Assessment, Recording and Reporting Policy

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1 Assessment, Recording and Reporting Policy

2 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 tool, which provides information about pupils attainment and is used by staff to plan the next stage of an individual s or group s progress. The school actively promotes Assessment for Learning (AfL) strategies. Aims: Assessment helps pupils to develop fully their academic abilities and self confidence, to develop skills they need for reflective and independent study and enables pupils and teachers to establish a shared understanding of explicit goals which can be used to set clear targets for improvement. Assessment, both formal and informal, complements and reinforces the delivery of the curriculum. It enables the learning needs of individual pupils to be identified and allows future teaching strategies to be determined. It encourages positive achievement and personalised learning for all. Assessment recognises individual progress and achievement and provides pupils with meaningful information which will allow them to participate in self evaluation. Assessment involves a range of techniques both formal and informal carried out in a variety of ways and contexts which allows pupils to show what they know, understand and can do. Assessment and reporting are an integral part of the link between the school and parents and provide parents with meaningful information. Principles Assessment at Coombe Boys School: 1. actively involves all learners through clear lesson objectives providing a reference for self assessment and the engagement of pupils in discussion of their own work; 2. is central to the learning process by underpinning organisation of learning groups, allocation of time and resources; 3. is based on information that is both relevant and manageable; through ongoing informal teacher assessment matched against National Curriculum and GCSE attainment targets; using the school s scheduled formal assessment procedures matched against the baseline profile provided by KS2 SATs/CATs results; 4. identifies needs, motivates learners and celebrates achievement through: regular marking/assessment of pupils work with constructive feedback including attainment and effort grades/levels and targets for improvement; targeted intervention used appropriately to ensure that each pupil s work is personalised so that they reach their maximum potential; ensuring merits are appropriately awarded.

3 5. provides information to measure past performance and set future targets for each individual pupil, overall department and whole school performance Formative Assessment Formative assessment is crucial to inform planning and raise pupils awareness of what they are trying to achieve and how they can improve. The following practices are used in order to facilitate this: learning objectives are shared with pupils as part of everyday practice; pupils are given the opportunity to see and discuss examples of good work as models for success; pupils understanding is explored through careful questioning; pupils are given constructive feedback on how to improve their work and are set targets to improve; pupils are encouraged to discuss and assess their own performance through class discussion, peer and self assessment. 1.2 Summative Asssessment Pupils performance is assessed by: 1. regular unit or termly departmental tests; 2. end of year internal examinations; 3. optional and progress tests in Maths and English in Years 7 & 8; 4. KS3 SATs in Year 9 (except those below level 3); 5. GCSE, Adult Literacy and Numeracy, Vision2Learn, ASDAN qualifications at Levels 1 & 2 for KS4 pupils and 6. a range of Level 2/3 vocational qualifications at KS5 and additional A level subjects at the Coombe Girls School site. The internal examinations timetable is created and arranged by the examinations officer who also administers all arrangements for external examinations. 1.3 Assessment for Learning Assessment for learning is ongoing and integral to our teaching and learning process. It provides feedback on learning and involves the pupils in self evaluation, setting goals and being responsible for their own learning. There are eight main features of Assessment for Learning. Conditions of Learning Using curricular targets Using ICT to support AfL Designing Opportunities for Learning ASSESSMENT FOR LEARNING Involving Children in their Learning Formative use of Summative Data Feedback on Learning Day to Day Assessment Strategies Involving parents and carers

