using own ideas.
 Creative writing interesting to read. Some use of
adjectives.
 Reading is usually fluent with some expression.
Can draw from a range of strategies when
deciphering unknown words.
 The majority of high frequency words are spelt
correctly in independent work.
 Half of words used are recognisable.
 Over 50% correct in spelling scores.
 Usually uses capital letters and full stops in the
right place.
 Produces a structured piece of work and some
events are correctly ordered.
 Usually own ideas are produced when writing
creatively.
 Sporadic expression with some fluency. Is able
to answer some questions about the text.
 Over 25% correct in spelling scores.
 Shows an awareness of punctuation but is not
accurate.
 Events are ordered incorrectly and the work has
no structure.
 Ideas usually revolve around the same subject.
 No awareness of the reader.
 Reading is stilted with no awareness of
punctuation. Unable to talk about what has
been read.
3 - Sound
1. Spelling
 Some common grammatical function words are
correctly spelt.
 Some inflected endings spelt correctly.
 Over 90% correct in spelling scores.
4 – Room for improvement
1a
2c
2b
2a
3c
3b
3a
Grade
Name:
*Please note the levels only apply to skills 1 – 4 and not the reading skills column
5 – Unsatisfactory: Is working towards the above
Year 3 English skills assessment grid
1. Spelling
 Some past and present tense inflections
spelt correctly.
 Some common grammatical function
words are correctly spelt.
 Over 90% correct in spelling scores.
2. Syntax and Punctuation
 Commas used in lists, although not
always accurately.
 Sentences usually demarcated
accurately with full stops, capital
letters, question marks and
exclamation marks.
3. Structure and Sequencing
 Some attempts to organise idea with
related points placed next to each
other.
 Openings and closings usually signalled.
 Within paragraphs/ sections, some links
between sentences, e.g. use of
pronouns or of adverbials.
 Some internal structure within sections
of text e.g. one-sentence paragraphs or
ideas loosely organised.
4. Creativity and Imagination
 Some words selected for effect or
occasion.
 Attempt to adopt viewpoint and
developing an awareness of reader.
5. Reading and Comprehension
 Straightforward inference based on a
single point of reference in the text.
 Uses a range of strategies effectively to
read with fluency, understanding and
expression.
 Some common grammatical function
words are correctly spelt.
 Some inflected endings spelt correctly.
 Over 75% correct in spelling scores.
 Accurate use of capital letters and full
stops.
 Some limited use of speech
punctuation.
 Openings and closings often signalled.
 Within paragraphs/ sections, beginning
to show links between sentences, e.g.
use of pronouns or of adverbials.
 Beginning to show internal structure
within sections of text e.g. onesentence paragraphs or ideas loosely
organised.
 Some appropriate ideas and content
included.
 Simple, generally appropriate
vocabulary used, limited in range.
 Beginning to use a range of strategies
effectively to read with fluency,
understanding and expression.
 Responses to text show meaning
established at a literal level.
 Correct spelling of simple high
frequency words in independent work.
 Majority of words used are
recognisable.
 Over 50% correct in spelling scores.
 Accurate use of capital letters and full
stops.
 Comma splicing evident particularly in
narrative.
 Some basic sequencing of ideas or
material, e.g. time-related words or
phrases, line breaks, headings,
numbers.
 Openings and/or closings sometimes
signalled.
 Ideas in sections grouped by content,
some linking by simple pronouns.
 Some opportune use of new
vocabulary.
 Some attempts to adopt appropriate
style.
 Some fluency and expression, e.g.
taking account of punctuation, speech
marks.
 Generally clear idea of where to look
for information.
 Over 25% correct in spelling scores.
 Usually uses capital letters and full
stops in the right place.
 Some basic sequencing of ideas or
material, e.g. time-related words or
phrases.
 Ideas in sections grouped by content,
some linking by simple pronouns.
 Simple, often speech-like vocabulary
conveys relevant meanings.
 Some appropriate features of the given
form used.
 Range of key words read on sight.
 Unfamiliar words decoded using
appropriate strategies, e.g. blending
sounds.
 Some specific, straightforward
information recalled, e.g. names of
characters, main ingredients.
4 – Room for improvement
2b
2a
3 - Sound
3c
3b
2 - Good
3a
1 -Excellent
4c
Grade
Name:
* Please note the levels only apply to skills 1 – 4 and not the reading skills column
5 – Unsatisfactory: Is working towards the above
Year 4 English skills assessment grid
1. Spelling
 Most past and present tense inflections
spelt correctly.
 Most content words spelt correctly.
 Over 90% correct in spelling scores.
2. Syntax and Punctuation
 Sentences demarcated accurately
throughout the text.
 Some evidence of speech punctuation.
 Commas used in lists, although not
always accurately.
1 -Excellent
4a
Grade




4b
3. Structure and Sequencing
Ideas organised by clustering related
points or by time sequence.
