Assessment
We challenge all our pupils to achieve more than they first think is possible and provide support to ensure they are all capable of securing positive outcomes. We are ambitious for our pupils. We have created our reporting framework to support pupils (and parents) with furthering their learning and progress.
KEY STAGE 3
Following consultation with parents and staff, we have revised our assessment model for Key Stage 3 and this will be in place from December 2021.
The model is focused on ensuring that all pupils develop a deeper understanding of the core knowledge, concepts and skills that are essential for success within a subject. A series of descriptors are used to measure the attainment of a pupil at different points throughout the three years of Key Stage 3. Our system of assessment identifies what is expected of a pupil at a particular ‘stage’ of their learning. The words we have chosen to use for each stage are shown below with a broad definition of the stage. There are subject descriptors available for every subject which you can download in the 'KS3 Assessment Stage Criteria' document at the bottom of this page.
Key Stage 3 Assessment Stage Descriptors Broad Overview:
| Stage | Description |
| Acquiring | Beginning to explore some of the main knowledge, ideas and skills. |
| Establishing | Has grasped some of the knowledge, ideas and skills but some of this needs developing when applied to different contexts. |
| Consolidating | Has grasped most of the main knowledge, concepts and skills and can frequently apply these to familiar contexts. |
| Securing | Has a secure understanding of the main knowledge, concepts and skills when applied to familiar contexts. |
| Extending | Demonstrating a strong understanding of all knowledge, concepts and skills and can extend these to new contexts. |
| Excelling | Demonstrating a comprehensive understanding of all knowledge, concepts and skills and can apply these adeptly to changing contexts. |
KEY STAGE 4
Our assessment framework is based on the GCSE grades 9-1 and it enables us to track and monitor pupils’ progress in Year 10 and Year 11. Teachers will provide pupils with a forecast grade (the grade that the teacher thinks the pupil is likely to achieve at the end of Year 11) based on the learning demonstrated in lessons and in assessments. For further information about the GCSE 9-1 grades, visit the Ofqual website.
REPORTS
Parents can expect to receive three reports each year and these will be sent home with pupils over the course of each year’s study.
In Key Stage 3, two ‘interim’ reports each year will show stages achieved by pupils. The third report for each year will also include written comments by the teacher, indicating what the pupil has done well and what the pupil needs to do to continue to progress in each subject. The order and timing of these reports will vary depending on the year group.
In Key Stage 4, two ‘interim’ reports each year will show forecast grades awarded by teachers. The third report for each year will also include written comments by the teacher, indicating what the pupil has done well and what the pupil needs to do to continue to progress in each subject.
Effort, Behaviour and Homework Indicators:
Key Stage 3 and Key Stage 4 reports have feedback about effort, homework and behaviour. These are marked as EX (Excellent), GO (Good), IN (Inconsistent) and CFC (Cause for Concern). Where the homework grade is blank it means the subject does not set homework (e.g. Core PE) or has not set enough homework at a point in the year to give a grade.
| Indicator | Description |
| Excellent (EX) | This is for pupils who go beyond our expectations of what is reasonably required of them on a day-to-day basis. It is reserved for those who drive forward their own learning and do all they can to support and encourage the learning of others. |
| Good (GO) | This is for pupils who, consistently and without exception, do all that is expected of them in regard to the given criteria. |
| Inconsistent (IN) | This is for pupils who in the main do what is expected of them, but fail to do so consistently: there are still areas where they can make improvements. |
| Cause for Concern (CFC) | This indicates that there are some significant concerns that need to be addressed as a matter of urgency. |
PARENTS' EVENINGS
In addition to the regular reports, there is at least one Parents’ Evening each year for all pupils. These provide an opportunity for parents to meet their child’s teachers and discuss any aspects of their progress.
Parents are also encouraged to contact individual teachers by email if they have any concerns which they wish to discuss between Parents’ Evenings.