Assessment, Recording and Reporting Policy. Committee Responsible: Curriculum & Standards

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Assessment, Recording and Reporting Policy. Committee Responsible: Curriculum & Standards"

Transcription

1 The process of assessing, recording and reporting is required to: Inform students, parents and teachers of attainment and progress being made by students in all areas of the curriculum. Allow realistic targets for improvement to be set within subject areas, linked to benchmark data (e.g. Fischer Family Trust target grades), CAT scores. Enable effective tracking of students towards targets. Include both formative and summative elements. Provide opportunities for self and peer assessment. Recognise achievements of all kinds. Facilitate progression from year to year within the school and, where necessary, between schools. Guidelines for effective assessment Assessment should: Use a wide range of assessment techniques in a variety of contexts, including marking of classwork and homework, observation and discussion in the classroom, written and practical tests. To facilitate this, opportunities for regular assessment should be built into schemes of work. Be valid and reliable through the use of objective and consistent criteria which are well understood by teachers, students and parents. Have a positive impact on students' attitudes, motivation and self-esteem. Support learning by making it clear to students: what they are trying to achieve, what they have achieved, what they now need to do to improve and the setting of future targets. Be used by teachers to plan future work which is appropriate to the needs of individual students. Guidelines for effective recording Recording should: Comply with the whole school policy to ensure consistency of approach within all departments. Involve a clear distinction between attainment and effort. Identify a wide range of student achievement using agreed and objective criteria. Be regularly reviewed and updated. Provide a secure basis for reporting attainment to students and parents. Be supported by evidence of students' work. Be used to review students' progress regularly and set appropriate targets for the future. 1

2 Provide a means of collating important assessment data within departments for purposes of monitoring individual, class and year group progress and facilitating setting arrangements. Guidelines for effective reporting Reporting should: Provide parents with a clear picture of their child's achievements and progress in all areas of the curriculum and clearly reflect attainment as judged against objective criteria. Provide information relating to the content covered within individual subject areas and the opportunities presented for learning and development of skills. Set targets for future learning with appropriate strategies for their achievement. Be supportive and promote students' self-esteem. Encourage parental involvement in their child's learning. Summary of Statutory Requirements for Reporting to Parents Parents must be provided with information relating to: The student's progress in all National Curriculum subjects studied at Key Stage 3. Progress in all other subjects and activities. General progress and an attendance record. Where relevant, the student's National Curriculum assessment results and how these compare to results of students of the same age in the school. Where relevant, national comparative information about students at the end of Key Stage 3. Any public examination results (including any vocational qualifications and/or credits towards these). The arrangements to discuss the report with the school (e.g. parents' evenings). A report to a student's new school must contain as a minimum: The student's past National Curriculum assessment results. Any public examination results (including any vocational qualifications and/or credits towards these). The teachers' latest assessments of the student's progress. A report to a school leaver must contain as a minimum: Any public examination results (including any vocational qualifications and/or any credits towards these). 2

3 Details of progress in other subjects and activities studied. Attendance data. A. Assessment Assessment of learning: Is about progress it is a summative assessment of the level a child has reached. It should be expressed in terms of National Curriculum levels, GCSE or A-Level grades using descriptors as appropriate. It shows where a child is at a given point. It provides a judgement of progress when compared to prior attainment. It facilitates assessment for learning in that it supports assessment feedback: this is where you are now, and this is what you need to do in order to move forward. Purpose: It provides information for students, parents, and other staff in school on progress made. It provides data which can be used to analyse rates of progress of individuals, groups and subjects by various staff (tutors, Heads of Year, subject staff, Heads of Subject, SLT) Assessment for learning: This takes account of: Content, classroom organisation, lesson structures, methodology, preferred learning styles, expectations, pace, challenge, inclusion, opportunities for assessment, opportunities for feedback. It is developmental and looks at how learning can be enhanced and thus how progress/attainment can be improved. Formative assessment is a continuous process and should be an integral part of teaching and learning methodology: informal observations, dialogue/questioning (individual/group/class), plenary activities, routine marking and student peer/self-assessment all contribute to the developing profile of individuals progress. As such they will have a direct bearing on student target setting. We could summarise the distinction as follows: Assessment of learning is looking back. Assessment for learning is looking forward. 3

4 Assessment Feedback Assessment on its own is meaningless unless it is shared with the students. At any point in time every student in each subject should: Understand what needs to be done to achieve and exceed their target grade. Know their current level of attainment. Know their target grade (e.g. taking account of prior attainment and using progression data from Fischer Family Trust). Have clear and high expectations of students performances and provide them with understandable assessment criteria so that they are clear about what they need to learn. Ensure that account is taken of students' prior attainment. Develop standard activities focused on agreed objectives which have agreed and standardised criteria for assessment. Compare the performance of students from different classes on common activities. Develop a portfolio of material which demonstrates the agreed standards at Key Stage Three and Key Stage Four and which includes samples that exemplify specific levels and standards. Ensure that all students understand what is required to achieve different levels. Ensure that coursework is moderated to meet GCSE and A level requirements. B. Attainment Grades KS3 National Curriculum levels should be used when assessing KS3 students. In order to assess progress during the Key Stage, sub levels should be used as follows: a after the level shows that the student is working at the top of the level. b after the level shows that the student working at the mid-range of the level. c after the level shows that the student is working at the bottom of the level. Departments must define their assessment policy: the method by which they will assess students written work in lessons. This policy must be made clear to students (for example, a marking guidelines sheet may be glued into the front of an exercise book at the start of the year). Whilst there can be flexibility, and it is not expected that National Curriculum levels will be used for all assessments, it is crucial that clarity exists in how the assessment information will relate to national curriculum levels for the purpose of summative assessment, reporting and tracking of a student s progress through KS3. 4

