English User Guide
Hamilton Assessment Tracker (HAT)
Reception through Year 6
Hamilton is continuing to develop and improve this tracker. Please keep an eye on our
website for an invitation to give us your feedback once you’ve used it!
English Assessment Tracker
How to Set Up and Use
The Hamilton Assessment Tracker
The first time you use the Tracker, follow the instructions for downloading,
saving and setting up your spreadsheet.
Once you’ve completed those basic steps, you’ll be ready to use the
Tracker and start analysing your results.
The pedagogical guidance will help you with the background to making
and analysing your assessment judgements within the context of the
National Curriculum for England.
Tips boxes
Look out for hints and
tips on getting the most
out of the Assessment
They will be highlighted
in grey boxes throughout
the document.
Abbreviations used in the Assessment Tracker
HAT - Hamilton Assessment Tracker
FSM - Free School Meals
EHCP - Education Health and Care Plan
SEN - Special Educational Needs
PP - Pupil Premium
G+T - Gifted and Talented
Download and save
Set up
Enter judgements
Analyse your results
Pedagogical guidance
English Assessment Tracker
Step 1: Download and save
Hamilton website:
Download the Hamilton Assessment Tracker from the Assessment
pages found in the left-hand
You will findofthe
Maths year
in the
of the Maths
pages, and the English version in
all whole
of the navigation
Hamilton website:
Download the files you need
You can download each year’s Hamilton Assessment Tracker separately
or, you can download all of them at once.
Download single year
To download an individual year, scroll down the list until you find
the year you need, and click on the download button on the right.
You also need to download the Pupil Data Template from the top of
the webpage. You may also wish to download the Pupil Outcomes
Sheet to use for quick, regular tracking at the back of your pupils’
exercise books. See the ‘Pedagogical guidance’ for how to use these
For mixed age range classes
For mixed age range classes, you will need a separate Tracker
for each year group, as the outcome expectations set by the
government are specifically age-related. So, if you have a Y3/4
class, download the Year 3 HAT and the Year 4 HAT and the Pupil
Outcome Sheets for both years.
When your file first
opens, you may see a
‘Protected View’ warning
in a yellow alert band
above the spreadsheet
telling you that the
file originated from
the internet and may
be unsafe. If you are
confident that the file
is from Hamilton, click
on the ‘Enable Editing’
button in the yellow alert
band when the
file opens.
Download all years
To download the whole set, click on the orange ‘Download All’ button
at the top of the page. This will create a zip file of all of the years
together, the Pupil Data Template, Pupil Outcomes Sheets and this
instruction booklet.
It is important that you use these unzipped files. The zipped files will
generate errors and error messages.
Open the year you wish to work on and save it as your working copy,
perhaps with a date to help you find the right file in the future.
You may see a ‘Security
Warning’ in a yellow
alert band above the
spreadsheet telling you
that macros have been
disabled. Click on ‘Enable
Content’ to continue.
Zipped folder
You may wish to delete
the zipped folder in
order to ensure that you
don’t use those files by
English Assessment Tracker
Step 2: Set up
Enter your pupils’ names and associated category data and set up your Tracker to start your first
Assessment Period.
For mixed age range classes, you will need to complete the steps below for each of the single year
Assessment Trackers that you require. For example, for a Y3/4 class, set up a Pupil Data Template
and the Y3 Assessment Tracker with your Y3 pupils, and a separate Pupil Data Template and the Y4
Assessment Tracker with your Y4 pupils.
Enter Pupil Data
1. Set up the Pupil Data Template.
Import Pupil List
from a saved
Assessment Tracker
Type (or import) all of your pupils’ names into the name column.
Type ‘Girl’ or ‘Boy’ as appropriate.
Type ‘Yes’ in the category columns as appropriate.
2. Save this document in the same folder as the Assessment Tracker.
3. Open the Assessment Tracker for your year group.
When Hamilton releases
software improvements,
you can import existing
Tracker spreadsheets into
the new software.
