Assessment, Reporting Progress, Marking and Feedback
  • Each student is placed into one of four thresholds based on their KS2 average fine points score (Foundation; Developing; Secure; Excellence)
  • Each student remains in this threshold for KS3
  • Teachers monitor progress in relation to each student’s threshold (KS2 starting point)
  • Teachers mark work, provide feedback and track progress to ensure that each student is able to make good progress within their Threshold
  • Teachers monitor and report progress using a traffic light system:

+1        (Green)           Exceeding expectations relative to the KS2 starting point.

0          (Amber)          Meeting expectations relative to the KS2 starting point.

-1         (Red)               Below expectations relative to the KS2 starting point.

Key Stage 4

  • Each student is given a target grade based on their KS2 ability band. This is calculated using the average KS2 points score (or English and Maths score for these subjects).
  • Teachers monitor progress in relation to each student’s target grade.
  • Teachers mark work, provide feedback and track progress to ensure that each student is able to make good progress towards their target grade.
  • The progress grade is the grade which a student is most likely to achieve at the end of KS4 considering all assessments, mock/end of year exams, homework, classwork and attitude to learning.
  • During the year each teacher reports on a students’ progress by determining a progress grade. 

2016/17

Year 10           All subjects grades are 9-1 except Business and Design & Technology who will still have A*-G.

Year 11           All subjects grades A*-G except English and Maths who will have 9-1.

Key Stage 5

  • Each student is given a target grade based on their KS4 average points score. This average points score places them in an ALPS band 1-9 and students have a target grade for each subject (the same one) and an overall A level target (for example BBC).
  • Teachers monitor progress in relation to each student’s target grade.
  • Teachers mark work, provide feedback and track progress to ensure that each student is able to make good progress towards their target grade.
  • The progress grade is the grade which a student is most likely to achieve at the end of KS5 considering all assessments, mock/end of year exams, homework, classwork and attitude to learning.
  • During the year each teacher reports on a students’ progress by determining a progress grade (A-U at AS and A*-U at A level).

Reporting Student Progress

  • For all key stages teachers report the progress and attitude to learning (new 1-4 attitude to learning descriptors – see below) for all students at different points throughout the year. This information is sent home.
  • Once a year the progress report will contain a tutor report.
  • Once a year each student will have a PTC (Parent Teacher Consultation) meeting.

1-4 Attitude to Learning descriptors
1 Exceptional effort is applied in all lessons
Displays enthusiasm and curiosity for their learning
Is prepared to take risks with their learning
Takes full responsibility for their own learning
Always presents work to the very best of their ability
Frequently asks questions
Always meets deadlines for homework and coursework
Always arrives at lessons on time, fully equipped to learn and in the correct uniform
2 Consistent effort is applied to work
Takes responsibility for their own learning
Participates in all parts of the lesson
Sometimes asks questions to extend their learning
Often stays within their comfort zone
Meets the vast majority of deadlines for homework and coursework
Arrives at lesson on time, fully equipped to learn and in the correct uniform
3 Inconsistent effort is applied to work
Can be reluctant to participate/engage in all activities
Can sometimes go off task, but does respond to teacher intervention
Is sometimes put off by failure
Sometimes hands in work late or incomplete
Is sometimes late to lessons
Sometimes arrives without appropriate equipment to learn and/or without correct uniform
4 Little effort is applied to work
Very little responsibility is taken for learning.
Often displays disruptive behaviour which has a negative impact on learning
Is often without appropriate equipment to learn and/or without correct uniform
Often hands in work late or incomplete
Potential will not be achieved unless significant changes in attitude to learning are made