Parents receive regular communication about the progress of their child in the form of three different reports throughout the academic year.
In Years 7 to 10 (Year 10 first term), the use of qualitative language will be used for the first two reports to show how students are progressing based on their understanding of key concepts, how they are developing in the appropriate skills required and how they are performing against their MEG for each subject.
The mastery language used in the report is Developing, Secure and Exceeding. The following gives a definition as to what this means for your child:
Developing – students are beginning to understand the core concepts and are able to perform some basic core skills.
Secure – students understand core concepts and able to perform crucial skills at their ability level.
Exceeding – students demonstrate understanding of core concepts that is beyond their ability and have mastered crucial skills in the curriculum of study.
In Years 11, 12, 13 ( Year 10 in the spring term and summer term) the report will consist of the students’ currant academic progress using the number system 1-9 for GCSEs or P, M,D for BTECs and A*-E for A Level courses.
The final report in the summer term for Year 7-9 will include the end of year numerical grade
In addition the progress report will also show a performance criteria based on Attitude to learning and Home learning. A star rating system is used, whereby 4 stars is an exemplary performance and 1 star is a poor performance. This grading criteria is explained in full detail when reports are issued, providing advice for you and your child about how to move up to a higher star rating.
The Progress report provides an up to date academic grade for students in each subject they are studying. This type of report includes the following information:
- Students' current academic performance using mastery language
- GCSE number grade or letter grade for Year 11,12,13 students
- A target for each subject, known as a Minimum Expected Grade (MEG
- Performance information using our aforementioned criteria and star rating system.
- Attendance information (at date of printing).
- House points and behaviour points accrued for the year (at date of printing).
How we assess
Our primary form of assessment is formal exams and tests taken throughout the year. The assessments students undertake are linear in nature and incorporate all work studied within each academic year; thus a student being testing in the summer term will be tested on all content delivered from the start of the year.
Teachers also use a variety of other assessment methods to monitor student progress and achievement, such as verbal; written; observation; plenaries; self-assessment and peer-assessment, all in line with subject-specific criteria. Generally, we apply Blooms Taxonomy when assigning grades.
With these combined forms of assessment teachers are able to form accurate judgements regarding student progress and allocate accurate grades provided within reports.