4 Conditions of Learning involves creating an ethos and environment in which pupils can enjoy learning and reflect, improve and grow in confidence which is fundamental to educational development. Designing Opportunities for Learning emphasises the importance of a clear focus on learning objectives and planning and sharing them with the pupils, parents and carers. It involves planning the key focus points for the learning and teaching and involves the pupils by making them aware of, and part of, the creation of agreed success criteria. It is about ensuring that the context is designed to enable the learning objective to be fulfilled and being confident to adapt the planning and teaching at any time if the learning objective, based on the assessment during the lesson, is not being fulfilled. Feedback on Learning is given both orally and in writing and encourages all pupils to think for themselves about how improvements can be made as well as giving specific scaffold prompts on how to improve their work. Day to Day Assessment Strategies is an essential aspect of effective teaching. It involves the teacher focusing on how learning is progressing during the lesson, determining where improvements can be made and identifying the next steps. During the lesson teachers should be listening to, observing and engaging with the pupils to be assessed. Strategies such as questioning, observing and discussion with pupils can be used. To make full and effective use of assessment strategies, pupils regularly need to be involved in the process assessment in partnership. Using Curricular Targets. Curricular targets are based on learning objectives. They are informed and identified by analysis of pupils work, discussions with pupils, teacher assessments and test performance. They identify whole school priorities and areas for improvement which are linked to Performance management. Curricular targets are translated into year group targets based on age related expectations; they steer improvements, guide teaching and set focus for future assessments. Using ICT to support AfL promotes the use of interactive multi-media resources to enthuse the pupils to learn and test themselves on-line. ICT offers a wide range of opportunity to develop independent learning skills. Formative use of Summative Data emphasises the importance of using summative test results as a means of developing the learners awareness of assessment criteria and their individual progress against them. Summative test results are essential in the planning of future lessons and the ongoing development of programmes of study. Involving parents and carers is essential for ensuring that learners feel supported at home and at school. It is important that pupils are given adequate conditions for working and studying at home and that parents/carers are aware of the demands of the pupils curriculum and can support them with independent learning. The Annual Cycle of Assessment (Appendix 1) details the school s formal and informal procedures for assessment.

5 2. Recording Assessment records must be kept by all staff. These should be concise, accessible, manageable and meaningful. Records should include marks for classwork and homework test results, national curriculum levels, GCSE scores, effort grades, information on prior attainment and any SEN or EAL identification of pupils. 2.1 Marking Marking is seen as a dialogue between pupil and teacher and the purpose of the marking policy is to: provide pupils with clear feedback in line with the Coombe Boys School Assessment, Recording and Reporting Policy; provide feedback to pupils about their work promptly and regularly; maintain pupils self esteem and encourage them further; provide all staff/parents/pupils with a clear picture of pupil achievement and direction on how to move forward; provide a focus for discussion between staff, pupils and parents; include both oral and written feedback as appropriate; focus the response on the learning objectives and criteria for success; provide pupils with opportunities to assess their own and each others work and give feedback to each other; ensure that pupils understand their achievements and know what they need to do next to make progress; use the information gathered to adjust future teaching plans. At Coombe Boys School, work is marked and graded in the following way: 1. Pupils have formal written feedback in their exercise book/folders every 3 weeks. The comment written by the teacher includes the following: a positive comment which focuses initially on the strengths and qualities of the work undertaken; reference to the learning objectives and assessment focus; and constructive targets on what the pupil needs to do to improve their level or grade. 2. The grades used reflect effort and attainment; attainment grades reflect either National Curriculum sub-levels, GCSE sub-grades, BTEC grades, % or department test scores and effort grades relate to the following scale: A = Excellent B = Very Good C = Good D = Satisfactory E = Unsatisfactory It is the responsibility of the Head of Department to put in place a set of criteria for the assessment of work in their subject. Staff adhere to the criteria of external assessment bodies and, at all times, pupils should be made aware of the assessment criteria in order that they can assess their own achievements and understand how to improve their work. To support these aims departments explain the assessment criteria to all pupils for specific topics as part of the AfL strategy. An important feature of the AfL strategy is that the criteria are discussed with and understood by pupils so that they are helped to take the next steps in their learning.