Ideas are organised simply with a fitting
opening and closing, sometimes linked.
Paragraphs / sections help to organise
content, e.g. main idea usually
supported or elaborated by following
sentences within.
Within paragraphs/sections, limited
range of connections between
sentences, e.g. overuse of ‘also’ or
pronouns.
4. Creativity and Imagination
 Some ideas and material developed in
detail, e.g. descriptions elaborated by
adverbial and expanded noun phrases.
 Some deliberate vocabulary choices.
5. Reading and Comprehension
 Comments make inferences based on
evidence from different points in the
text.
 Some basic features of writer’s use of
language identified.
 Some past and present tense
inflections spelt correctly.
 Some common grammatical function
words are correctly spelt.
 Over 75% correct in spelling scores.
 Commas used in lists, although not
always accurately.
 Sentences usually demarcated
accurately with full stops, capital
letters, question marks and
exclamation marks.
 Some attempts to establish simple links
between paragraphs / sections.
 Some attempt to organise ideas with
related points next to each other.
 Some internal structure within sections
of text e.g. one-sentence paragraphs or
ideas loosely organised..
 Some words selected for effect or
occasion.
 Attempt to adopt viewpoint and
developing an awareness of reader.
 Straightforward inference based on a
single point of reference in the text.
 Uses a range of strategies effectively to
read with fluency, understanding and
expression.
 Some common grammatical function
words are correctly spelt.
 Some inflected endings spelt correctly.
 Over 50% correct in spelling scores.
 Accurate use of capital letters and full
stops.
 Some limited use of speech
punctuation.
 Openings and closings often signalled.
 Within paragraphs/ sections, beginning
to show links between sentences, e.g.
use of pronouns or of adverbials.
 Some appropriate ideas and content
included.
 Simple, generally appropriate
vocabulary used, limited in range.
 Beginning to use a range of strategies
effectively to read with fluency,
understanding and expression.
 Responses to text show meaning
established at a literal level.
 Over 25% correct in spelling scores.
 Accurate use of capital letters and full
stops.
 Comma splicing evident particularly in
narrative.
 Some attempt to sequence ideas or
material logically.
 Movement between paragraphs /
sections sometimes abrupt or
disjointed.
 Some basic sequencing of ideas or
material, e.g. time-related words or
phrases, line breaks, headings,
numbers.
 Openings and/or closings sometimes
signalled.
 Ideas in sections grouped by content,
some linking by simple pronouns.
 Some opportune use of new
vocabulary.
 Some attempts to adopt appropriate
style.
 Some fluency and expression, e.g.
taking account of punctuation, speech
marks.
 Generally clear idea of where to look
for information.
4 – Room for improvement
2a
3c
3b
3 - Sound
3a
2 - Good
4c
Name:
*Please note the levels only apply to skills 1 – 4 and not the reading skills column
5 – Unsatisfactory: Is working towards the above
Year 5 English skills assessment grid
1. Spelling
 Past and present tense inflections spelt
correctly.
 Most content words spelt correctly.
 Past and present tense inflections spelt
correctly.
2. Syntax and Punctuation
 Syntax and punctuation within the
sentence is generally accurate,
including commas to mark clauses.
 Wider range of connectives used.
3. Structure and Sequencing
 Development of material is effectively
managed across the text.
 Paragraphs clearly structure main ideas
across text to support purpose, e.g.
clear chronological or logical links
between paragraphs.
 Links between paragraphs are
generally maintained.
4. Creativity and Imagination
 Appropriate style clearly established
with some adaptation to purpose.
 Vocabulary chosen for effect with a
growing range of figurative language.
 Clear point of view generally consistent
throughout writing.
5. Reading and Comprehension
 Comments develop explanation of
inferred meanings drawing on evidence
across the text.
 Various features of writer’s use of
language identified, with some
explanation.
 Most past and present tense inflections
spelt correctly
 Most content words spelt correctly.
 Over 75% correct in spelling scores.
 Sentences demarcated accurately
throughout the text.
 Some evidence of speech punctuation.
 Commas used in lists, although not
always accurately.
 Ideas organised by clustering related
points or by time sequence.
 Ideas are organised simply with a
fitting opening and closing, sometimes
linked.
 Paragraphs / sections help to organise
content, e.g. main idea usually
supported or elaborated by following
sentences within.
 Within paragraphs/sections, limited
range of connections between
sentences, e.g. overuse of ‘also’ or
pronouns.
 Some ideas and material developed in
detail, e.g. descriptions elaborated by
adverbial and expanded noun phrases.
 Some deliberate vocabulary choices.
 Comments make inferences based on
evidence from different points in the
text.
 Come basic features of writer’s use of
language identified.
 Some past and present tense
inflections spelt correctly.
 Some common grammatical function
words are correctly spelt.
 Over 50% correct in spelling scores.
 Some evidence of speech punctuation.
 Confident use of commas.
 Some attempts to establish simple links
between paragraphs / sections.
