Assessment is a fundamental part of the teaching and learning process. At Key Stage Key Stage 4, every student’s progress is monitored closely in order that we can provide the best possible opportunities and the highest levels of support.
How are targets set?
Information from the student’s previous school is looked at carefully and each student is given a baseline assessment when they join the school in English, mathematics and science. This information is used to make a minimum target grade for the student. There is never a limit placed upon the expectations that staff have for students at Key Stage Key Stage 4. Staff at Key Stage Key Stage 4 are well aware that students may not have made the progress that they are capable of and may well demonstrate that they perform above the initial minimum target grade. When this is the case these minimum target grades will be adjusted upwards.
How are students assessed? How do they know they are on target? How do they know how to improve?
Student progress and skill development is continuously assessed during lessons e.g. class tests, half termly end of unit tests, key assessment pieces etc. Where appropriate, staff record the data on the student progress tracker.
Staff use a range of summative and formative methodologies to evaluate skill development i.e. what students are able to do. Staff have spent time looking at the success criteria of key assessment pieces and have linked these assessments to the new numerical GCSE grades. This helps us ascertain the progress our students are making against national age related expectations.
Students know how to improve by referring to assessment criteria and by acting on staff feedback. As a school, we prioritise high quality conversations about progress. Students will also use the detailed, constructive written feedback that their teachers provide.
How often will I be informed about my child’s progress?
You will receive a combination of interim reports and a full report each year regarding your child’s progress. The reports will be sent out at the following points:
|Interim report (year 10)||November|
|Interim report (year 10)||March|
|Full report (year 10)||June|
|Interim report (year 11)||October|
|Full report (year 11)||February|
How do your child’s teachers make the progress judgment?
At a given data entry point, teaching staff enter a progress judgement onto the student progress tracker.
|1||Above Target (on track to exceed minimum target grade)|
|2||On Target (on track to achieve minimum target grade)|
Staff use a flightpath to help them keep track of a student’s progress.
Please note, though, that progress is not linear – students make different rates of progress at different points in their schooling.
The flightpath should act as a guide to support staff in making these judgments.
Moreover, progress judgments should made based on a blend of summative and formative assessment – in most circumstances they will reflect the quality of work in the students’ exercise books/folders and what they are able to tell their teachers about their learning.
For pupils who are deemed to be working “Below Target”, staff intervene swiftly in order to help students who are falling behind catch up.