Adopted by the Governing Body: 25 September 2014

ASSESSMENT, RECORDING AND REPORTING POLICY

Adopted by the Governing Body: 25 September 2014

INTRODUCTION

Assessment is a part of everyday teaching and learning in the classroom. Through assessment teachers find out about their pupils' capabilities, strengths and weaknesses and achievements. The knowledge gained then informs pupils, parents and outside agencies, and helps in the process of evaluating the quality of teaching and learning.

THE AIMS of the whole school policy are:

a)To maximise the performance of all pupils by agreed assessment, feedback and target setting in line with statutory requirements.

b)To inform parents and other appropriate bodies.

c)To involve pupils in their own assessment and target setting.

ASSESSMENT CALENDAR

Each academic year an assessment calendar will be produced, after consultation with colleagues. The calendar will give specific dates for assessment points, external and internal examinations or tests, reporting dates, dates of parents’consultation evenings and pupil mentoring sessions. These dates will also be programmed into SIMS. Teacher access to the system is through appropriate windows of opportunity for teachers to input the required data, the data will then be locked down after the window has been closed. Colleagues have appropriate levels of access to the system, in order that they can analyse the performance of pupils at any point, classroom teachers can access their classes, Head of department have departmental access, Head of Year have Year group access and Senior Staff have whole school access. The annual calendar provides the opportunity to prepare for assessment points well in advance.

Assessment points are spread throughout the year, after due consideration of the needs of pupils, parents and teacher workload.

There are three internal assessment points per annum for most year groups a written report and two progress points (the exceptions being Years 9, 11, 12 and 13, where additional tracking points take place).

Staff will be required to access their marksheets on SIMS and to enter the grade they expect the pupil to achieve if they continue to work as they have been up to that assessment point. The columns indicating Above / On or Below target are automatically generated by SIMS.

All assessment points will report to parents the individual pupil’s target for each subject studied followed by either Below Target, On Target or Above Target , indicating progress in the subject area.

• Above Target indicates that the student is performing above target level.
• On Target indicates that the student is on course to achieve his or her target.
• Below Target indicates that the student is working below the target set or underachieving.

Along -side this teachers’ are required to report on the level of effort a pupil is making in their subject using a 1-5 grading system.

• 1 indicates Outstanding effort.
• 2 indicates Good well.
• 3. Indicates Improvement needed.
• 4. indicates Unsatisfactory.

The three assessment points are reported to parents and parental involvement and feedback is encouraged as follows:

One Progress Point will be linked to a parental consultation evening.

The other Progress Point will be linked to a pupil mentoring session which parents may attend.

The Full Written Report has a parental feedback form included.

COMMON GRADING SYSTEMS

KEY STAGE 3

It is thought inappropriate to have a common grading system in respective subject areas in the curriculum. In some subjects letter grades ( A, B, C etc.) are appropriate, in others numerical grading is best. Each department must decide which system to use.

A pupil's performance must be recorded over KS3. (In teachers’ markbooks, departmental databases or in SIMS personal marksheets.

Commonality within the school comes on reporting to parents using target levels and progress made towards these (Above,On , Below system) and final attainment levels at the end of the Key Stage these are National Curriculum Levels 3-8. When entering Marksheets on SIMS, staff are required to enter the Level they expect the pupil to achieve at the end of Key Stage 3 based on current progress and an effort grade (1-4)

Current performance indicators, (The grade expected at the end of the Key Stage, given the current work rate) given at assessment points in Key Stage 3, reflect the actual ‘best fit’performance of the pupil in relation to their Target Grade.

Pupil Attainment Targets for the end of Key Stage 3 will be set in Year 7 and will be based on information from CATS, FFT, prior attainment at KS2 and individual subject tutor assessments. Targets should been set from FFTD. This will be the minimum target grade. Aspirational teacher target grades will be a minimum of two levels of progress from KS2. These targets remain unchanged throughout the Key Stage, unless there are exceptional circumstances and alterations will only be made in full consultation with the School Assessment Manager.

Pupils are made aware of the attainment targets under consideration during an assessment and their target level, and, will be given clear instructions as to how to achieve them.

Revised National Curriculum orders move from Statements of Attainment to level descriptions. At the end of Key Stage 3 teachers will need to judge which level description best fits their pupils' attainment.

Departmental schemes of work and major components of assessment should refer to the attainment targets, and level descriptions as given in the subject orders.

Assessment of Learning (AoL) and Assessment for Learning (AfL)are fully embedded in departmental schemes and teaching and learning ethos of The School.

KEY STAGE 4

In Key Stage 4 it is possible to use a common grading system for the Target Grade by using the grades given in the GCSE examinations.

A pupil's performance must be recorded over KS4. (In teachers’ markbooks, departmental databases or in personal marksheets in SIMS.)

