Parents receive regular communication about the progress of their child in the form of three different reports on Performance and Progress and in Tutor reports.
The Performance report is only used for Years 7 to 10 and consists of feedback regarding students' performance for every subject, using the following criteria; Attention to Learning, Homework’, and Organisation. The document available for download at the bottom of this page explains the criteria in detail and provides you with useful tips about how your child is able to move up to a higher star rating.
Performance criteria are based on a star rating system, 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 given as a GCSE number grade (or letter grade for some Year 11 students).
- A target for each subject, known as a Minimum Expected Grade (MEG). MEGs are based on our target settings systems using data from FFT.
- 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).
The Tutor report is an annual written report of your child’s progress and performance at KES. In the Tutor report all aspects of the Progress report are also included (see bullet points above). However, in addition to this information, the Tutor report also includes written commentary regarding the student's overall academic progress, as well as performance in a wider context such as extracurricular involvement, rewards/sanctions, attendance, timekeeping, appearance etc.
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.