PiRA and PUMA Tests: Everything Schools Need to Know
Complete 2025 guide to PiRA and PUMA standardised assessments. Reading and maths testing for Years 1-6, pricing options, and how to use results effectively.
What are PiRA and PUMA assessments?
Progress in Reading Assessment (PiRA) and Progress in Understanding Mathematics Assessment (PUMA) are standardised, curriculum-linked assessments designed to evaluate pupils' progress in reading and mathematics. Developed by Rising Stars (part of Hodder Education), these assessments provide a consistent, reliable measure of attainment by using age-standardised scores and Hodder Scale scores. Each test is designed to be delivered once per term, giving schools a clear overview of pupil progress across the academic year without overburdening teachers or learners.
| Aspect | PIRA (Reading) | PUMA (Maths) |
|---|---|---|
| Full Name | Progress in Reading Assessment | Progress in Understanding Mathematics Assessment |
| Skills Assessed | Reading comprehension, inference, retrieval, vocabulary, author intent | Number, calculation, geometry, statistics, algebra, problem-solving |
| Test Format | Reading passages followed by comprehension questions | Mathematical problems requiring calculation and reasoning |
| Question Types | Multiple choice, short answer, extended written responses | Multiple choice, calculations, multi-step problems, reasoning explanations |
| Standardisation | Age-standardised scores aligned to national curriculum expectations | Age-standardised scores aligned to national curriculum expectations |
| Frequency | Termly assessment (Autumn, Spring, Summer) | Termly assessment (Autumn, Spring, Summer) |
| Purpose | Track reading progress, identify gaps, predict SATs performance | Track maths progress, identify gaps, predict SATs performance |
Key Takeaways
- Beyond SATs Practice: Discover how PiRA and PUMA's termly testing rhythm reveals learning gaps your end-of-year assessments miss, without adding to your marking burden
- The Auto-Marking Revolution: Significantly reduce marking time with auto-marking: why thousands of schools are switching to digital formats that generate instant progress reports
- Your Hidden Progress Tracker: Uncover the standardised scores that predict which Year 2s will struggle in Year 6, and intervene before gaps become chasms
- NTS vs PiRA/PUMA Decoded: Why your choice between these assessments shapes how confidently pupils face SATs: the crucial differences most schools overlook
As schools continue to review and refine their approach to formative and summative assessment, there is increasing demand for accurate and accessible performance data that provides meaningful insights into pupil learning. PIRA and PUMA offer a structured and research-backed approach to tracking progress, ensuring that assessment remains manageable and purposeful. These tests help teachers pinpoint gaps in learning, identify areas for stretch and challenge, and ensure that all learners receive the right level of support to move forward.
Whether you are a UK primary school working within the National Curriculum or an international school seeking a reliable benchmark for reading and maths attainment, PIRA and PUMA provide flexible solutions that can be adapted to different settings. They are particularly useful for identifying trends over time, making it easier to evaluate the impact of teaching strategies, monitor cohort progress, and inform both classroom practiceand whole-school development.
One of the key benefits of PIRA and PUMA is that they do not require excessive teacher workload. The accompanying digital tools enable schools to automate much of the analysis, turning raw scores into meaningful data at the click of a button. This ensures that assessment supports learning, rather than becoming an administrative burden, helping teachers focus on the learners, not the paperwork.
What is the difference between PiRA, PUMA and NTS Assessment?
The same purpose is served by the NTS Assessments, but NTS Assessments have been developed by the authors of SATs to the National Tests framework. Hence, each of the individual booklet reflects the feel and look of the SATs and is perfect for familiarising pupils with this kind of assessment analysis. This is the main difference both in the look and purpose of the tests. Another difference between the three is that of paper and auto-marked online format. One may administer PIRA and PUMA assessments interactively with auto-marking to save time. But, NTS Assessments are performed in paper format only. They are not available in an online assessment format.
What is PiRA?
PiRA reading assessments are the curriculum-linked, standardised tests developed for whole-class use, with children of all abilities. This includes students with special educational needs who may require additional support. The marking system is designed to provide clear feedback to teachers about student progress. Teachers can use graphic organisers to help students process the reading material and improve their literacy skills. For younger learners still developing foundational skills, phonics instruction remains crucial alongside these assessments. Additionally, mind mapping techniques can support students in organising their thoughts when responding to reading comprehension questions. The assessments also help reduce cognitive load on students' working memory through carefully structured questions. Uniquely, PiRA offers 3 tests for a singleterm to monitor progression.
What is PUMA?