 Some attempt to organise ideas with
related points next to each other.
 Some internal structure within sections
of text e.g. one-sentence paragraphs or
ideas loosely organised.
 Some expansion of general vocabulary
to match topic.
 Attempt to adopt viewpoint and
developing an awareness of reader.
 Some appropriate ideas and content
included.
 Straightforward inference based on a
single point of reference in the text.
 Uses a range of strategies effectively to
read with fluency, understanding and
expression.
 Over 25% correct in spelling scores.
 Accurate use of capital letters and full
stops.
 Some limited use of speech
punctuation.
 Openings and closings often signalled.
 Within paragraphs/ sections, beginning
to show links between sentences, e.g.
use of pronouns or of adverbials.
 Some words selected for effect.
 Simple, generally appropriate
vocabulary used, limited in range.
 Some attempt to elaborate on basic
information and events.
 Beginning to use a range of strategies
effectively to read with fluency,
understanding and expression.
 Responses to text show meaning
established at a literal level.
4 – Room for improvement
3b
3a
3 - Sound
4c
4b
2 - Good
4a
5c
1 -Excellent
5b
Grade
Name:
* Please note the levels only apply to skills 1 – 4 and not the reading skills column
5 – Unsatisfactory: Is working towards the above
Year 6 English skills assessment grid
1. Spelling
 All tense inflections spelt correctly.
 Most content words spelt correctly,
multiple morphenes spelt correctly.
 Over 90% correct in spelling scores.
2. Syntax and Punctuation
 Some use of semi colons and colons.
 Confident use of a range of sentence
features.
 Full range of punctuation used
accurately, including speech
punctuation.
3. Structure and Sequencing
 Paragraphs clearly structure main ideas
across text to support purpose, e.g.
clear chronological or logical links
between paragraphs.
 Within paragraphs/sections, a range of
devices support cohesion, e.g. secure
use of pronouns, connectives,
references back to text.
 Material is structured clearly, with
sentences organised into appropriate
paragraphs.
4. Creativity and Imagination
 Beginning to use a range of stylistic
devices to achieve effect.
 A wide array of ambitious vocabulary
chosen for effect with use of figurative
language.
 Point of view sustained throughout
writing.
5. Reading and Comprehension
 Comments make inferences and
deductions based on textual evidence
 Comments show awareness of the
effect of writer’s language choices.
 Most past and present tense inflections
spelt correctly.
 Most content words spelt correctly.
 Over 75% correct in spelling scores.
 Syntax and punctuation within the
sentence is generally accurate,
including commas to mark clauses.
 Wider range of connectives used.
 Development of material is effectively
managed across the text.
 Paragraphs clearly structure main ideas
across text to support purpose, e.g.
clear chronological or logical links
between paragraphs.
 Links between paragraphs are generally
maintained.
 Appropriate style clearly established
with some adaptation to purpose.
 Vocabulary chosen for effect with a
growing range of figurative language.
 Clear point of view generally consistent
throughout writing.
 Comments develop explanation of
inferred meanings drawing on evidence
across the text.
 Various features of writer’s use of
language identified, with some
explanation
 Most past and present tense inflections
spelt correctly.
 Most content words spelt correctly.
 Over 50% correct in spelling scores.
 Sentences demarcated accurately
throughout the text.
 Some evidence of speech punctuation.
 Commas used in lists, although not
always accurately.
 Ideas organised by clustering related
points or by time sequence.
 Ideas are organised simply with a fitting
opening and closing, sometimes linked.
 Paragraphs / sections help to organise
content, e.g. main idea usually
supported or elaborated by following
sentences within.
 Within paragraphs/sections, limited
range of connections between
sentences, e.g. overuse of ‘also’ or
pronouns.
 Some ideas and material developed in
detail, e.g. descriptions elaborated by
adverbial and expanded noun phrases.
 Some deliberate vocabulary choices.
 Comments make inferences based on
evidence from different points in the
text.
 Some basic features of writer’s use of
language identified.
 Over 25% correct in spelling scores.
 Commas used in lists, although not
always accurately.
 Sentences usually demarcated
accurately with full stops, capital
letters, question marks and
exclamation marks.
 Some attempts to establish simple links
between paragraphs / sections.
 Some attempt to organise ideas with
related points next to each other.
 Some internal structure within sections
of text e.g. one-sentence paragraphs or
ideas loosely organised.
 Some expansion of general vocabulary
to match topic.
 Attempt to adopt viewpoint and
developing an awareness of reader.
 Some appropriate ideas and content
included.
 Straightforward inference based on a
single point of reference in the text.
 Uses a range of strategies effectively to
read with fluency, understanding and
expression
4 – Room for improvement
3a
4c
4b
3 - Sound
4a
5c
2 - Good
5b
5a
1 -Excellent
6c
Grade
Name:
* Please note the levels only apply to skills 1 – 4 and not the reading skills column
5 – Unsatisfactory: Is working towards the above