5 The diagram below relates to an expected progress route for individual students through KS3 and possible/expected outcomes at GCSE. Under current guidelines, students are expected to make three levels of progress between Key Stage 2 to 4. For example, students entering the school with a level 4 are expected to achieve a grade C at GCSE. Students in achievement band A at the end of KS3 are likely to achieve GCSE grades A B; those in band B, grades A C; those in band C, grades B D; those in band D, grades C E; those in band E, grades E G. KS4 The variety of assessment tasks prohibits common assessment criteria across all subjects, but students should be made aware of the ways in which their marks relate to GCSE grades. Where possible: GCSE grades or their equivalent are to be used when assessing students. 5

6 C. Marking Guidelines Students work should be marked, as a minimum, every three weeks. It is not acceptable for students work to be left regularly without a teacher response. It is expected that the HoD will monitor the frequency and quality of marking via regular work sampling. Marking and the comments made by staff should be formative in principle and identify for students how they can close the gap between their current attainment and their target. The opportunity for students to respond to comments given by the teacher is also expected. It is not necessary to mark all the work produced by a student: you may wish to concentrate on content only; you may indicate that you are marking the first/half page in detail; you may decide to emphasise punctuation in a particular piece. What is important is that students know the marking focus. Please note this point when using the marking symbols, below. The rigour of the marking may range from a general overview with a formative comment to a strict assessment with a mark or grade, depending on the nature of the work set. Every piece of marked work must be acknowledged as read by the teacher with a brief comment. At least once in each of the year s six terms (and more frequently for subjects with higher contact time) the marking should be levelled and accompanied by constructive feedback. It is expected that the HoD will monitor this and provide opportunities for the sharing of good practice via regular work sampling. Not all marking needs to be done by the teacher: peer assessment and student selfassessment can be very effective if used properly. Where marks and grades are used, the school assessment policy should be adhered to, namely: i. At KS 3, the appropriate N.C. levels should be used to indicate current standards. ii. At KS4, GCSE grades should be used to indicate current standards. iii. At KS5, A-Level grades should be used to indicate current standards. 6

7 When marking, the following common marking symbols should be used: Mistake Spelling Punctuation Missing capital letter Missing word You need a new paragraph Symbol and Student Instructions S through the misspelt word. P in the margin. The mistake is circled. The capital letter will be indicated and may be written in for you ^ shows where the word is missing. NP in the margin. // shows where to begin the new paragraph. Depending upon the marking focus, you may wish to use T in a circle, to make it clear to the student that what follows is a target. D. Recording Attendance It is the responsibility of the class teacher to record who is present in their lesson in SIMS. Classwork and homework The class teacher is responsible for recording assessment grades for all pieces of classwork and homework where it is relevant to do so. The most likely way of recording this information is in the teacher planner, mark book or electronically, which should be kept fully up to date. It is the responsibility of the HoD to monitor this. (Please see Homework Policy for additional details.) Internal test and examination data This should be recorded in the class teacher's planner and, if necessary, collated by the Head of Department (or delegated co-ordinator) or departmental administration support staff using a centralised system which is accessible to all relevant teaching staff. The Head of Year will oversee and review assessment information from all subjects for the entire year group, based on test results or student reviews. Such data will be used for student tracking purposes and mentoring. For Key Stages 3, 4 and 5 data will be collected centrally by the Data Manager. Information will be provided for Heads of Department after each review or test. Controlled assessment marks It is the responsibility of the class teacher to submit controlled assessment marks to the Head of Department (or designated co-ordinator) for collation. Departmental administration support staff can be used for collation, if desired. Each Head of Department should ensure that there is adequate provision for the storage of student assessments; that moderation 7

8 procedures are followed in line with the requirements of the examination board; and that portfolios of work are prepared and provided for external verification by the dates specified. E. Reviews Reviewing is the process of continuous dialogue that promotes partnership between students, parents and teachers. It involves written and spoken communication which recognises the statutory requirements, includes a summary of what has been achieved, encourages greater participation and provides information to plan future progress. 1. The review process Students will receive the following: At least one parents evening Y7, Y8, Y9 & Y10 4 reviews Y11, Y12, Y13 3 reviews 2. Review grades and explanation of terms at each Key Stage Key Stage 3 National Curriculum levels will be reported in academic reviews as follows: For Year 7 there will be a Working At N.C. level and End of Year N.C. target. For Year 8 there will be a Working At N.C. level, End of Year N.C. target. For Year 9 there will be a Working At N.C. level and End of Key Stage 3 N.C. target. Each National Curriculum level is divided into three sub-levels e.g. 5a, 5b and 5c. These indicate the following: a after the level shows that your child is working at the top of the level. b after the level shows that your child is working at the mid-range of the level. c after the level shows that your child is working at the bottom of the level. Reporting sub-levels demonstrates the progress being made and requires a range of assessment materials to be considered, including classwork, homework and subject tests. In relation to all students in the same age group, National Curriculum levels indicate attainment broadly as outlined below: Beginning of Yr 7 End of Yr 9 6 Well above average 7 8 Well above average 5 Above average 6 Above average 4 Average 5 Average 3 Below average 4 Below average 2 Well below average 3 Well below average 8

