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Assessment & Reporting

Assessment and Reporting to Parents

 

 Introduction – a time of change

Since 2015 National Curriculum levels have been phased out, and the Year 7 cohort that joined us in September 2016 was the first to arrive from their Primary School without National Curriculum levels.

In addition to this, the grading system at Key Stage 4 has also changed from A*-G to a number scale ranging from 1 (the lowest) to 9 (the highest).  The first GCSE examination results to feature the numeric grading system were the English and Mathematics results in 2017. 

In the absence of National Curriculum levels, all schools have been charged with the task of developing their own approach to assessment which meets the needs of their students at Key Stage 3.  This has provided us with the opportunity to look at Key Stage 3, but also to review our approach in Key Stage 4, and to consider whether we can develop a more uniform ‘all through’ approach.  Any changes to assessment will automatically impact upon the way we report to parents.

As a result of our review we have a fully revised approach to assessment and reporting which was implemented from September 2016.

Please click on the links below for Assessment criteria in each of the following subjects :

Art, Computing, Drama, DT, English, Food Technology, Geography, History, Maths, MFL,

Music, PE, and Science.

Please click on the links  for the Ofqual guidence to the new GCSE structure and DfE guidance to GCSE for parents.

Reporting Arrangements

The Scheduling of Reports

Each student will receive one full report and two interim reports each year. (With the exception of Year 11 who receive one full and one interim report) We feel it is important to report on a regular basis throughout the year in order to inform parents, monitor progress and to help students to achieve their very best.

The Format of the Report

The format of the full report and the format of the interim report is almost the same. Subject based reports are always to the same format and therefore provide a cohesive and ongoing picture of student performance.  The only difference between an interim report and a full report is that the latter will include an overview by the Form Tutor. 

The report provides a range of information for students and parents, as well as an effective starting point for discussions at home.

Receiving the Report

Reports are made available through an online platform called Go 4 Schools. To login you will need to use the email address you have supplied the school. The reports are available at 4 p.m. on the day they are due to be published. There is a link to the report platform under the Parents tab of the website.

 

What will teachers make judgements about?

 

  Teachers will make a judgement about a student’s: 

  •          Progress towards an end of Key Stage 4 Target    
  •          Commitment to Learning in Class
  •          Commitment to Learning at Home
  •         Behaviour

     

How will teachers judge progress in Key Stage 3?

 

 In Key Stage 3 (Year 7, 8 and 9) we will make judgements about a student’s progress towards their end of Key Stage 4 target. In the School report this is expressed as a band.

  • Band 1: GCSE Grades 7 or above
  • Band 2: GCSE Grades 5 or 6
  • Band 3: GCSE Grades 3 or 4
  • Band 4: GCSE Grades 1 or 2

End of Key Stage 4 Target

This is a challenging but attainable target that a student can aspire to by the end of Year 11 if they work to maximum effect, in all aspects of their work, and consistently over time.  The subject target is an expectation based on a student’s prior attainment at Key Stage 2. It provides an indication of potential and reflects the very high expectations we have of each student.  It is not a prediction.

Subject teachers will make judgements about a student’s progress against individual subject criteria which reflect knowledge and understanding, subject skills and communication skills. 

 

 

Teachers will report one of the following:

  1. At this point in time, progress is exceeding expectation
  2. At this point in time, progress is in line with expectation
  3. At this point in time, progress is below expectation
  4. At this point in time, lack of progress is a serious cause for concern

 

The individual subject criteria are available at the end of this section.

 

 How will teachers judge progress towards a student’s target grade in Key Stage 4?

Subject teachers will indicate student progress through a Forecast Grade. This is not a prediction of the final grade, but a current forecast of the grade a student is likely to attain given their work and progress at the time of the report. The Forecast Grade will be set alongside their Target Grade.  The Forecast Grade may change from one report to another if there are variations in a student’s work and performance.  Teachers will use a fine grading approach to illustrate degrees of confidence in the forecast.  For example:

Grade 5+ This means the teacher is forecasting a definite Grade 5

Grade 5   This means the teacher is forecasting a high chance of Grade 5

Grade 5- This means the teacher is forecasting Grade 5, but Grade 4 should not be ruled out

 

 

How will teachers judge behaviour, commitment to learning in class and commitment to learning at home?

 

A judgement will be made on a scale of 1 to 4

1.   Outstanding

2.   Good

3.   Concern

4.   Serious concern 

 

Behaviour

Outstanding:      Very self-disciplined – always meets or exceeds expectations

Good:                   Usually conforms to the school Code of Conduct

Concern:              Regularly fails to conform to the school Code of Conduct, despite                                            reminders

Serious concern:  Un-cooperative - failing to meet school expectations.

 

Commitment to Learning in Class

Outstanding: Takes responsibility for their learning and shows determination to make                                  progress, responding to verbal and written feedback.
 
Good: Responds positively to the learning opportunities provided and tries to                                  overcome challenges.
 
Concern: Does not make the most of the range of learning opportunities provided.
 
Serious concern: Rarely attempts to overcome challenges and is unconcerned with                                           making progress.

 

Commitment to Learning at Home

Outstanding:      Consistently completes good quality homework within the deadlines set.
 
Good: Always attempts to produce good quality homework which is usually                                    handed in on time.
 
Concern: Does not consistently complete tasks to a good quality and/or deadlines                                are often missed.
 
Serious concern: Rarely completes homework and does not take opportunities to improve
 

 

 

Key Strengths and Key targets

On the Full Report, Tutors will also indicate key targets for each student.    These may be subject specific targets relating to the curriculum, targets relating to more general study skills or areas to be targeted for wider personal development.