PUMA (Progress in Understanding Mathematics Assessment) is a standardised assessment tool designed to measure pupils' mathematical skills and understanding. It covers various areas of mathematics, including number, calculation, geometry, statistics, algebra, and problem-solving. PUMA assessments are designed to provide teachers with a comprehensive overview of each pupil's strengths and weaknesses in maths, allowing for targeted instruction and support. The assessments also help identify pupils who may benefit from more challenging activities to stretch their mathematical abilities. Using concrete manipulatives can help students bridge conceptual gaps identified by PUMA. The varied question types in PUMA also encourage students to demonstrate their mathematical reasoning, not just rote memorisation. Ultimately, PUMA aids in creating a well-rounded maths education.
How Do Schools Choose Between PiRA/PUMA and Other Assessment Tools?
The assessment landscape offers several options beyond PiRA and PUMA, making the selection process crucial for effective progress monitoring. Schools typically consider three key factors when making their choice: alignment with their school improvement plan, cost-effectiveness across multiple year groups, and integration with existing data management systems.
Budget constraints often influence decisions significantly. Whilst PiRA and PUMA require annual licensing fees per pupil, schools must weigh this against the time saved through auto-marking features and standardised reporting. Many schools find that investing in digital versions reduces long-term costs by eliminating photocopying expenses and freeing up teacher time for intervention planning rather than marking.
The compatibility with your school's data tracking system proves equally important. PiRA and PUMA integrate smoothly with popular platforms like Insight, Pupil Asset, and Target Tracker, enabling automatic data transfer that populates progress reports without manual input. This integration becomes particularly valuable during Ofsted preparations, where inspectors expect rapid access to progress data across cohorts.
What Intervention Strategies Work Best Following PiRA and PUMA Results?
Converting assessment data into meaningful intervention requires systematic planning. The most effective schools use a three-tier response system based on standardised scores from their termly assessments.
Tier 1: Whole-Class Adjustments (Scores 95-105)
For pupils scoring within the average range but showing specific weaknesses, teachers adjust their whole-class teaching. If PUMA reveals widespread difficulties with fractions in Year 4, incorporating daily fraction talks and visual representations into maths starters addresses gaps without singling out individuals.
Tier 2: Small Group Interventions (Scores 85-94)
Pupils scoring below average benefit from targeted small group work. Following PiRA results showing comprehension difficulties, teaching assistants might run twice-weekly guided reading sessions focusing on inference skills. These groups remain fluid, with pupils moving in and out based on termly assessment results.
Tier 3: Individual Support Plans (Scores below 85)
Significantly below-average scores trigger individual intervention plans. Schools coordinate with SENCOs to determine whether additional diagnostic assessment is needed. Daily precision teaching sessions, one-to-one tutoring, or specialist dyslexia programmes might follow, with progress monitored through more frequent informal assessments between termly PiRA/PUMA tests.
How Can Schools Maximise the Digital Features of PiRA and PUMA?
The digital transformation of these assessments offers features that many schools underutilise. Beyond basic auto-marking, the online platforms provide heat maps showing question-level analysis across entire cohorts, enabling teachers to spot patterns invisible in individual papers.
The question-level analysis feature proves particularly powerful for curriculum planning. When 70% of Year 5 pupils struggle with the same inference question type in PiRA, this signals a need to revisit how inference is taught across the school. Similarly, PUMA's strand analysis might reveal that geometry consistently underperforms compared to number work, prompting a review of practical resources and teaching approaches.
Digital assessments also enable adaptive testing pathways. Pupils who consistently score above 115 can access extension questions that stretch beyond age-related expectations, whilst those scoring below 85 receive modified question sets that maintain challenge without causing disengagement. This differentiation happens automatically, reducing teacher workload whilst ensuring appropriate challenge levels.
Schools report that the instant feedback feature significantly improves pupil engagement. Rather than waiting weeks for results, pupils can review their performance immediately after completion, with the system highlighting areas for improvement. This immediacy helps maintain momentum in addressing gaps before they widen.
How Do PiRA and PUMA Support SEND Pupils?
Supporting pupils with special educational needs and disabilities requires careful consideration when administering standardised assessments. PiRA and PUMA include specific adaptations that make them more accessible whilst maintaining their reliability as assessment tools.
The assessments offer modified papers with larger fonts and clearer layouts for pupils with visual processing difficulties. Teachers can also provide additional time without compromising the standardised scoring, as the tests include guidance on appropriate time extensions based on specific needs. For pupils with dyslexia, the reading assessments in PiRA can be administered with a reader for the instructions whilst still assessing independent reading comprehension through the main text.