When you open the new
version and click ‘Import
Pupil List’ you can select
a previously saved
Assessment Tracker
document to import.
This will copy all of the
saved data, including
names, categories and
judgements into a new
Assessment Tracker
4. Click on ‘Import Pupil List’ in the ribbon menu at the top.
5. Find and double click your saved Pupil Data Template.
You now have a Tracker containing your pupils’ data.
English Assessment Tracker
Your Tracker has up to six Assessment Points (or snapshots) that you can use to show progress through
the year. You can record and update assessment judgements over a time interval of your own choice
and take between 1 and 6 snapshots of your judgements at intervals during the year. For example, you
might take snapshots at the ends of half or full terms.
Set Up First Assessment Point
Set up your first Assessment Point. The default name is ‘Point 1’, which
you can keep, or you can assign the term number or the name of the
month to which this assessment point will refer, e.g. Term 1, or October.
You will be able to add (and name) up to 5 more Assessment Points as
you add them throughout the year.
Do not be tempted to set up further Assessment Points in advance, as
you will lose some key time-saving features by doing so.
Naming Assessment
You will probably want to
name your Assessment
Points consistently with
the other teachers in
your school.
Pupil Outcomes Sheet
The Pupils Outcomes Sheets will facilitate quick, regular tracking of pupil progress against outcomes
right in their exercise books. This will make your tracking quick and easy. You can use these to update
your Tracker at less frequent intervals (probably at your regular Assessment Points, perhaps halftermly), which will make this task much simpler. And the Pupil Outcomes Sheets will provide an
ongoing record of work towards mastery for you, for the children, for parents, for your colleagues and
for Ofsted and any other interested parties. See the ‘Pedagogical guidance’ for how to use
these effectively.
Print or photocopy enough Pupil Outcomes Sheets for your whole class, and stick one in the back of
each pupil’s exercise book.
Now that you have set up your Tracker, you will be taken to the Skills mastery tab to get started entering
judgements and using the Tracker.
English Assessment Tracker
You can come back to the Pupil List at any time to add, remove or update pupils.
Select the ‘Pupil List’ tab at the bottom of the spreadsheet.
Archive deleted pupil data
Making changes to the Pupil
List (Pupil List tab)
Don’t lose deleted pupils. If
you want to retain information
associated with pupils you want to
delete, save an archive copy of
your Tracker first.
Remove a pupil
1. Select the cell with the pupil’s name and
click on the minus sign on the ribbon
menu above.
2. You will see a confirmation screen.
Click ‘yes’ to permanently delete the child
from the sheet.
You will lose all data pertaining to that
Add a new pupil
1. Select the cell below where you want
the new name to be inserted.
2. Click on the plus sign on the ribbon
menu above.
You will be asked for the pupil’s name,
which will be inserted into a new row
above the selected cell. Add whatever
category information applies as well
by typing ‘Girl’ or ‘Boy’ and ‘Yes’ in the
relevant boxes.
Change pupil’s name
1. Select the cell with the pupil’s name.
2. Click on rename on the ribbon menu
3. Type in correct or new name.
4. Click OK.
English Assessment Tracker
Step 3. Entering judgements
The list of skills completely covers the objectives of the National Curriculum published in 2013 and
currently in force for state schools in England. Some skills have been divided into separate stages, while
others have been bundled together to reflect good pedagogy and usual practice.
The skills are linked to the objectives on Hamilton’s Medium Term Plans by number.
Assess mastery skill-by-skill and pupil-by-pupil
You will be able to mark your judgements about pupils’ progress on
the way towards mastery using colour-coded assessments. All skills
for all pupils default to ‘Support needed’, which you will overwrite as
you enter new judgements.
You can enter the judgement in one of two ways:
Right click in the square corresponding to the relevant skill and
pupil. Use the pop-up menu to select your judgement.