9 MFL is not included in the above table as until recently most students commenced languages only in Year 7. However, as MFL has been introduced into our primary schools and became statutory from September 2011, the guide for levels in French is as follows. Students will be assessed early in Year 7 to establish their levels. The levels for Year 8 and 9 students may be different to the guidelines below, depending upon their prior exposure to MFL in their primary school. Additionally, these levels do not apply to second languages, which commence in Year 8. Year Levels 7 1-4c 8 4b-5c 9 4a-7 In Music and Technology, the national average N.C. level awarded in each year group is as follows: Year Levels End of Year Target Based on previous work and data, this is the level that the student should be working towards by the end of the year. If the student meets their target before this point, the target will be amended accordingly. Working At Level Based on current learning and progress, this is the level the teacher assesses the student to be working at currently. Attitude to Learning This is the teacher s assessment of the student s effort, behaviour and attitude to their learning in class. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Homework This is the teacher s assessment of the student s standard and completion of homework. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory 9

10 Targets for Improvement These are targets that are set by the teacher that will help the student learn and progress in each subject. If they require any further clarification, the student should discuss this with their class teacher. Key Stage 4 GCSE Target Based on previous progress and data, this is the minimum grade the student should be working towards by the end of their GCSE. Working At Grade Based on current learning and progress, this is the grade the teacher assesses the student to be working at currently. Attitude to Learning This is the teacher s assessment of the student s effort, behaviour and attitude to their learning in class. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Homework This is the teacher s assessment of the student s standard and completion of homework. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Exam Results Where the student has received exam results that have been awarded by an exam board, the school will report these. Internal exams will also be reported here. Targets for Improvement These are targets that are set by the teacher that will help the student learn and progress in each subject. If they require any further clarification, the student should discuss this with their class teacher. Sixth Form AS/A2 Target Based on previous progress and data, this is the minimum grade the student should be working towards by the end of their AS/A2. This is based on the Average Points Score at GCSE. Working At Grade Based on current learning and progress, this is the grade the teacher assesses the student to be working at currently. 10

11 Attitude to Learning This is the teacher s assessment of the student s effort, behaviour and attitude to their learning in class. The scores are colour-coded and are: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Poor 5 = Unsatisfactory Independent Study This is the teacher s assessment of the quality and completion of the student s learning which takes place outside of the lesson. It reflects the slightly different nature of Sixth Form study and students taking responsibility for their own learning. Exam Results Where the student has received exam or modular results that have been awarded by an exam board, the school will report these. Internal exams will also be reported here. Targets for Improvement These are targets that are set by the teacher that will help the student learn and progress in each subject. If they require any further clarification, the student should discuss this with their class teacher. 4. Controlled Assessments Departments will outline in their departmental assessment policies a section on controlled assessments to cover: Description of tasks to be undertaken. Assessment weighting of controlled assessments (% value). Timing of tasks, dates to set, duration of time given. Conditions/arrangements for the completion of controlled assessments. Any provision for re-drafting and appropriate timescales for its completion. How the information is going to be given to students to ensure a clear overview of the task and expectation. How assessment of progress is to be tracked, to highlight difficulties at a stage when it can be managed effectively. Departmental strategies to ensure all fulfil their potential by outlining sanctions/role of staff. All departments must ensure they have evidence of student progress to enable them to feed into whole school tracking and reporting procedures. Please see Exam, Re-sit and Controlled Assessment Policy for specific guidance. 11

12 5. Entry Policy All students are entered for all examinations unless arrangements are made and agreed by the Deputy Headteacher responsible for entries, in consultation with the Head of Year and Head of Department. The Deputy Headteacher will have the final say in such discussions. The level of entry at GCSE will be determined by the Head of Department after appropriate consultation. 6. Staff absences If a teacher is ill during the period that is allocated to the completion of a set of reviews, then he/she is not expected to write them whilst absent. Upon their return, staff are expected to complete the reviews for their classes within a reasonable time. If individual circumstances make this difficult, the Head of Department should see the Deputy Headteacher responsible for reviews and provision will be made to ensure their completion. Review Schedule Reviews should be produced and published to parents as quickly as possible. This allows reviews to go home that are relevant and up-to-date for parents and students. Reviews will be open from the Monday to 3pm the following Monday. Please see the assessment calendar for specific dates. 12

