Assessment and Reporting

Attitudes Towards Learning

As a school, we believe in providing a well-rounded viewpoint on students' commitments toward learning, which is reflected in our reporting criteria encompassing behavior, effort, homework, and readiness for learning. This comprehensive approach goes beyond academic achievements and aims to foster a positive climate for learning where students can flourish and become the best version of themselves. By assessing these key aspects, we gain a holistic understanding of a student's educational journey, acknowledging not only their academic progress but also their social, emotional, and ethical development.

We consider parents as essential partners in this journey. It is important for them to be aware of their child's successes and challenges, fostering open communication between home and school. When parents are informed about positive aspects of their child's learning experience, as well as areas that may need attention, we can work together to ensure students receive the support they need. This collaborative effort is integral to the pursuit of both moral and academic perfection, as we strive to create an environment where every student can reach their full potential and embody the best version of themselves.

Behaviour

1 – Students are dedicated to behaving well which has a positive impact on their learning. They consistently behave as expected, maintaining an excellent focus throughout, setting an example for other students.

2 - Students are committed to good behaviour for learning, regularly behaving well and following instructions as required, though occasionally need refocusing to get the best out of each lesson.

3 - Students are compliant with showing appropriate behaviour for learning, sometimes behaving as expected; however, require frequent reminders to stay focused and on task, and can be easily distracted by others.

4 - Students are reluctant to behave well, rarely meeting the minimum requirement of behaviour and can be disruptive, which not only negatively affects their own learning but that of others.

Ready for Learning

1 - Students are dedicated to showing required standards for learning. Consistently arrive at lessons on time, in the correct uniform, organised, and with the required equipment ready to learn.

2 - Students are committed to showing required standards for learning. Regularly arrive at lessons on time and with most of the required equipment, occasionally needs to be reminded to be ready to learn.

3 - Students are mostly compliant with meeting standards required for learning. Sometimes arrive to lessons on time and sometimes have the required equipment and therefore not always punctual and ready to learn.

4 - Students are reluctant to meet standards required. Rarely attend lessons on time and / or often do not bring the required equipment, showing little intent to learn, and often wear incorrect uniform.

Effort

1 - Students are dedicated to working hard. They consistently apply excellent effort in all lessons and motivated to learn and make the most of every opportunity to broaden their learning.

2 - Students are committed to working hard in lessons. They regularly apply good effort in lessons and are positive about learning, wanting to achieve to the best of their ability.

3- Students are compliant with showing effort in the classroom. Sometimes reluctant to apply the required effort in lessons and can produce the minimum work required.

4 - Students are reluctant to work positively in lessons. Rarely commit fully to learning in lessons and often require supervision / intervention to complete work, reluctant to engage unless closely monitored.

Homework

1 - Students are dedicated to independent learning. They consistently complete homework to an excellent standard and submit by the deadline, showing a great commitment to independent learning.

2 - Students are committed to independent learning. They regularly complete homework to a good standard and submit by the deadline, showing that they are working towards becoming a dedicated independent learner.

3 - Students are compliant with independent learning. They sometimes complete homework, but it is not always of the required standard and / or often misses the deadline. Work produced is not representative of their ability.

4 - Students are reluctant to complete independent learning. They rarely complete homework to the required standard and / or submit it by the deadline; independent work is inadequate in relation to ability.

KS3 REPORTING

The table below outlines the initial expectations for student achievement, which are based on KS2 SATs scores, or equivalent assessments conducted at the end of their primary school period. It also indicates the targets students should strive for in order to exceed expectations by the conclusion of their summer examinations in KS4, as provided by the DFE. While this serves as a guide, our goal is for students to surpass these fundamental expectations. This framework guides how we set targets for students, recognising that progress varies among individuals and under different circumstances.

*Average KS2 Sats Scores - >*	*KS3 Reporting - >*	*KS4 Expected Progress*
80+	Bronze	3
95+	Bronze +	4
100+	Silver	5
105+	Silver +	6
110+	Gold	7
115+	Gold +	8/9

What will your report look like in KS3?

Report Example:

*Subject*	*Subject End of Year Target*	*Subject Current Attainment*	*Subject* *Progress*	*Behaviour*	*Effort*	*Homework*	*Ready for Learning*
*Art and Design*	*Bronze*	*Bronze*	*Making Expected*	2	2	1	1
*Computer Science*	*Silver*	*Silver +*	*Working Above*	1	1	1	1
*Geography*	*Silver*	*Gold*	*Working Above*	1	1	2	1
PE	*Silver*	*Bronze +*	*Working towards*	1	2	1	2

For Art and Design, this pupil is currently targeted a Bronze grade at the end of the current academic year. As they are successfully achieving this, they are 'Making Expected Progress.'

In Computer Science, this pupil is surpassing expectations by working above their target of Silver, achieving a Silver +. This places them in the category of 'Working Above Expected Progress.'

Meanwhile, in Physical Education (PE), the pupil is striving for at least Silver grade but is currently performing at a Bronze + level. In this case, the pupil is considered to be 'Working Towards Expected Progress.'

What will your report look like in KS4?

*Subject*	*Subject Target Grade for GCSE*	*GCSE Current Attainment Grade*	*Progress toward achieving the target GCSE Grade*	*Behaviour*	*Effort*	*Homework*	*Ready for Learning*
*Art and Design*	6	6	*Making Expected*	2	2	1	1
*BTEC Sports and Coaching*	*L2P*	*L2M*	*Working Above*	1	1	1	1
*Geography*	6	7	*Working Above*	1	1	2	1
*BTEC Music and Performing Arts*	L2M	*L2P*	*Working towards*	1	2	1	2

In Key Stage 4 (KS4), pupil's progress is assessed against the expectations set by the DFE on the back of pupil's accomplishments at the end of Key Stage 2 SATs or equivalent testing arrangements as explained above.

Those 'working towards' the expected grade demonstrate a solid understanding of the material and are 'making progress' in line with the established benchmarks for grading pupils at GCSE according to the exam board syllabus and assessment criteria.

Meanwhile, pupils who are meeting the 'making expected' grade are meeting the anticipated standards and are expected to gain their target grade at GCSE.

Pupils who are 'working above' are exceeding the required standards for their target grade and are expected to gain a GCSE grade higher that their target GCSE grade.

In vocational qualifications (BTEC's and V Cert's) they have a GCSE equivalent, these are listed below to help you understand what they mean against GCSE grades:

Level 2 Level 1

Distinction (L2D) = Grade 7 or 8 Distinction (L1D) = Grade 3

Merit (L2M) = Grade 5 or 6 Merit (L1M) = Grade 2

Pass (L2P) = Grade 4 or 5 Pass (L1P) = Grade 1

Our expectation is that many of our pupils will go onto College or 6th Form and study Level 3 qualifications requiring them to achieve Level 2 passes or Grade 4 and above at GCSE. There is an expectation nationally that pupils need to gain Grade 4 or above in Mathematics and English Language as a minimum.

Regular assessment and reporting on these distinctions contribute to a comprehensive understanding of each pupil's academic journey and guide tailored educational support for their continued growth and success.