Type the first letter of the judgement description, which will
select the colour automatically (e.g. ‘M’ for Mastered).
Starting Points
All pupils can be said as a
base line to start from the
point of being familiar with
some aspect of the objective
but ‘require support’ to
demonstrate or fully master
it. When you start looking
at evidence and entering
judgements, you may be able
to change this to ‘Proceeding
to mastery’ or even ‘Mastery’
for many children. You may
also have to change some
to ‘Behind by 2+ years’
where relevant.
No undo feature
Mixed age range classes
You must track pupils’ progress
against the skills for their actual
year group. For example, a Y3
pupil is assessed against Y3
skills (no matter what their
ability level).
Wrong letters?
There is no undo feature, i.e.
Ctrl+Z does not work in this
spreadsheet. You can use
‘clear’ in the ribbon menu to
clear any part of the workbook.
Your workbook will autosave
every 8 actions you take, so
you can go back to a previous
state by closing without saving
and reopening your file.
If you accidentally type in more
than one letter, they will not
register. Go back into the box
and type the letter you intend
and then press enter or click
into another box to register the
correct value.
English Assessment Tracker
Short cuts
By using the pop-up menu,
you will quickly learn the
letter abbreviations, which will
eventually be the fastest way
to input data.
Judgement Descriptions
‘Behind by 2+ years’ alerts you to pupils in need of significant
Use ‘Support needed’ when pupils demonstrate the understanding
or perform the skill mainly with support.
‘Proceeding to mastery’ indicates that the pupil is making expected
progress towards the mastery.
Use ‘Mastered’ when pupils can correctly and consistently
demonstrate that they have the understanding or skill performance
indicated. Remember that, as with all of the judgements, you must
have evidence for this (e.g. in the pupil’s work).
Use ‘Exceeded’ to indicate that a pupil has a greater level of skill
or understanding in relation to this skill than would normally be
expected at this age.
This Tracker worksheet is a
record of your judgements at
different points in time. You
need evidence to back up
these judgements.
See the Pedagogical Guidance
section for advice on what
evidence you need to support
your judgements.
Proceeding to mastery
‘Proceeding to mastery’ allows
you to record developing
mastery short of consistent
and comprehensive mastery.
The pupil is probably on track
for mastery of the whole skill
by the end of the year.
‘Mastered’ indicates that all
component aspects of the skill
are mastered. Recording a pupil
as having mastery indicates that
they have achieved age-related
expectations in relation to
this skill.
‘Exceeded’ concerns deeper
knowledge and understanding
of the relevant skill rather than
advancement to the next skill
or level of complexity.
See the relevant notes in the
Pedagogical Guidance for
more help with this.
English Assessment Tracker
Filling in judgements quickly
Copy and paste a row
If you think the judgements for one skill will largely or entirely be the same across the class for another
skill, you can copy a row of judgements.
Go to the right-most cell that you wish to copy and left click.
Holding down the left click, move your mouse along to (but not including) the skill name.
Release the click. The cells you wish to copy should be highlighted.
Go to the ribbon menu and click on ‘Copy’.
Go to the left-most cell where you want to place the copy and left click.
Go to the ribbon menu, and click ‘Paste values’.
Check through the row against pupils’ names and overwrite any judgements that require
Assign the same judgement for all pupils
against a single skill
If you think the whole (or most) of the class will
have the same judgement against a skill (for
example, ‘Support required’ because you know
the children largely still require support), you can
fill in a whole row with a single judgement.
1. Right-click on the cell with the skill name and
select the appropriate judgement.
2. You can then go back and change any
individual cells that should reflect a different
judgement for individual pupils.
Saving your spreadsheet
The spreadsheet will autosave after every 8 entries you make. It is
advisable to backup your spreadsheet on your school network, online,
on another computer, on a memory stick, or in more than one of these
places. Use ‘Save As’ to name your document initially and then ‘Save’ to
continue saving it.