13 Responsibilities Responsibilities: Subject Teacher To enter grades and set targets for the classes taught, following the school s guidelines. To ensure that grades and comments accurately reflect assessment data. To check carefully all review and work to agreed deadlines. Head of Department and, if appropriate, 2 nd I/C Responsibilities: To ensure the department follows the school s reporting guidelines and professional standards. To establish procedures to exercise quality control over reviews. This will involve HoDs (and 2 nd I/Cs if appropriate) sampling review by colleagues within their department. To ensure that all group changes are communicated to Lindsay Jarvis (data manager). To induct new staff and provide support. Form Tutor Responsibilities: To inform the Head of Year about any student concerns arising from the review. To issue review to parents via students. Head of Year Responsibilities: To organise mentoring sessions for students identified from comments in review. To distribute parental review (via tutors). To liaise with parents regarding issues arising from review. Responsibilities: SLT To ensure the quality of review, and take appropriate action where necessary. 13

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY.

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy At Coombe Boys School we believe that assessment is an integral part of the learning and teaching process. Assessment is a diagnostic, formative and summative

More information

Hurworth School Assessment, Recording and Reporting Policy

Hurworth School Assessment, Recording and Reporting Policy Hurworth School Assessment, Recording and Reporting Policy Accepted by: Board of Directors May 2010 Leadership Team Lead Reviewer: Assistant Head Teacher (Raising Achievement) Review Cycle: 2 Years Last

More information

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY Haydon Bridge High School is committed to being a fully accessible and inclusive organisation, welcoming and respecting the diversity

More information

ASSESSMENT AND MARKING POLICY

ASSESSMENT AND MARKING POLICY ASSESSMENT AND MARKING POLICY Role Name Contact via Designated Teacher for Assessment & Marking Mr Richard Booth Head Teachers office Main school office Tel 0208-304-8311 Deputy Designated Teacher Head

More information

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014)

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools

More information

Ryburn Valley High School

Ryburn Valley High School Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development

More information

The Tiffin Girls School ASSESSMENT AND MARKING POLICY

The Tiffin Girls School ASSESSMENT AND MARKING POLICY The Tiffin Girls School ASSESSMENT AND MARKING POLICY September 2013 1. The principles of effective assessment and feedback In order to enable our students to achieve highly we: 1.1 Share and review learning

More information

Assessment, Marking and Reporting Policy Ratified by governors - June Hillcrest School and Community College Achieving Our Best

Assessment, Marking and Reporting Policy Ratified by governors - June Hillcrest School and Community College Achieving Our Best Hillcrest School and Community College Achieving Our Best Assessment, Marking and Reporting Policy Ratified by governors - June 2014 Reviewer Mr N Szygowski Equality issues considered Next review date

More information

Assessment & Recording Policy Including Whole School Marking Policy and Controlled Assessment Policy

Assessment & Recording Policy Including Whole School Marking Policy and Controlled Assessment Policy Review Date December 2014 Leader of Review Aims To promote a whole school approach to assessment; to ensure that both formative and summative methods of assessment are used in order to provide feedback

More information

ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES

ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES Assessment, Recording and Reporting Guideline Dated May 2015 Review Period 3 Years Curriculum Author DS CHRISTLETON HIGH SCHOOL ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES 1 Introduction 1.1 Every

More information

The John Fisher School. Assessment, Recording and Reporting Policy

The John Fisher School. Assessment, Recording and Reporting Policy The John Fisher School Assessment, Recording and Reporting Policy Responsible: Governors Curriculum Committee Date Revised: 2012 Review: Annual Rationale The Assessment Policy at John Fisher is designed

More information

Marking Policy and Procedures

Marking Policy and Procedures ST ALBANS GIRLS SCHOOL Sandridgebury Lane, St Albans, Herts, AL3 6DB Tel: 01727 853134 Fax: 01727 831157 e-mail: admin@stags.herts.sch.uk www.stags.herts.sch.uk A Specialist School in Business, Enterprise

More information

BISHOP S HATFIELD GIRLS SCHOOL MARKING POLICY

BISHOP S HATFIELD GIRLS SCHOOL MARKING POLICY BISHOP S HATFIELD GIRLS SCHOOL MARKING POLICY Date of last review: Summer Term 2013 Date of next review: Summer Term 2016 School Based Policy MARKING POLICY Bishop s Hatfield Girls School has a variety

More information

Marking & Feedback Policy

Marking & Feedback Policy Marking & Feedback Policy Associated Policies Review Period:- Annual Review Completed:- January 2015 Policy Manager:- AH T&L Next Review Due:- January 2016 Approval Authority:- Curriculum THE CORBET SCHOOL

More information

Aylesbury College Teaching, Learning and Assessment Strategy

Aylesbury College Teaching, Learning and Assessment Strategy Aylesbury College Teaching, Learning and Assessment Strategy 2013-14 Responsible Officer: Vice Principal Learning and Quality Date Reviewed: August 2013 Next Review date: August 2014 Procedure available:

More information

Policy Document. AfL/APP. AfL: Assessment for Learning APP: Assessing Pupil Progress

Policy Document. AfL/APP. AfL: Assessment for Learning APP: Assessing Pupil Progress Assessment and Marking Policy The aim of this policy is to outline whole-school Assessment and Marking guidelines in order to promote consistency across the school, to allow flexibility in the development

