A Position of Knowledge
Teachers need to know their pupils’ strengths and weaknesses from the start of the year to help them succeed and make progress.
Our Baseline Assessments and Forensic Analysis help you do just that.
Maths Assessments | Reading / SPaG Analysis
With detailed insight by topic, group, cohort and pupil, you’ll gain instant clarity on where to focus your teaching. The assessment provides the score. The analysis provides the understanding.
Why choose DAISI? | How does it work? | Feedback
Bespoke Maths Assessments
Our Year 6 Maths Baseline, for end of Year 5 or start of Year 6, identifies key gaps and prioritises future actions. It uses questions from the 2019 SATs papers, focusing on the Year 3, Year 4, and Year 5 curriculum. No material due to be covered in Year 6 is included in the assessment.
Our OneHourMaths gives schools the evidence they need without multiple mock tests. By combining carefully selected questions from across the full KS2 Curriculum into a single assessment, pupils spend less time being tested and teachers gain the detailed analysis needed to plan interventions with confidence.
Our Year 7 Maths Baseline provides a comprehensive overview of student performance across the full KS2 Curriculum. This efficient approach ensures you get a detailed understanding of strengths and weaknesses in a short amount of time plus individual pupil profiles to drive your Progress 8 or Pupil Premium intervention plans.
Reading / SPaG Analysis
We recommend using a past KS2 Reading paper. It’s a proven assessment teachers already trust and provides a clear picture of where pupils are now and what they need to achieve next. Whether pupils are struggling with retrieval, vocabulary, inference or explanation, Our analysis provides clear, actionable insight to help teachers focus teaching where it will make the greatest difference.
Using a past KS2 SATs paper as our assessment, Our SPaG Analysis Report helps schools understand exactly which grammar, punctuation and spelling skills require further attention. From punctuation and sentence structure to grammatical terminology and spelling patterns, the report provides a detailed breakdown of performance across the curriculum.
“We’ve always completed baseline assessments, but this was the first time we felt we truly understood the story behind the scores. The content domain analysis highlighted misconceptions we may otherwise have missed and allowed us to respond much earlier.”
Assistant Headteacher – Primary School, Merseyside
Benefits for You
Detailed Forensic Analysis
Our Question Level Analysis of the results will provide key insights by topics or cohort and revealing patterns to drive future intervention strategies. We also create individual pupil profiles to provide a clear overview of each child’s performance.
- Time-Saving Analysis: Detailed insights in one document.
- Clear Presentation: Single-page views with graphs, charts, tables, and color coding.
- Direct Delivery: Reports sent to your inbox, no login required.
- Immediate Insights: Shows secure areas and gaps to focus on.
- Strands with the most marks available are highlighted, making it easier to see.
- Cross-Referenced Questions: Domain references, mark schemes, and test frameworks.
- Ready-to-Share: Perfect for Assessment Coordinators, Senior Leaders, School Improvement Partners, Governors, and Ofsted.
Powerful Group Analysis
Every school has a story to tell through its data. But when you bring those stories together, patterns emerge, strengths become visible, and improvement opportunities can be identified with far greater precision.
All our individual analysis reports can be grouped together into a bespoke analysis.
- Personalised Solutions – Each school receives a unique, tailor-made report.
- Full Summary – Collated results with school-by-school comparisons and averages.
- Collaborative Reports: Share with other schools to identify trends, commission CPD support, and find successful interventions.
- Free High Level Strategic Reports Available: Order as a group and receive a bespoke summary for free.
“A fantastic starting point for Year 6 planning. The question-level breakdown was invaluable. Rather than simply knowing who had scored well or poorly, we could see the specific concepts and skills that needed further focus. Having that level of detail so early in the year meant support could be put in place before gaps became bigger issues.”
Headteacher, South Yorkshire
How do they work?
In every case, we need you to provide the data for us to analyse.
Our bespoke papers are delivered to you as a PDF and arrive ready made for photocopying and use in the classroom saving you valuable time. They also comes with its own mark scheme giving a clear indication of where each question has been taken from in the original paper.
Teachers will need to mark the chosen paper and input the results in our spreadsheet along with names and UPNs of every student. You will receive full instructions with your order acknowledgement.
- 0 = Question attempted, no marks.
- 1 = Question attempted, 1 mark.
- 2 or 3 = Question attempted, 2-3 marks.
- N = Question Not Attempted.
Once this is completed, send us the results to us securely and we will create your forensic analysis. We aim to send back your reports via secure email within 3 working days from provision of data.
We do recognise that entering assessment data can be a time-consuming task for school staff.
Our job is to make that effort worthwhile and that is why our price remains low. What you receive in return is high‑impact insight that highlights strengths, pinpoints gaps, and helps you teach smarter — making every minute of marking worth it.We are committed to keeping our pricing as affordable as possible—so you can access high-quality insights without adding to your budget pressures.
The workload is in collecting the data. The value comes from understanding it.
How DAISI Analysis made our Mock SATs worthwhile | How DAISI Analysis improved our Reading EXP
What have Schools Said about DAISI QLA?
For more than 15 years, we’ve had the privilege of working alongside schools, trusts and local authorities across the country. Here are their experiences in their own words…
“We’ve always carried out baseline assessments, but the QLA analysis took it to another level. It helped us identify patterns across the cohort that we might otherwise have missed. What impressed us most was how quickly we could move from testing to action. The analysis highlighted exactly where pupils needed support, allowing us to target teaching from the first few weeks of term.”
Deputy Headteacher – Luton School
“The analysis saved an enormous amount of time whilst providing a depth of information we simply wouldn’t have been able to generate ourselves. We could immediately see patterns across classes and identify areas of the curriculum that needed greater emphasis. It helped us understand not only how pupils performed, but why they performed that way.”
English Subject Leader – Primary School, Cheshire
“A mock SATs report that tells you what to teach next. The time invested in delivering the mock papers was more than repaid by the quality of the analysis – far more than just a set of scores. The reports highlighted strengths, gaps and priorities, making the whole process much more valuable.”
Deputy Headteacher – Nottingham School
“The analysis gave us immediate priorities for teaching and intervention. It helped us understand where our pupils were starting from and what they needed next. I particularly like the pupil profiles and will be able to use these for identifying our able and year 7 catch up students.”
KS3 Teaching and Learning Leader, Trinity Catholic High School, Essex
“In regards to the QLA as we have such a large cohort – it is good to look for areas/types of questions where children have struggled and we need to focus on further in the future. The QLA for each individual child is useful when looking at specific children within groups SEN, FSM, PP looking particularly at their individual progress in each subject.”
Headteacher, Fernwood Primary School, Nottingham
“Really useful. Insight that helped us move from “we think” to “we know exactly what to do. Helped with the bigger picture allowing me to really home in on specific groups, groups within groups and the specific areas which we need to address.”
Headteacher, Stoke Bishop CE Primary School, Bristol