English Assessment Tracker
Add a new Assessment Point
ONLY add Assessment Points at the times when you want to fix your
current view. When you add a new Assessment Point, the current
Point will be locked and will automatically roll over into the next
Assessment Point. You can come back and change these if you need to,
but the rollover feature will save you a lot of time!
Assessment Points
Pupil data should be entered on an on-going basis as different skills and
concepts are taught each week. However, at certain points, it is useful
to record a summary in order to provide summative data at particular
points in time, e.g. ends of terms or half terms.
You can have up to six
Assessment Points in
one year.
You can compare any
two or more Assessment
Points by selecting and
unselecting Assessment
Points by name.
This is done by ‘freezing’ the data up to the end of a period, e.g. the
end of the half term or term.
1. The first time you do this you have your First Assessment Point. It is
a summative judgement for that period.
2. Then, start a new Assessment Point by clicking on ‘+’ in the
Assessment Points box in the ribbon menu.
Filling in your assessments box
Most teachers will find it easiest to use the Pupil Outcomes Sheet in
the back of each child’s exercise book to provide ongoing assessments.
When it comes to the end of the half term or term, find each taught
outcome on the Assessment Tracker and highlight the whole row
to fill out according to where most children are, e.g. ‘Proceeding to
Now use the exercise books to change any child e.g. ‘Mastered’ or
‘Support needed’ whose assessment does not match the norm.
Repeat this for each skill taught in the half term or term.
3. Name your next point, and continue by clicking ‘OK’.
4. The judgements from the previous Assessment Point will
automatically roll over to this new point on the presumption that
pupils start the new period at the same point at which they finished
the previous one. The previous judgements will be locked to
preserve your snapshot.
5. Fill out this new assessment period each week or fortnight, as you
teach the skills. At the end of your second period, snapshot the
data again by adding another new Assessment Point by clicking
on ‘+’ in the Assessment Points box in the ribbon menu, and so on
through the year.
Locked cells
All cells except those under
the current Assessment
Point will be locked
automatically. You cannot
edit or clear locked cells.
To make changes, highlight
the cells you wish to change
and then click the lock
icon in the ribbon bar so
that the green background
Step 4. Analyse your results
The spreadsheet shows you all pupils by default, but you can select particular pupils or groups of pupils
to focus on. You can also choose which Assessment Points to look at, e.g. just the current one, or
current and last, or first and last. You can also focus on specific curricular areas.
For Mixed age range classes, you will need to focus on each year group in your class separately.
Skills Mastery tab filters
Comparing Assessment Points
Filtering and
1. Use the ‘Assessment Points’ box in the ribbon
menu above and select all the Assessment
Points that you wish to view.
2. You can select any combination of the existing
points to compare.
For example, the first and most recent
Assessment Points can be viewed next to each
3. The selected points will be highlighted in yellow.
Looking at individual pupils
To look at individual pupils, use the ‘Show’ box in the ribbon menu at
the top. On the ‘Pupil’ drop-down menu select the name of an individual
pupil. You can look at single or multiple Assessment Points. You can also
filter by specific subject areas by using the ‘Area’ drop-down menu.
Looking at pupils by gender or category
The Category filter will
select pupils based on
your Pupil List (see tab
at the bottom of your
spreadsheet) where
you have entered data
about Free School Meals,
Special Educational Needs,
English as an Additional
Language, Pupil Premium
or Gifted and Talented as
Your selected filters will be
named in the title box top
left of the spreadsheet.
To filter pupils by gender or category, use the ‘Show’ box in the ribbon menu at the top.
Use the ‘Pupil’ drop-down menu to select all pupils, all girls or all boys.
Use the ‘Category’
drop-down menu to select
pupils by category
(FSM, SEN, EAL, PP, G+T, etc.).
You can select one or more
categories at a time.
These can be combined with
the girls/boys filter.