Current performance indicators(the afore mentioned Above ,On ,Below system), given at assessment points in Key Stage 4, reflect the actual performance of the pupil in relation to their Target Grade. Staff will be required to enter the Grade they expect the pupil to achieve at the end of the Key Stage, based on current performance. Effort grades 1-4 also need to be entered to reflect attitude and effort to learning.Pupil Targets for the end of Key Stage 4 will be set at the start of Year 10 and will be based on CATS, KS3 results, FFT and YELLIS data and subject teacher assessment.Targets have been set from FFTD. This will be the minimum target grade. Aspirational teacher target grades will be one grade above FFTD prediction. These targets remain unchanged throughout the Key Stage, unless there are exceptional circumstances and alterations will only be made in full consultation with the School Assessment Manager. These targets remain unchanged throughout the Key Stage, unless there are exceptional circumstances and alterations will only be made in full consultation with the School Assessment Manager.

Current performance indicators should be, where appropriate, based on coursework, practical examinations as well as on internal tests/examinations.

Major components of assessment should be annotated with the appropriate GCSE Level grade that the work would receive, as well as the percentages or other numerical grades.

Pupils will be made aware of the GCSE levels under consideration during an assessment and their target grade, and, will be given clear instructions as to how to achieve them.

Assessment of Learning (AoL) and Assessment for Learning (AfL)are fully embedded in departmental schemes and teaching and learning ethos of The School.

KEY STAGE 5

In Key Stage 5, it is possible to use a common grading system for the Target Grade by using the grades given in the GCE AS and A2 examinations.

A student's performance must be recorded over KS5. (In teachers’ markbooks, departmental databases or SIMS.)

Current performance indicators(the afore mentioned Above,On,Below system), given at assessment points in Key Stage 5, reflect the actual performance of the student in relation to their Target Grade. Staff are expected to enter the Grade they expect the pupil to achieve at the end of Key stage in the exam. Effort grades also need to be recorded (1-4). Student targets are set by Heads of Departments in consultation with other teachers within the subject, at the start of Year 12 and Year 13. GCSE results, ALIS and AS Module examination results will be used to set targets.These targets remain unchanged throughout the Key Stage, unless there are exceptional circumstances and alterations will only be made in full consultation with the School Assessment Manager.

There should be only one target grade per subject reported to parents - where teachers share the teaching of a subject, moderation and discussion should take place to settle on the single target grade and current performance indicator which is finally given.

Efforts should be made to ensure commonality of marking standards either by common marking of questions or internal moderation.

Assessment of Learning (AoL) and Assessment for Learning (AfL)are fully embedded in departmental schemes and teaching and learning ethos of The School.

REPORTING MECHANISMS

PROGRESS POINTS (BI-ANNUAL EVENT)

These facilitate the reporting of Current Performance Indicators at all Key Stages. The progress points indicate for each subject currently being studied by a pupil:

• The teacher set End of Key Stage Target.
• Progress towards this Target (the afore mentioned Above,On,Below Target system).
• The effort made in all aspects of the subject (the afore mentioned 1-4 system)

Current Performance Indicators, are arrived at as a result of continuous assessment and by a variety of assessment methods and teachers professional judgement

FULL WRITTEN REPORTS (ANNUAL EVENT)

Written Reporting is carried out in accordance with the Education (Individual Pupils' Achievements) (Information) (Wales) (Amendment) Regulations of 1995.

Included in the Full Written Report are:

• The teacher set End of Key Stage Target.
• Progress towards this Target ( Above,On,Below Target system).
• The effort made in all aspects of the subject (1-4 system)
• For each subject a detailed description of the current area of study
• For each subject a comprehensive written description of current performance, strengths and weaknesses, including subject attainment and attainment in Key Skills.
• For Key stage 3 and 4 a comment on Literacy and Numeracy are also expected to report student progress in relation tothe LNF.
• For each subject targets for improvement are also reported.
• Form tutors give details of a pupil's social skills, contribution to PSE lessons, contribution to school life,attendance and special achievements with areas for development.
• Heads of Year report details of a pupil's general progress; academic and behavioural, with areas for development.

REPORTS TO SCHOOL LEAVERS

Examination results are given to each school leaver by 30 September following the end of the school year in which he/she leaves the school.

PUPILS WITH STATEMENETS WITH SPECIAL EDUCATION NEEDS

Under the Education (Special Educational Needs) Regulations 1994 (SI 1994/1047) schools are required to prepare reports for annual review of the pupil's statement of special educational needs.

ATTENDANCE

Summary of the pupil's attendance record will also be reported.

END of KEY STAGE 3 REPORTING

The following information which must be reported to parents of 14 year-olds at the end of KS3.

Teacher assessment of:

• The Core Subjects: English, Welsh, Mathematics and Science, this is reported alongside whole school and National comparators.
• The Foundation Subjects (exemption from any subject due to a child’s individual learning needs will also be reported.

End of KEY STAGE 4 REPORTING

Subjects in which the pupils have been awarded a GCSE or other qualification or credit are reported and later certificated.

REPORTING for STUDENTS aged 16 or MORE and LEAVING SCHOOL.

Any GCSE/GCE AS/GCE A2 or similar examination results for all subjects entered will be reported with grades achieved.Pupils up to 18 sent to parents, over 18 sent to students.Information reported to parents or student at the end of KS5.

