KINGS SCHOOL ASSESSMENT & REPORTING POLICY. Policy Reviewed by: JCK Jun 2014 Approved by Governors Curriculum

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1 KINGS SCHOOL ASSESSMENT & REPORTING POLICY Policy Reviewed by: JCK Jun 2014 Approved by Governors Curriculum Jul 2014 Committee To be Reviewed 3 Yearly Jul 2017

2 1. PROCESS KINGS SCHOOL ASSESSMENT AND REPORTING POLICY 1.1 POLICY STATEMENT Central to the Kings School ethos is pupil progress and attainment. It is our aim to ensure that pupils, teachers and governors work together to enable all pupils to achieve maximum progress, take responsibility for their own learning, and achieve their full potential. The purpose of assessment is to inform pupils of what they are doing well and what they need to do to improve. The outcomes will be used to inform teaching and planning and to direct the learning of all pupils. All teaching staff are therefore required to reflect this Policy in their practice. 1.2 REPORTING The main aims of reporting are to enhance pupils learning and to involve parents/carers in the education process. Parents are able to establish immediate feedback on their child s attainment. Furthermore, parents will be informed of their child s progress on three occasions during the course of an academic year. 1.3 RESULTS The school will meet statutory requirements for reporting as defined by the Department for Education (DFE). 2. PROCEDURE 2.1 ASSESSMENT Members of the Senior Leadership Team will ensure that: All teachers receive training on effective, formative and summative assessment to inform lesson planning this should include the setting of lesson objectives,

3 questioning and setting Specific, Measurable, Achievable, Relevant, Time-limited (SMART) targets Assessment in the form of marking conforms with the requirements of the Whole School Marking Policy All pupils receive three reports per academic year: two progress reports and one full report in accordance with agreed procedures A database of pupil attainment is collated to track individual performance and the performance of groups of individuals as required The results of their quality assurance are used to form the basis of one-to-one reviewing, target setting, reporting to parents and for decision making in setting pupils and examination entry. Heads of Departments are expected to ensure that: Systems are devised and used to achieve consistency in marking The results of their quality assurance are used to form the basis of one-to-one reviewing target setting, reporting to parents and for decision making in setting pupils and examination entry Assessment tasks (or standardised Assessing Pupil Progress (APP) tasks) are embedded into schemes of work for all core and foundation subjects, as appropriate. All teaching staff are expected to ensure that: Assessment opportunities are an integral part of curriculum, planning and schemes of work, including assessment against all appropriate attainment targets (using APP as appropriate) A variety of assessment tasks are included in lessons including summative and formative assessment Assessment for learning is part of effective planning of teaching and learning strategies. The strategies should address the diverse needs of different groups of learners, and should acknowledge the barriers to learning that some pupils encounter All assessment grades are recorded and entered onto Assessment Manager (our tracking database) as required Pupils are actively involved in their own learning and the assessment of their own work Pupils are aware of the assessment criteria and/or National Curriculum levels appropriate to their subject area Pupils are made aware of their target and predicted levels/grades for Key Stage 3 (KS3)

4 and Key Stage 4 (KS4) and how they can achieve their potential Clear objectives are set for each lesson and that pupils are made aware of these objectives SMART targets are set for and by pupils to ensure progression. Where pupils are setting their own targets, they should be given direction Results of assessment are used to inform planning and differentiation Pupils are assessed against National Curriculum Standards (or locally agreed syllabus requirements if not a National Curriculum subject) on a termly basis and information provided and stored centrally for tracking/reporting purposes Level descriptors are displayed in classrooms as appropriate Where pupils do not appear to be making expected progress across Key Stage 3 and Key Stage 4, intervention is made to address this. All pupils are required to take responsibility for their own learning by: Assessing their own work (self-assessment) and the work of others (peer assessment) and setting targets for improvement as appropriate Asking for guidance from members of staff and other pupils to aid progression Following the targets they have been set for improvement Recording all grades received in their homework diaries. 2.2 REPORTING Two progress reports and one annual report will be issued per academic year. 2.3 RESULTS At the end of Key Stage 3, level results will be reported in all National Curriculum Subjects At Key Stage 4, the school will publish a variety of performance indicators including the percentages of those achieving grades A* - C in five or more subjects, including English and Maths and A* - G in one or more subjects including Maths and English. The average points score for pupils will also be published as well as AS Level results. 2.4 TARGETS The school will set targets on an annual basis for the percentage of pupils meeting the progress measures below:

5 Five or more A* - C grades including English and Maths. Pupils making three levels of progress in Maths across Key Stages 3 and 4. Pupils making three levels of progress in English across Key Stages 3 and MONITORING AND EVALUATION 3.1 Marking and assessment practice will be overseen by the Senior Leadership Team; Lead Teacher for Assessment and Heads of Subjects through lesson observations and work sampling. The policy will be evaluated and amended as appropriate, seeking the feedback of a variety of stakeholders.

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