Skills areas
Skills have been grouped into curriculum areas e.g. Speaking and Listening,
Grammar and Punctuation, Writing-handwriting, etc.
You can filter the spreadsheet by skill area and therefore look at how pupils are
doing in Grammar and Punctuation, for example.
It is also possible to look at class performance by area and to look at particular
groups of pupils, e.g. G+T by area.
This allows us to answer a question like ‘How are my G+T children doing in
English Assessment Tracker
There are two key places you can look for summary data. Below the list of individual skills is a summary
of pupil assessments, where you can see some or all of your pupils’ cumulative data. On a separate tab,
called Class Attainment, you can see the combined data for your whole class or for a group of children
you have selected using the filters.
Summaries and analysis
Skills Mastery tab: pupils’ cumulative data
The Summary data on the Skills Mastery sheet enables you to see summaries of the different
judgements achieved by individual pupils.
For each pupil, you can see how many skills have been mastered. This
includes skills fully mastered and also skills which are on track for
You can also see the percentage of skills in each judgement category.
Categories and
skills areas
There is a summary percentage that adds together ‘Proceeding to
mastery’, ‘Mastered’ and ‘Exceeded’ so that you can easily see the
percentage of pupils who are on track to master the required skills by
the end of the year.
The ‘Skills mastered’, ‘%
mastered’ and ‘Range’
refer to the set of skills you
have selected in the ‘Areas’
filter. This defaults to ‘All’,
but if you have selected
a particular area, this will
show in the top left heading
and the totals will refer to
this area only.
‘Range’ uses colour to show you what the range of achievement is for
that pupil, from support needed (orange) through proceeding to mastery
(light green), through mastered (dark green) through exceeded (blue).
This gives you an overview of her/his range of mastery of the skills that
you have taught so far.
You can use the
percentages of attainment
to compare year-on-year
achievement as well
as achievement across
different classes.
English Assessment Tracker
Class Attainment tab: class’s cumulative data
The Class Attainments tab allows you to look at overall progress in the class in relation to the different
curriculum areas to gain an overview of the overall progress. You can look at all skills at once or filter
by particular areas to see cumulative data for your whole class or a section of it. Use the Pupil and
Category filters to define your group.
At the bottom of the Class Attainments spreadsheet, there is a summary of pupil assessments for each
Assessment Point that you have selected.
Pupils who have mastery tells you how many pupils have mastered the skills that have been taught so
‘% who have mastery’ shows the percentage of pupils who have gained mastery of the skills that have
been taught. This gives you a comparable measure of the class’s mastery over the whole set of skills.
‘Range’ uses colour to show you what the range of achievement is for the class, from support needed
(orange) through proceeding to mastery (light green), through mastered (dark green) through exceeded
(blue). This gives you an overview of the class’s mastery of the skills.
For mixed age range classes, you will assess your class as if each age range is a separate class with
regard to the relevant specific age-related expectations (e.g. in a mixed Y3/4 class, the Y3 pupils will
be assessed as one group and the Y4 pupils will be assessed as a separate group.) Each age range will
have its own Tracker and resulting Class Attainment data.
English Assessment Tracker
5: Pedagogical guidance
Teaching and learning
The main purpose of assessment has to be formative and, sometimes, diagnostic. We need to know
what children can and cannot do or understand, in order to plan the next steps in our teaching. Where
children are struggling or falling behind, we need to diagnose the problem and provide suitable
It is also useful to record summative assessments, i.e. ‘snapshots’ of children’s progress over a variety
of skills and concepts at particular points through the year.
The Pupil Outcomes Sheets enable teachers and children (and parents as appropriate) to record how
each child does on each taught skill or concept. Did they achieve the desired outcome?
This information is formative, in that it can and should be used to enable well-targeted and appropriate
teaching of nest steps.
The information is also useful in creating summative assessments. Once the data is transferred onto
Hamilton Assessment Tracker at the end of a period (term or half term), it can be fixed or ‘frozen’.
