Pupils in Years 2–6 complete PiXL assessments in Reading, Grammar and Mathematics each term. Following each assessment window, teachers must complete the corresponding Question Level Analysis (QLA) documents and upload them by the agreed school deadlines. This enables accurate tracking of pupil achievement and progress over time.

Year 1 pupils complete this process during the spring and summer terms.

To ensure assessment outcomes are reliable, PiXL assessments should normally be completed independently. Any additional support provided may affect the accuracy of the data and the identification of pupils requiring further intervention. Reasonable adjustments should, however, be made where appropriate to enable pupils with identified needs to access the assessment effectively.

Diagnose, Therapy, Test, Revisit (DTTR)

Teachers use QLA information to identify gaps in learning for individual pupils, targeted groups and whole classes. PiXL therapies can then be used to address specific curriculum objectives and areas of need. These resources form part of a wider assessment and intervention toolkit, alongside strategies such as low-stakes quizzing, Testbase activities and other retrieval practice approaches.

Following intervention, PiXL therapy tests help teachers evaluate whether identified gaps have been addressed or whether additional teaching and practice are required. Where pupils have demonstrated secure understanding, teachers should plan opportunities to revisit and apply learning across the curriculum to support long-term retention.

PiXL Grades

Teachers use the DTTR process throughout the year to monitor pupils’ PiXL grades and identify those requiring additional challenge or support. PiXL grades should be reviewed regularly and updated whenever evidence suggests that a pupil’s attainment has changed.

PiXL grades must be updated following each assessment window and are used as part of the evidence considered during termly pupil progress meetings.

Monitoring Progress in Key Stage 2

At the start of each academic year, Key Stage 1 attainment data is reviewed and updated within PiXL. This ensures teachers have a clear understanding of pupils’ prior attainment and can make informed decisions when identifying pupils who may require additional support or challenge.

For example, a pupil who achieved Greater Depth Standard (GDS) at the end of Key Stage 1 but is currently working below their expected PiXL pathway may be identified for closer monitoring and targeted intervention to ensure they make appropriate progress from their starting point.