Assessment & Reporting

Reporting information will be used by the school in a variety of ways:

We will follow a programme of moderation for all year groups.
The SENCO and other leaders will use the information to measure the impact of any prior interventions and evaluate their success. SEND Pupil Plans and EHCPs will be updated. If a pupil is unable to access the curriculum, the school will follow statutory guidance. Parents will be informed on an individual basis.
CAT scores (taken in Year 7) will be used to support teaching and learning and to identify inconsistencies in learning which might require additional support
Faculty/subject leaders/SENCO and Key Stage Leaders along with SLT will analyse the data to identify next steps, plan interventions and make adjustments to the curriculum;
Heads of Faculty/Subject/Key Stage will be responsible for reporting to SLT and putting in place actions in relation to the evaluation of pupils' progress within the cohort;
The school will share information with the Local Authority and MAT as required.

Reporting calendar

For Years 8, 9 and 10 there will be one Parent and Carer Consultation evening – these can be seen on the school's website.
In Year 7 there will be an additional “settling in” Parent Consultation evening with Tutors during the first term.
In Year 11 there will be an additional final (short) report following the second round of mocks in the spring term, followed by an additional Parent and Carers Consultation evening.
Year 9 will also have a Curriculum evening where Parents and Carers can discuss progress
The school will use FFT data to set target grades.
These will be the bases from which attainment levels will be ascertained.

Measuring Attitude to Learning and Attainment

Year

Attitude to learning

Current Attainment

Aspirational Target

7-9

4 = Excellent attitude to learning

3 = Good attitude to learning

2 = Inconsistent attitude to learning

1= Below expected attitude to learning

Based on a percentage indicating the average performance in assessments:

70%+

50 – 69%

20 – 49%

<20%

Target GCSE grade range, based on FFT20 estimates: Following each assessment pupils will be measured against their flight path: above target, on target or below target.

7-9

5-6

3-4

1-2

10-11

GCSE fine grades, e.g.

5.2– Emerging grade 5

5.5– Developing grade 5

5.8– Secure grade 5

Target GCSE Grades 9-1, based on FFT20 estimates

Explanation of Attitude to Learning levels (ATL)

The best fit for a pupils’ overall attitude to learning will be used from the following grade descriptors:

Grade	1 Below Expected ATL	2 Inconsistent ATL	3 Meets Expected ATL	4 Exceeds Expected ATL
Ready to learn	Rarely on time. Rarely has equipment, kit or ingredients.	Is sometimes on time but can forget equipment, kit or ingredients	On time. Has equipment, kit or ingredients. Settles into the retrieval activity in a timely manner.	Excellent organisational skills, shows independence and often leads their learning.
Respectful in Lessons	Rarely focusses on their work. Doesn’t respect others' rights to a disruption free learning environment.	Can sometimes become distracted and can disrupt the learning environment.	Focusses on their work and allows others to learn.	Helps others in their learning and is never off-task or disruptive.
Effort - the most important measure	Reluctant to attempt activities, especially if challenging. Often gives up on tasks, lacks resilience.	Sometimes attempts activities but lacks resilience and gives up when things get challenging.	Follows teacher’s guidance to tackle challenging activities and shows resilience when they are stuck.	Demonstrate independence and leadership in their learning. Embrace new challenges, demonstrated resilience even when they get stuck

GCSE Assessment Information

To view the comparison of new GCSE 9-1 grade system with old system please click here.

Please click the link below to view the subject grade descriptors for GCSE’s grades 9-1

https://www.gov.uk/government/publications/grade-descriptors-for-gcses-graded-9-to-1