More information

2015 Marking, Feedback and. Assessment Policy

2015 Marking, Feedback and. Assessment Policy 2015 Marking, Feedback and Assessment Policy Review Framework The policy should be reviewed every three years This policy was originally created on: School staff were consulted on this document in: This

More information

Whole School Assessment, Marking and Homework Policy

Whole School Assessment, Marking and Homework Policy Page1 Whole School Assessment, Marking and Homework Policy Page2 Aim To establish a consistent approach to the way the learner s classwork and homework is assessed and marked, so that students feel valued

More information

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction

More information

Understanding Progress Grades

Understanding Progress Grades Understanding Progress Grades Key Stage 3 In Key Stage 3, Progress Grades are issued three times a year. The purpose is to keep you informed about the progress your child is making in relation to what

More information

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL ASSESSMENT, RECORDING, REPORTING, MARKING & TARGET SETTING POLICY July 2006 Updated October 2008 Reviewed January 2009 Updated May 2010 Updated September 2010

More information

Serlby Park Academy Marking Policy

Serlby Park Academy Marking Policy Together we are stronger.. Serlby Park Academy Marking Policy Serlby Park Academy recognises that the marking of pupils work is essential for the progress and attainment of pupils. Written feedback provided

More information

Rygaards International Secondary School Assessment, Recording and Reporting Policy

Rygaards International Secondary School Assessment, Recording and Reporting Policy Rygaards International Secondary School Assessment, Recording and Reporting Policy ASSESSMENT The purpose of assessment The purpose of assessment is to enhance the quality of teaching and learning. Assessment

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the

More information

Assessment Policy (including Marking and Feedback)

Assessment Policy (including Marking and Feedback) Stamford Green Primary School Assessment Policy (including Marking and Feedback) Agreed at (please indicate with a * ): Full Governing Body Meeting Children and Learning Committee Meeting * Resources Committee

More information

Assessment Policy September 2015 (Review date: July 2016)

Assessment Policy September 2015 (Review date: July 2016) Assessment Policy September 2015 (Review date: July 2016) WE SING WITH PRAISE TO THE LORD OUR LIGHT AND OUR SHIELD 1. Target setting September 2015 In 2017 GCSE results will be awarded using 2 different

More information

Assessment Policy. Policy

Assessment Policy. Policy January 2016 Assessment Policy Review June 2017 Maria Fidelis Convent School believes that assessment is an integral part of teaching and learning, and an important element of the professional responsibility

More information

Assessment and Marking Policy

Assessment and Marking Policy Assessment and Marking Policy 1. Whole-school Assessment September 2015 1.1. All assessment and is conducted with a view to improving the learning of pupils and support their rapid progress. 1.2. This

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Marking and Assessment Policy

Marking and Assessment Policy Rationale Effective assessment is essential to quality teaching and learning. Assessment for Learning (AfL) is a fundamental tool utilised by the school to raise attainment and accelerate progress. Regular

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

Whole School Marking and Feedback Policy

Whole School Marking and Feedback Policy Whole School Marking and Feedback Policy July 2014 (next review date July 2017) Sherburn High School Garden Lane Sherburn in Elmet LS25 6AS Sherburn High School Marking and Feedback Policy Assessment for

More information

Humanities Teacher Job Description

Humanities Teacher Job Description Humanities Teacher Job Description This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader)

Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader) Wessex Gardens Primary School Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader) You will be responsible to the Headteacher to provide professional leadership in the

More information

Exmouth Community College

Exmouth Community College Exmouth Community College ASSESSMENT WHOLE COLLEGE POLICY Policy Details Date Policy Written David Turner Policy ratified by Curriculum Committee Policy agreed by governors 10.05.16 Review Cycle 2 years

More information

ATTENDANCE POLICY STUDENTS

ATTENDANCE POLICY STUDENTS ATTENDANCE POLICY STUDENTS Approved by Governors Full Review Date Spring 2013 Full Review Date Summer 2014 Full Review Date Summer 2015 Full Review Date Roles and responsibilities 1. REASONING This School

More information

The Bolsover School Job Description. Renumeration: Main Scale teacher plus TLR 1b - 9,018

The Bolsover School Job Description. Renumeration: Main Scale teacher plus TLR 1b - 9,018 The Bolsover School Job Description Post Title : Head of Modern Foreign Languages Post holder: Renumeration: Main Scale teacher plus TLR 1b - 9,018 Date : September 2011 Purpose : To raise standards of

More information

Head of Business & Social Sciences Job Description. Leadership Spine L1 8

Head of Business & Social Sciences Job Description. Leadership Spine L1 8 Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions

More information

Trinity Academy Newcastle. Assessment Policy

Trinity Academy Newcastle. Assessment Policy Trinity Academy Newcastle Assessment Policy Ethos At Trinity Academy we do not see ability as permanent or pre-determined. There is opportunity for all students to achieve and succeed in every lesson and