PARENTAL CONSULTATION EVENINGS (ANNUAL EVENT)

Verbal reporting, at parental consultation evenings, will follow one progress point and is made on an appointment basis with subject teachers, form tutors, Heads of Year or Senior Staff. Verbal reporting will be expected to provide greater depth and detail about the pupil’s achievement. It is an opportunity to talk to parents about strengths and weaknesses. Teachers are expected to have records of the pupil's performance in the various attainment targets. Parents should be encouraged to help the school to fulfil the targets that have been set out as part of the written report.

PUPIL MENTORING (ANNUAL EVENT)

Verbal reporting, mentoring sessions, will follow one progress point and is made on an appointment basis with form tutors. Verbal reporting will be expected to provide greater depth and detail about the pupil’s achievement. It is an opportunity to talk to parents about strengths and weaknesses, both academic and pastoral. Form tutors have access to all pupil records. Parents should be encouraged to help the school to fulfil the targets that have been set out as part of the written report and through consultation with the form tutor set their own targets for learning based on the progress point.

INDIVIDUAL APPOINTMENTS (AS REQUIRED)

The school has an open door policy and parents are at liberty to contact the school to meet with, teaching staff, Learning Coordinators, Curriculum Leaders, The SENCO or SLTto discuss their child’s progress.

As a proactive school it is sometimes deemed necessary to invite parents to meet with staff to discuss pupil progress.

RECORDING PROGRESS

RECORDING PUPIL PROGRESS

Departments must keep a record of individual pupil performance within each year of a Key Stage to plot progress.

The KS3 records should be kept centrally in the department so that teachers may consult and update the records when necessary. A simple record card with attainment targets and level descriptions against pupil names is ideal; many exist in school as exemplars. Mark books will not suffice as a pupil's teachers may change during KS3.

All departments have assessment portfolios and exemplar learner profiles, which are continually refined and updated. This material is designed to facilitate consistency in the awarding of levels, by providing guidance to both experienced and less experienced teachers. All departments are encouraged to set aside time to discuss assessment and to moderate assessments.

All subjects should be mindful that they have to report Teacher Assessment to parents and that these are collected by the WJEC for the Welsh Office.

FORMAL EXAMINATIONS

The use of continuous assessment, learner profiles and an emphasis on skills acquired in KS3 negates the need for formal examinations.

There will be opportunities for formal testing of Year 10 pupils in those subjects which request them. In Year 11 there will be “Mock” GCSE examinations for ALL subjects

There are modular and linear external examinations (GCSE) both during and at the end of Key Stage 4.

There are modular and linear external examinations (AS/A2) both during and at the end of Y12 and Y13.

SPECIAL NEEDS

Sweep Reviews will be incorporated into the Progress Point reporting.

Some pupils recognised by Sweep Reviews & the SEN Department will require special arrangements and adaptations when assessments take place. The National Curriculum is designed for use with the maximum range of pupils, including those with Special Educational Needs.

The following are practical suggestions that might be employed to improve the performance and subsequent motivation of SEN pupils.

i)Additional time for those who carry out tasks slowly

ii Use of SEN Department, Support Teachers and/or Sixth Form Support with SEN pupils.

ii)Splitting tests into smaller parts for pupils who can not concentrate for long periods or those who become tired or are emotionally worried by assessments.

iv) To help them during assessments pupils may use mechanical and technical aids.

v) A support teacher might help pupils with reading difficulties by reading out questions/instructions. Audio-taped test materials could be developed.

vi ) The language and format of assessment materials should be accessible to as wide a range of pupils as possible.

vii) The use of differentiated tests.

viii) Pupils with co-ordination problems may need people to write down their answers.

ix) Pupils with impaired vision might need enlarged copies of assessment materials.

x) Pupils with impaired hearing may experience linguistic difficulties and should not be penalised for grammatical errors in otherwise correct responses.

xi)Pupils who are hospitalised or at home ill might do some assessments under the supervision of their parent. Genuine illness should be taken into account when determining a pupil's attainment.

WHOLE SCHOOL RECORDING.

The introduction of the tracking on SIMS, has provided a rigorous and easily accessible method of recording pupil targets and attainment data.

When setting end of Key Stage targets teachers have access to a wealth of data to inform decisions, this data will evolve as experience of what is required evolves. CATS, KS2, KS3 levels, FFTD, ALIS, YELLIS data all contribute to setting targets.

Year 7 targets are expected to be at least 2 levels of progress from KS2 levels.

Year 10 GCSE target setting should refer to FFTD grades. The FFTD grade is the minimum target and the aspirational teacher target is to be a grade above FFTD. Aspirational targets should be discussed with Line Managers if appropriate, when considering entering a grade lower than FFTD.

When reporting progress at Progress Points or Writing Full Reports teachers have access to all the indicator data plus the data that has been entered about a pupil in their subject area.

Curriculum Leaders are able to track pupil progress, behaviour and attendance of pupils in their department, likewise form tutors can track form groups, Learning Coordinators can track Year Groups and SLT have a whole school overview.

LlHS Assessment Policy/PET(Sept 03)/Revised (July 06)/Updated (Jan 09)/ Updated (Sept 14)