Assessment & Reports
Students are assessed through the regular marking of books and work completed. Such marking will include a formative comment. Students are expected to respond to this feedback and work towards correcting or making improvements in their work. We call this process 'Praise, Action and Response' (PAR).
In addition, we also highlight spelling mistakes in "pink" for students to correct - this is called 'Think Pink'.
Key work should be marked every 6-8 lessons or 3-4 weeks. If it is not then please contact the relevant Subject Teacher or Head of Subject as a matter of urgency.
Every teacher has a record of each student’s national test scores and students will complete a range of tests when joining the College. These scores are used to set targets for the students and to help inform teaching.
Each teacher holds records of all their students and in particular, of those with special needs and those who are very able. This information is readily available to teachers through the College Information Management System and is used to focus teaching and target setting.
Records of homework, tests and assessments, across all year groups, are recorded in teachers’ planners and are held electronically. This information is used to inform teaching. Teaching and Learning is evaluated by Heads of Department and Senior Staff through a constant process of monitoring. Students’ progress against targets is analysed to enable reward or intervention and support where appropriate.
Students who perform better than their targets are recognised through the rewards system.
For further Information see Subject Departments Assessment details.
ADDITIONAL CLASSES AFTER SCHOOL PLUS EASTER AND HALF TERM CLASSES ARE AVAILABLE TO HELP STUDENTS ACHIEVE THEIR BEST
We expect parents/carers to encourage students to take advantage of these extra classes.
Student reports will be issued three times during the academic year. They will be sent electronically to parents or by hard copy if requested via the relevant Key Stage Office. Therefore, it is vital we have an up to date email address and mobile telephone number for every parent/carer
Reports Key Stage 3 and 4
Students in Year 7 - 11 will be awarded an 'effort grade' as a reflection of their attitude to learning, behaviour in class and completion of homework, graded as 1-4;
1 - Excellent – This indicates the student has completed all work set, classwork and homework, to the very best of their ability. They will not have received any behavioural warnings within the lessons and will proactively engage in the subject.
2 - Good – This indicates that the student has completed all work set, classwork and homework, to the best of their ability. They may have received some behavioural warnings within the lessons but typically proactively engage within the subject.
3 - Inconsistent – This indicates that the student has not necessarily completed all work set, classwork and homework, to the best of their ability. They may have received a number of behavioural warnings within the lessons and will need encouragement and reminders to engage in the subject.
4 - Poor – This indicates that the student frequently fails to complete work set, classwork and homework, to the best of their ability. They will have received more than frequent warnings within the lessons. They do not currently engage well in the subject.
Students in Year 7 - 9 are also awarded a progress descriptor that reflects whether the student is working at a level that is; Exceptional, Exceeding, Succeeding, Not Yet Met or is a Concern, in view of their target grade/band.
Students in Year 10 and 11 are also awarded a predicted grade, which is a forecast of what the student in likely to achieve at the end of the qualification, in their national examinations. This will reflect the current GCSE grading system (9-1) or Distinction*, Distinction, Merit or Pass for vocational GCSE courses.
Reports Key Stage 5
Reports in Key Stage 5 follow the newly introduced VESPA model (Vision, Effort, Systems, Practice and Attitude). Key questions to help provide an understanding of this model include;
Vision - does the student have a clear vision of what they are trying to achieve in relation their future progression into higher education, training and/or employment?
Effort concern - are students working hard in and out of lessons? Are they revising content between lessons? Are they completing all their work to a grade appropriate standard?
Systems - are the students notes / work organised? Are they meeting deadlines consistently?
Practice - are students completing practice essays or exams papers? Are they working on developing and improving their skills?
Attitude - are the students responding positively to feedback and do they action this feedback immediately?