More information

Feedback & Marking Policy Phoenix Community Primary School

Feedback & Marking Policy Phoenix Community Primary School Feedback & Marking Policy Phoenix Community Primary School Author: James Tibbles Ratified by the Governing Body: July 2016 Due for Review: July 2019 1 Introduction Teaching and learning is a partnership

More information

Spanish Teacher Job Description

Spanish Teacher Job Description Spanish Teacher Job Description This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

Assessment at Key Stage Three Information for Students and Parents

Assessment at Key Stage Three Information for Students and Parents Assessment at Key Stage Three Information for Students and Parents 2012-2013 NATIONAL CURRICULUM LEVEL ASSESSMENT AT SALTUS At Saltus Grammar School we seek to ensure that each student achieves his or

More information

Assessment and Marking policy

Assessment and Marking policy Assessment and Marking policy Key Principles of Assessment at The Royal Docks Community School We aim to apply the following five groups of key principles at Royal Docks consistently across the school.

More information

ASSESSMENT AND MARKING POLICY

ASSESSMENT AND MARKING POLICY ASSESSMENT AND MARKING POLICY Policy approved by Date approved Review due Person responsible Assessment and Marking Policy Sirius Academy North seeks to implement assessment practices which: Assumes that

More information

Acle Academy WHOLE SCHOOL MARKING POLICY

Acle Academy WHOLE SCHOOL MARKING POLICY Acle Academy WHOLE SCHOOL MARKING POLICY Adopted: 17 th October 2011 Next Review: Autumn Term 2014 Aim To establish a consistent approach to the way the learner s work is marked, so that students feel

More information

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B.

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. JOB DESCRIPTION ASSISTANT CURRICULUM LEADER FOR SCIENCE (TLR 2B) Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. Line of Responsibility The

More information

Performance Appraisal Policy For Teachers

Performance Appraisal Policy For Teachers Performance Appraisal Policy For Teachers Department: Schools HR Advisory Team Author: Ruth Alinek Original date of Issue: April 2012 Latest Review: May 2013 Version: 3 Hertfordshire County Council 2012.

More information

Nanaksar Primary School Assessment Policy September 2013

Nanaksar Primary School Assessment Policy September 2013 Nanaksar Primary School Assessment Policy September 2013 Where reference is made to parent this means: All natural parents, whether they are married or not Any person who, although not a natural parent,

More information

JOB PROFILE For a Special Education Needs Coordinator (SENCO)

JOB PROFILE For a Special Education Needs Coordinator (SENCO) SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England

More information

Assessment, Recording and Reporting

Assessment, Recording and Reporting Assessment, Recording and Reporting Rationale: Daiglen School Persevere and Excel Assessment, recording and reporting are central to the development of learning and are part of good primary school practice.

More information

Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy

Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy The love of Jesus Christ is at the heart of all we do. We provide

More information

Secondary School Assessment, Recording and Reporting Policy

Secondary School Assessment, Recording and Reporting Policy Secondary School Assessment, Recording and Reporting Policy Introduction The aims of this document are to establish clear guidelines on the use of assessment in the International School of Toulouse (IST)

More information

Rickley Park Primary School Assessment Policy (March 2015)

Rickley Park Primary School Assessment Policy (March 2015) A Co-operative Academy Rickley Park Primary School This policy should be read in conjunction with the Teaching and Learning Policy, Feedback and Marking Policy, Early Years Policy andteacher Appraisal

More information

Chorlton High School. Job Description. Curriculum Support Assistant Grade 5 (MCC Teaching Assistant Level 4 Teaching and Learning)

Chorlton High School. Job Description. Curriculum Support Assistant Grade 5 (MCC Teaching Assistant Level 4 Teaching and Learning) Chorlton High School Job Description Curriculum Support Assistant Grade 5 (MCC Teaching Assistant Level 4 Teaching and Learning) The post holder will report to the appropriate Curriculum Leader. Apart

More information

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Job Title: Lead Practitioner Science KS4. Position Overview

Job Title: Lead Practitioner Science KS4. Position Overview Job Title: Lead Practitioner Science KS4 Salary: L3 L7 Position Overview Responsible to: Director of Science. Teacher of Science Key purposes: a) To carry out the professional duties of a teacher as described

More information

GLF Schools - Job Description

GLF Schools - Job Description GLF Schools - Job Description Job Title KS3 Coordinator History Job Reference GS-KS3H-0510 Location Glyn School Travel required No Core purpose Responsible for supporting and leading the attainment, progress

More information

Parents Staff Governors Other (please state)

Parents Staff Governors Other (please state) MARKING POLICY Intended Audience Linked Documents Distribution Change Record (Date and summary of changes. Confirmation that impacts on other policies/documents have been considered). Students Parents

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation

More information

Knowsley Community College

Knowsley Community College Knowsley Community College Inspection report Provider reference 130486 Published date April 2008 Audience Post-sixteen Published date April 2008 Provider reference 130486 Inspection report: Knowsley Community

More information

John Colet School Marking and Assessment Policy

John Colet School Marking and Assessment Policy John Colet School Marking and Assessment Policy Date Policy was agreed July 2016 Date Equalities impact assessment July 2016 completed Date Policy was reviewed July 2016 Date reviewed by Governor Advisor

