Supporting Teaching and Learning with NFER Tests at St Mary’s School

St Mary’s Church of England Primary School in Slough has fully integrated NFER Tests into their assessment practices, supporting both teaching plans and pupil outcomes.  

We spoke with Headteacher Saba Khan and Assistant Headteacher Gael Robinson about the impact of NFER Tests on teaching, learning, and whole-school improvement. 

Building confidence with standardised assessments 

St Mary’s sees NFER Tests as valuable tools for learning, not just assessment. 

Headteacher Saba Khan explains, “NFER allows us to benchmark against children across the country, identifying strengths and areas for development.” She highlights how exposure to test conditions supports pupil growth: “We want our children to experience test conditions before year 6, so they build confidence without excessive exam practice.” 

Assistant Head Gael Robinson notes the effect on pupil engagement: “Children now view tests as part of their learning journey. They track their scores, identify gaps, and strive for improvement. It’s fostered a culture of ownership and self-improvement.” 

Informing teaching and identifying learning gaps with QLA

St Mary’s School uses NFER’s Question Level Analysis (QLA) Report, available free in the NFER Tests Analysis Tool, to guide teaching and address gaps.  

Gael explains, “The QLA helps teachers identify areas of weakness and adjust their planning. We use these insights for ‘Rise and Shine’ morning sessions to target specific skills.” With a mobile pupil cohort, early identification is vital.  

Saba adds, “NFER Tests help us quickly assess new pupils, often revealing gaps from earlier years, which teachers can address immediately.” 

Supporting teaching staff with training

NFER’s additional training has been essential in ensuring staff make full use of the assessments. Saba explains, “We invested a full year in training teachers on test administration, using QLA, and interpreting data. This enabled our middle and senior leaders to use assessment data effectively during pupil progress meetings.” 

Gael highlights the value of NFER’s support: “NFER provided a blend of in-person and virtual training, ensuring our team fully understood how to analyse results and apply them to teaching strategies. The sessions covered everything from data interpretation to efficient test marking techniques. Having NFER experts guide us gave our staff confidence and clarity.” Regular refresher training is now part of their routine: “We provide top-up training for new staff, ensuring continuity and confidence across the team.” 

Using the data with parents and governors 

St Mary’s extends the use of NFER data beyond the classroom.

“We share NFER results alongside teacher assessments with governors,” says Saba. “It gives them a clearer understanding of progress and performance.”  

Additionally, the school uses test papers to engage parents: “We encourage pupils to discuss their NFER Tests with parents, prompting discussions with parents about their strengths and areas for improvement.” 

Advice for other schools

Saba and Gael share their advice for other schools considering NFER Tests.  

Saba advises, “Take a measured, long-term approach. Implement NFER Tests gradually and invest in thorough staff training. It’s not just about assessment; it’s a tool for driving teaching and learning.”  

Gael adds, “Commit fully - use NFER consistently across all year groups for continuity. And make full use of NFER’s support team and online training services to get the most from the tools.” 

St Mary’s School has embedded NFER Tests into its assessment landscape, using them to drive informed teaching and learning.  

Saba summarises, “NFER helps us make evidence-based decisions that support our pupils’ learning journeys.” Gael concludes, “It’s about more than scores - it’s about progress, confidence, and continuous improvement.” 

To find out more about using NFER Tests in your school, visit the NFER Tests page.