Welcome to the Primary section of the TBS website

At TBS we use the English school system model of naming year groups. There are fifteen year groups at TBS and each year group fits in to one of six Key Stages. The structure is as follows:

  • Early Years and Foundation Stage – Foundation 1 and Foundation 2
  • Key Stage One – Years 1 and 2
  • Key Stage Two – Years 3 to 6
  • Key Stage Three – Years 7 to 9
  • Key Stage Four – Years 10 and 11
  • Key Stage Five – Years 12 and 13


In EYFS the children are assessed using the Early Years Foundation Stage Profiles. These assess the progress made in EYFS covering 6 key areas both academic and social:

  • Personal Social and emotional development
  • Communication, language and literacy
  • Problem Solving Reasoning and Number
  • Knowledge and Understanding of the world
  • Physical Development
  • Creative Development

Assessment is carried out throughout the Foundation Year by the class teacher and teaching assistants. The assessments are done through observation and the children will not know that they are being assessed. It is a very helpful assessment tool and helps guide the teachers in Year 1 when more formal education begins.

Key Stage One

 By the end of Key Stage One the average pupil should be at level 2 and could be at level 3. Levels are measured formally twice a year throughout Year 1 and 2 and through ongoing teacher assessment to see how the pupils are progressing. Towards the end of Year 2, the children also sit the Progress in English (PIE) and Progress in Maths (PIM) digital tests. In Year 1, the children just sit the PIM test. These tests allow teachers to gauge the progress made in the Literacy and Numeracy throughout the year and help in identifying ways in which the children can be stretched or assisted in their learning.

Key Stage Two

At the end of Year 6 pupils take the End of Key Stage 2 NCTs. These are in English and Mathematics (the Science test was withdrawn after the 2009 session). The tests are the same as those sat in the UK and are sent away to the UK to be marked and assess the work done in Years 3 to 6. In Years 3 to 6 the children are assessed during the year to judge progress. In subjects other than English and Maths, the teacher assesses the level that pupils are at on the same scale, but no tests are available for other subjects. The teacher assessed levels are recorded for the use of teachers in judging progress. At the end of Year 6, the average student is expected to be at Level 4, but some will be at the maximum level for KS2, that being level 5. Towards the end of the academic, the children also sit the Progress in English (PIE) and Progress in Maths (PIM) digital tests. These tests allow teachers to gauge the progress made in the Literacy and Numeracy throughout the year and help in identifying ways in which the children can be stretched or assisted in their learning.

Nb: A brief note on UK National Curriculum Tests (NCTs). Within the UK, these tests are no longer statuary and new tests are not published each year. The tests also have to be externally marked by hand and thus any feedback we receive on children’s progress is not received until July. TBS has therefore decided that the PIE, PIM and CAT4 testing we carry out is sufficient to replace these tests.

Assessment at TBS

The children at TBS are assessed in one way or another throughout all the Key Stages. This may be an informal measurement of progress, strengths and weaknesses that can inform teachers on how to help the children meet and exceed their potential or the more formal assessments such as public examinations like the A Level. Below you can find how the children are assessed at each Key Stage.

National Curriculum Levels

Instead of a letter grade the children in Year 2 to Year 6 are assessed using National Curriculum levels which run from 1c to 6. Each level is broken down into a sublevel a, b, c. The expected level of an average student for each key stage is:

  • KS1 – Level 2
  • KS2 – Level 4

CAT4 tests

In August 2014 in Years 4 to 13 all the children will sit an online Cognitive Abilities Test, known as CAT4. This is an assessment of their skills in four areas – verbal reasoning, numerical reasoning spatial reasoning and non-verbal reasoning. The test is used by teachers and mentors to set targets for the children and to assess areas of strengths and weaknesses that can be addressed over the year. In 2015 onwards only those children who are in Year 4, Year 7, Year 10 and Year 12 plus those new to TBS will sit the CAT4 tests.


Children at TBS receive written reports during and at the end of the academic year.

In Primary, Topic Talks are held for parents at the start of each term. Class teachers highlight the topics and the key curriculum information that is being taught that term. Near the end of each term parents are invited to meet with teachers at parent teacher interviews to discuss their child’s progress. Each child receives an annual report at the end of the summer term which gives a detailed overview of the child’s progress for that academic year. Should a child leave before the end of the academic year, then a leaver’s report is compiled highlighting progress since the last school report.

Admissions Assessments

All children except Nursery age children have an entry level assessment appropriate to their age which determines their baseline levels of literacy and numeracy. Nursery children and parents are invited to meet with the Head of Primary before places are confirmed.  For children in year 4 and above the CAT4 test (see above) is used as an admissions test. 

English as an Additional Language (EAL)

The Learning Support Department has a dynamic team of specialist EAL teachers who support EAL learners throughout the school. Students whose first language is not English are assessed on entering the school to ascertain the level of language support required; each student is set individualized language targets which are reviewed regularly. They then have targeted assistance in class, but may also be withdrawn for one or two lessons a week to work on specific language skills in small groups. We aim to ensure that all students have equal access to learning in the classroom and that our EAL learners are supported until they can confidently take on the full range of classroom activities. 

Special Educational Needs (SEN)

The Learning Support Department also has a dedicated Special Educational Needs team that is responsible for ensuring support is in place for those students who require additional support with their learning. Our aim is that SEN students fully access the curriculum and make the best possible progress they can.  SEN students are supported in class and may be withdrawn from lessons on a small group basis or for individual support programmes. Individual education plans (IEPs) are in place for students with special needs and regular targets are set over the year establishing areas to focus on and specialist support requirements. However, unfortunately, the school has no system of supporting students with major learning difficulties as Kathmandu lacks the specialised resources and expertise necessary to develop and implement effective support programmes for such pupils.