More information

Westfield Middle School Marking Policy

Westfield Middle School Marking Policy Westfield Middle School Marking Policy Rationale Marking is a very effective medium for providing feedback to children about their progress. We mark timely to ensure that all children have their work assessed

More information

BRIERCLIFFE PRIMARY SCHOOL Feedback and Marking Policy

BRIERCLIFFE PRIMARY SCHOOL Feedback and Marking Policy School Ethos, Vision & Values Mission Statement BRIERCLIFFE PRIMARY SCHOOL Feedback and Marking Policy At Briercliffe Primary School we endeavour to provide the very best possible all-round education for

More information

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER Qualifications 1. Qualified teacher status. a) Commitment to continuing professional development activities Professional Attributes 1. Have high expectations of young people including a commitment to ensuring

More information

MAIDEN ERLEGH SCHOOL IN READING

MAIDEN ERLEGH SCHOOL IN READING MAIDEN ERLEGH TRUST ASSESSMENT & REPORTING POLICY (Including Target Setting and Monitoring) Including local arrangements for MAIDEN ERLEGH SCHOOL IN READING INIITAL APPROVAL May 2015 REVIEWED Page 1 of

More information

Marking Policy. Page 1 of 6. Date agreed by Governors: July Date of Review: June Member of Staff Responsible for the Policy: KLF

Marking Policy. Page 1 of 6. Date agreed by Governors: July Date of Review: June Member of Staff Responsible for the Policy: KLF Marking Policy Date agreed by Governors: July 2014 Date of Review: June 2014 Member of Staff Responsible for the Policy: KLF Date of next review: June 2015 Dissemination of the Policy: All staff and Governors,

More information

Marking and feedback for learning policy

Marking and feedback for learning policy Marking and feedback for learning policy Mission statement We are proud to be a happy, diverse and inclusive school where everybody matters. School Aims Helping to challenge inspire and motivate each other.

More information

Marking and Presentation Policy

Marking and Presentation Policy ALDERWOOD Marking and Presentation Policy Initiated: November 2006 Reviewed: April 2009 March 2012 To be reviewed every two years Marking policy 050509 ALDERWOOD Marking and Presentation Policy Index Page

More information

X The teacher named below has performed satisfactorily against the Teachers Standards for the completion of induction

X The teacher named below has performed satisfactorily against the Teachers Standards for the completion of induction This form should be sent to: Resources Directorate HR & OD Schools Operational Team Resources Directorate Wigan Council PO Box 100 WN1 3DS NQT Induction: final assessment and recommendation Instructions

More information

WANDSWORTH COUNCIL LIFELONG LEARNING

WANDSWORTH COUNCIL LIFELONG LEARNING WANDSWORTH COUNCIL LIFELONG LEARNING THE OBSERVATION OF TEACHING, LEARNING & ASSESSMENT GUIDELINES Observation guidelines March 2014 1 GUIDELINES Introduction The purpose of the procedures for the observation

More information

Pensby High School Marking Policy

Pensby High School Marking Policy Pensby High School Marking Policy Rationale Marking should serve a single purpose to advance pupil progress and outcomes. The quality of marking can have a significant impact on attitudes to learning,

More information

Granville Sports College. Assessment at Key Stage 3 A Guide for Parents

Granville Sports College. Assessment at Key Stage 3 A Guide for Parents Granville Sports College Assessment at Key Stage 3 A Guide for Parents Context In 2014 the Department for Education announced that they would abolish National Curriculum Levels and not replace them. Their

More information

Dene Community School MARKING AND FEEDBACK POLICY. September 2014

Dene Community School MARKING AND FEEDBACK POLICY. September 2014 Dene Community School MARKING AND FEEDBACK POLICY September 2014 OFSTED Outstanding criteria for Quality of Teaching and the Use of Assessment to Support Learning states; The most important role of teaching

More information

Senior Leadership Team and Class Teacher Job Description & Person Specification

Senior Leadership Team and Class Teacher Job Description & Person Specification Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership

More information

Marking, Feedback and Assessment Policy

Marking, Feedback and Assessment Policy WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE Marking, Feedback and Assessment Policy Policy reviewed October 2015 Signed: West Hatch High School Whole School Marking, Feedback and Assessment Policy At

More information

Post Graduate Certificate in Education (PCET) Certificate in Education (PCET)

Post Graduate Certificate in Education (PCET) Certificate in Education (PCET) Post Graduate Certificate in Education (PCET) Certificate in Education (PCET) at Ashton Sixth Form College Subject to approval by Staffordshire University Guidance & Information Ashton Sixth Form College

More information

Fylingdales CE VC Primary School. Marking and Feedback Policy.

Fylingdales CE VC Primary School. Marking and Feedback Policy. Fylingdales CE VC Primary School Introduction: Marking and Feedback Policy. This policy aims to give all members of the school community clear guidance with regard to the rationale, principles, strategies

More information

Sandringham School. A student and parent guide to Key Stage 3 assessment and reporting from September 2016.

