Assessment and Reporting
Our aim at the academy is to ensure all pupils embed and retain key knowledge needed for each subject at every key stage. Each lesson is structured to sequence and re-visit information and check pupil understanding through frequent testing. This regular review of pupil knowledge allows pupils to learn and remember key pieces of information and is vital in preparing pupils for the next stage of their learning. It also allows pupils to track their progress and find out what they need to do to improve. Indeed regular, low stakes, testing ensures that pupils embed knowledge into their long-term memory. Also, pupils are assessed by a combination of peer, self, and teacher assessments. Summative assessment will take place, linked to the Learning Journey specific to the knowledge and skills needed in each subject. Following assessments, teachers will support pupils to identify gaps in learning and show them how to fill these gaps through class intervention.
Formative assessment is intended to inform day to day teaching and learning. It consists of a range of interactions with pupils that provides immediate and ongoing feedback and immediate interventions during lessons to enable pupils to make progress. Formative assessment allows the teacher to evaluate and adapt their teaching to meet the needs of pupils allowing them to learn more effectively therefore positively impacting their learning to deepen the understanding. In addition, it allows pupils to evaluate their own work (or that of others) and consider how to improve.
Summative assessment allows the teachers to analyse whether the intended curriculum has been taught effectively and enables the reviewing of their curriculum to ensure that pupils are able to know, remember and do more because of it.
In Year 10 and Y11 pupils are assessed through a range of strategies including:
- summative assessments linked to GCSE requirements
- assessments linked to subject content (knowledge) and skills shown over time
- formative assessments such as low stakes testing; questioning; peer and self-assessment.
- oral work
- practice tests
Pupils will be provided with structured success criteria to enable them to understand what they know and can do, alongside the next steps to ensure better understanding and progression. Assessment will guide pupils to undertake tasks that will focus on their areas of need, so personalising their learning and supporting progress.
Reporting to Parents
Headteachers must send a written report to parents on their child’s progress for the academic year by the end of each summer term unless that pupil is to be provided with a school leaver’s report.
Our main way of communicating a pupil’s progress with parents is through reports which are sent home. These reports give a brief overview of how a pupil is working and progressing in the range of subjects taught. This is a ‘snapshot’ based on the evidence available at the time of drafting the report.
Although we do not share every test with parents/carers, we ask staff to summarise pupil progress and report this to parents through an annual written report and interim data reports throughout the year. These reports are our most important form of communication with parents and will sometimes raise questions regarding a pupil’s progress. We strongly encourage parents to read the reports carefully and if the report raises questions, to contact either the subject teacher, form teacher or, if it is across several subjects, the Year Leader. By working together, we can support your child to feel happy, secure, and able to achieve. We also use parent evenings to further discuss all aspects of pupil progress (linked to pastoral care and academic needs).
The annual written report will indicate the general progress that a pupil has made, brief details of achievements, highlighting strengths and development needs, an attendance record and an indication of their behaviour and attitude to learning.
In Years 10 and 11 the annual report will also include the grade achieved in subjects for which the pupil is entered for GCSE or other qualification.
To arrange a discussion about a pupil’s report a parent should contact their child’s Year Leader in the first instance.
Summative Data Report
Interim data reports will indicate the grade a pupil has achieved in the most recent summative assessments / exams for each subject and their target grade.
As an Academy, we place greater emphasis on pupils’ final grade, while ensuring they are on track throughout the year. The reports are our main way of communicating with parents about the progress that their child is making. When reports are issued it is also an opportunity for parents to talk with their child about the progress they are making in lessons. If the report raises issues, parents should contact the Year Leader in the first instance. We also use parent evenings to further discuss all aspects of pupil progress (linked to pastoral care and academic needs).
Attitude to Learning (A2L) Report
Attitude to Learning is based on a pupil’s enthusiasm for learning, resilience and staying positive, collaboration, leadership, and teamwork, aiming high, behaviour, organisation, homework, and attendance to lessons.
|Requires Improvement||My learning can be improved by:
Pupil Progress Evenings
We use parent evenings to further discuss all aspects of pupil progress (linked to pastoral care and academic needs) and welcome parents and carers to contact school at any time if they wish to discuss any aspect of their child’s education or welfare.
As an Academy, we place greater emphasis on pupils’ final grade, while ensuring they are on track throughout the year. The reports are our main way of communicating with parents about the progress that their child is making. When reports are issued it is also an opportunity for parents to talk with their child about the progress they are making in lessons. If the report raises issues, parents should contact the Year Leader in the first instance.