Access Arrangements That Work
Schools successfully supporting SEND pupils report that pre-teaching key vocabulary before PiRA assessments significantly improves confidence without affecting validity. For PUMA tests, using concrete manipulatives during the assessment is permitted for pupils who typically use them in class. Many SENCOs find that administering these assessments in smaller groups or one-to-one settings provides more accurate data about actual ability rather than test anxiety.
The standardised scoring system includes statistical adjustments that account for pupils working below age-related expectations, ensuring progress can still be meaningfully tracked even when pupils are working significantly below their chronological age.
What Budget Considerations Should Schools Factor In?
Understanding the full cost implications of PiRA and PUMA implementation helps schools make informed decisions about their assessment strategy. Beyond the initial purchase price, several factors affect the overall investment and value these assessments provide.
| Cost Factor | Paper-Based Option | Digital Option | Budget Impact |
|---|---|---|---|
| Initial Setup | £150-200 per year group | £300-400 per year group | One-time cost |
| Annual Renewal | Test papers only | Platform subscription | Recurring cost |
| Marking Time | 3-4 hours per class | Automated | Staff cost saving |
| Storage Requirements | Physical filing space | Cloud-based | Space saving |
| Training Needs | Minimal | 1-2 hours initial | CPD budget |
Schools typically find that whilst digital options require higher initial investment, the reduction in marking time often justifies the cost within the first year. A two-form entry school reported saving approximately 72 hours of teacher time annually through auto-marking, equivalent to roughly £1,800 in supply cover costs.
How Can Schools Maximise Data Impact From PiRA and PUMA?
Collecting assessment data is only valuable when it drives meaningful change in classroom practice. Successful schools develop systematic approaches to translating PiRA and PUMA results into targeted interventions and curriculum adaptations.
Creating Practical Pupil Progress Meetings
Rather than reviewing scores in isolation, effective schools use a structured discussion protocol during pupil progress meetings. Teachers bring specific examples of incorrect responses from recent assessments, identifying patterns across the cohort. For instance, if multiple pupils struggle with inference questions in PiRA, this triggers a whole-class focus on reading between the lines using picture books before progressing to text-only exercises.
The most impactful schools create intervention maps directly linked to assessment outcomes. When PUMA results show widespread difficulties with fractions, successful schools implement pre-teaching sessions for identified pupils before the main class lessons, using the assessment questions as a framework for planning these sessions.
Benefits of Using PiRA and PUMA
Implementing PiRA and PUMA assessments in schools offers numerous benefits. These assessments provide valuable data that informs teaching practices, tracks pupil progress, and identifies areas for improvement. One of the primary advantages is the ability to gain a clear and consistent measure of attainment across different year groups and cohorts. This allows schools to monitor trends, evaluate the impact of interventions, and make data-driven decisions to enhance learning outcomes.
Furthermore, PiRA and PUMA can help schools to identify and address gaps in learning early on. By pinpointing specific areas where pupils are struggling, teachers can provide targeted support and personalised instruction to ensure that all learners achieve their full potential. The assessments also promote accountability by providing a framework for monitoring progress and evaluating the effectiveness of teaching strategies. The standardised nature of PiRA and PUMA also allows schools to compare their pupils' performance against national benchmarks, providing valuable insights into their relative strengths and weaknesses.
Finally, the efficient digital tools accompanying PiRA and PUMA contribute to reducing teacher workload, allowing them to focus more on teaching and less on administrative tasks. This ultimately leads to a more positive and productive learning environment for both teachers and pupils.
Conclusion
PiRA and PUMA assessments offer a structured, reliable, and efficient way for schools to monitor pupil progress in reading and mathematics. By providing valuable data and insights, these assessments helps teachers to make informed decisions, target interventions effectively, and create a supportive learning environment where all pupils can thrive. Their curriculum alignment and standardised scoring make them valuable tools for tracking academic growth and predicting future success.
Ultimately, the goal of education is to equip pupils with the skills and knowledge they need to succeed in life. PiRA and PUMA assessments can play a vital role in achieving this goal by providing teachers with the information they need to tailor their instruction to meet the individual needs of each pupil. By embracing these assessments as part of a comprehensive approach to teaching and learning, schools can ensure that all pupils have the opportunity to reach their full potential.
Further Reading
For those interested in examining deeper into the research and evidence supporting the use of standardised assessments like PiRA and PUMA, here are some relevant academic sources:
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. *Assessment in Education: Principles, Policy & Practice, 5*(1), 7-74.
- Hattie, J. (2008). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge.
- Wiliam, D. (2011). *Embedded formative assessment*. Solution Tree Press.
- Au, W. (2009). Unequal by design: High-stakes testing and the standardisation of inequality. Routledge.
- Brookhart, S. M. (2010). *How to assess student learning (2nd ed.)*. ASCD.