Sandringham School. A student and parent guide to Key Stage 3 assessment and reporting from September 2016. Sandringham School A student and parent guide to Key Stage 3 assessment and reporting from September 2016. 1. How is assessment at Key Stage 3 changing from September 2016? In September 2014, the government

More information

TEACHING FOR LEARNING POLICY AND FRAMEWORK. Last Revised: January 2015 Next Revision: January 2017

TEACHING FOR LEARNING POLICY AND FRAMEWORK. Last Revised: January 2015 Next Revision: January 2017 TEACHING FOR LEARNING POLICY AND FRAMEWORK Last Revised: January 2015 Next Revision: January 2017 Rationale At Harris Girls Academy East Dulwich we believe that meeting the needs of each individual learner

More information

Castlefields Primary School

Castlefields Primary School Castlefields Primary School Marking and Presentation Policy Date of policy: July 2014 Next review date: Summer 2015 Responsibility: Doc: Headteacher Comp 2/Policy Docs Marking At Castlefields Primary School

More information

WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY

WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY PAGE 1 OF 8 WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY PURPOSE The purpose of this policy is to provide the framework within which Wyvern Technology College will carry out its responsibility

More information

What is good progress for children and young people with Special Educational Needs in English and Maths. Interim Advice

What is good progress for children and young people with Special Educational Needs in English and Maths. Interim Advice What is good progress for children and young people with Special Educational Needs in English and Maths Interim Advice Autumn Term 2008 Page 2 What is good progress for children and young people with Special

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

Information for New Scheme Teachers

Information for New Scheme Teachers Information for New Scheme Teachers INTRODUCTION Teaching is a dynamic and rewarding profession. Good teachers provide students with rich, interesting and well structured learning experiences. Teachers

More information

University of Roehampton. Quality Assurance of School Partnership Training & Delivery

University of Roehampton. Quality Assurance of School Partnership Training & Delivery University of Roehampton Quality Assurance of School Partnership Training & Delivery Policy adopted 26 th February 2015 Review date 26 th February 2016 Aim: The University of Roehampton will be relentless

More information

Marking Policy Lincoln Castle Academy

Marking Policy Lincoln Castle Academy Marking Policy Lincoln Castle Academy This Policy has been approved by the Headteacher Signed Date:.. This Policy has been approved by the Governing Body Signed Date:... Reviewed August 2014 Next Review

More information

Farnham Heath End School

Farnham Heath End School Monitoring Policy Reviewing Governor: Approval Date: September 2010 Reviewed by: Date: September 2010 Version: Amendment Date: Number of Pages: 5 Next Review Date: Farnham Heath End School A Specialist

More information

Module 1. Assessment for learning in everyday lessons

Module 1. Assessment for learning in everyday lessons Module 1 Assessment for learning in everyday lessons 18 Training materials for the foundation subjects Module 1 Assessment for learning in everyday lessons Objectives To identify the key features of assessment

More information

HISTORY KEY STAGE THREE

HISTORY KEY STAGE THREE HISTORY KEY STAGE THREE SCHEME OF WORK HISTORY KS3 ASSESSMENT AND HOMEWORK POLICY INTRODUCTION It is the aim of the History Department to develop increasingly independent learners who take responsibility

More information

MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND

MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND QUEEN S UNIVERSITY BELFAST UNIVERSITY OF ULSTER OPEN UNIVERSITY and BELFAST HEALTH AND SOCIAL CARE TRUST NORTHERN HEALTH AND SOCIAL CARE TRUST

More information

Workforce Performance Management Policy and Procedure

Workforce Performance Management Policy and Procedure Workforce Performance Management Policy and Procedure Workforce Performance Management Policy and Procedure Page: Page 1 of 19 Recommended by Approved by Executive Management Team Workforce Committee Approval

More information

Performance Management Programme 2014-15. Sandymoor School, E Simpson

Performance Management Programme 2014-15. Sandymoor School, E Simpson Performance Management Programme 2014-15 CONTENTS Rationale... 5 Teacher standards:... 5 Sandymoor s criteria for School Development:... 5 The four key areas for OFSTED are:... 5 The structure of the

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

Learning Support Assistant

Learning Support Assistant Learning Support Assistant Reviewed: February 2014. Reports to: Lead / Principle Teaching Assistant. Purpose of Role: To work under the direct instruction of teaching staff, usually in the classroom with

More information

Sample SENCO Job Description. Post: SENCO: ACROSS THE WHOLE SCHOOL Responsible to: Headteacher Job purpose: Ensure all pupils achieve their potential

Sample SENCO Job Description. Post: SENCO: ACROSS THE WHOLE SCHOOL Responsible to: Headteacher Job purpose: Ensure all pupils achieve their potential Job Descriptions 1 Sample SENCO Job Description Post: SENCO: ACROSS THE WHOLE SCHOOL Responsible to: Headteacher Job purpose: Ensure all pupils achieve their potential Duties The duties outlined in this

More information

WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS

WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS Background Good teaching is the core driver of high quality learning. Linked with

More information

Performance Management Policy

Performance Management Policy Performance Management Policy Updated September 2007 Performance Management Policy CONTENTS Page 1 introduction 2 2 rationale explains the value of performance management 2 3 roles introduces the roles

More information