Subsequently, this will be part of a set of summative assessments which will enable us to clearly view
and monitor each child’s progress toward end of year targets.
Because the mastery curriculum requires you to teach all pupils the same content at the same pace,
tracking is linked to specific age-related expectations. Those children who are working a long way below
year-group objectives cannot be accommodated on the same sheet. You will need to decide what
sheets are appropriate for those children. Pupils more than two years below, will require individual
plans and tracking. You will need to teach pre-requisite skills to these children alongside the age-related
skills you are teaching to the majority of the class.
Using Pupil Outcomes Sheets to measure individual progress
1. The Pupil Outcomes Sheets are complete skills lists to stick in the back of each child’s exercise book
or english folder.
2. Each time you mark a child’s work, flick to the back of the book and mark the Outcomes Sheet to
match your judgement of the child’s achievement. We suggest building a mastery triangle as the
child achieves consistency and mastery. If the child need more help with this skill, draw in one side
of a triangle only. When s/he demonstrates the skill, but still requires support, draw the second side
of the triangle. When the child demonstrates full mastery, complete the triangle.
3. Encourage children to record, using traffic lights, their impression of how it went. There is also a
space for a parent input if desired.
4. At the end of your first Assessment Point (the first half term or term), take your class exercise books
and stack them open at the Pupil Outcomes Sheets.
5. Look at a couple of ‘averagely performing’ children and at how they did on the first Outcome of
that term. Find that Outcome on the Hamilton Assessment Tracker. Mark the entire row – i.e. all the
children – in the colour matching your judgement of your ‘average’ children.
6. Repeat this for each Outcome taught during this Assessment Point.
7. Now use your exercise books to refine your judgements for each pupil individually. Go throught the
assessments in each book and if necessary change the existing ‘average’ judgement in the Tracker
for any outcomes that differ from the ‘average’ according to the pupils’ books.
English Assessment Tracker
No levels!
Levels were exceedingly useful, not so much as a way of ‘labelling’ children (this was a ‘downside’)
but as means of aggregating data about children. Take a child, Annie. Her achievements in relation to
English are different on different outcomes. She is very good on spelling, but does not demonstrate full
reading comprehension… Levels enabled us to look at her work across different areas and average it out
to give just one numerical score, e.g. level 3a.
These numerical scores could be aggregated in two ways.
First we could look term on term and year on year. Is Annie making expected progress? Or better than
expected progress? Less than expected progress?
Second we could look across the entire class, even year group. Are enough children in the class making
expected progress? What about the PP children?
So how can we do these things without levels?
Find out how the class is doing?
On Hamilton Assessment Tracker, you can monitor the progress of the whole class, once you have
entered the data for each child. It is equally easy to study sections, e.g. PP children or G&T children.
Then, at the click of a button, you can see how many of your class have mastered which skills and assess
in which areas most children are performing strongly or not so well.
Is my class performing as well as it should be?
In order to answer this question, we need to know how an ‘average’ class would perform. In our school,
what is an expected achievement profile? What is a better than expected profile? And what is a worse
than expected profile? These are questions which we may not be able to answer satisfactorily for a
couple of years or until we receive further guidance from DfE.
The Hamilton Assessment Tracker cannot yet provide a numerical ‘score’ for each child at each stage.
We need this in order to allow us to monitor children’s rate of progress over time. But, currently,
we simply do not know what is an ‘expected’ or ‘average’ performance across all the outcomes for
a particular year. Does DfE expect 80% of the children to master 90% of the skills by the end of each
year? Or 50%? Does it depend which skills? Are some Outcomes more vital than others? Until we have
answers to these questions, we cannot create a reliable outcome to generate a numerical score for each
Rate of progress
We want to be able to measure children’s progress term on term, and then year on year. Once we have
a numerical score for each child for each year, we can calculate their rate of progress, and then monitor
this against ‘expected’ or average rates.
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