6 3. Reporting to Parents Keys Stages 3 & 4 Parents receive a termly progress report detailing their son s latest attainment and effort grades. These reports are posted home and form the basis of the discussion at the Academic Mentoring days which are held in the Autumn and Spring Terms. In Year 11 the Autumn term progress report summarises attainment in the GCSE mock examinations and is issued in January. Parents receive an annual full written report detailing their son s progress in each statutory and/or optional subject as appropriate. The report includes: clear information about the pupil s progress in each subject studied and identification of specific targets for improvement; an attendance percentage for the academic year to date; a comment by the form tutor on personal development and contribution to school life summative comment by the Head of Year and/or a member of the Senior Leadership Team on overall progress made during the year. At the end of Year 9 parents additionally receive a summative grade report detailing the end of KS3 teacher assessments in each of the National Curriculum subjects and KS3 Test results in English, mathematics and science. The report includes national data as a benchmark for the pupil s level of attainment. Deadlines for reporting are issued in the school calendar and the Assistant Headteacher with responsibility for reports issues regular briefing papers or reminders to staff about the process. Copies of progress and full reports are kept centrally. It should be noted that although this process fulfils our statutory obligations, contact with home is additionally promoted through the planner system, rewards and the importance given to the role of the Form Tutor and Head of Year to ensure that parents feel they are involved in their son s progress. The quality of reports is checked by the Head of Year and designated members of the senior leadership team. Key Stage 5 Data on how the students are settling in is collected at the end of the first half term and is used alongside their GCSE point scores, to set attainment targets for the end of the course. Parents receive a termly progress report detailing their son s/daughter s latest attainment and effort grades. These reports are posted home and form the basis of the discussion at the Academic Mentoring days which are held in the Autumn and Spring Terms. Parents receive an annual full written report in February detailing their son s/daughter s progress. The report includes: clear information about his/her progress in each subject studied and identification of specific targets for improvement; an attendance percentage for the academic year to date; a comment by the form tutor on personal development and contribution to school life and a summative comment by the Head of Year and/or a member of the Senior Leadership Team on overall progress made during the year.

7 Whole school Each year group, apart from Year 10, has an annual parents consultation evening at which reports can be discussed. In Year 10 there are two parents consultation evenings. Pupils make appointments with the teachers in their subjects and a time of 5 minutes is set aside for each consultation. The Form Tutor and Head of Year are also available to discuss pastoral issues. 4. Monitoring and Evaluation Monitoring of the principles of the Assessment, Recording and Reporting policy focus on ensuring that the principles of effective assessment (Appendix 2) are adhered to within the school through the following systems of evaluation: lesson observations by senior leadership team, HODs and peers; scrutiny of teachers marking by book looks; pupil surveys; scrutiny of data by HODs and HOYs in GYR meetings; and line-management monitoring of clearly defined roles for middle and senior leaders (Appendix 3) Analysis of Examination Results Results of external examinations and statutory National Curriculum assessments at Key Stage 3 are analysed both in subject departments and for the school as a whole. The intention of these analyses is to identify where strong performance exists and where improvement is needed. Departments are required to consider the reasons for particular levels of performance between syllabuses, subjects, teachers and teaching groups, and trends over time. As a result, good practice is identified and shared and weaknesses addressed. 4.2 Reporting to Governors Deputy and Assistant Head Curriculum report to the Curriculum Committee Headteacher s Report to Governors Report on SEN provision map 4.3 Governors Curriculum Committee The Governors Curriculum Committee meets once per term. Its terms of reference include ensuring that statutory requirements of Assessment, Recording and Reporting are met. The committee considers developments and initiatives in the curriculum and assessment and monitors the effectiveness in curriculum provision, the school s assessment procedures and the school s examination results.

8 Appendix 2 The principles of effective assessment are an essential part of teaching and learning at Coombe Boys School Research Conclusions How well are pupils taught? Suggested school strategies The adjustment of teaching to take account of the results of assessment The active involvement of pupils in their own learning The ability of pupils to assess themselves and understand how to improve The provision of effective feedback to pupils Recognition of the profound influence assessment has on the motivation and selfesteem of pupils, both of which are crucial influences on learning. Good subject knowledge Effective planning, setting clear learning objectives that pupils understand Methods are used which enable all pupils to learn effectively Challenge and inspire pupils, expecting the most of them Pupils are managed well and there are high standards of behaviour Effective use of time, support staff and other resources, especially IT and ICT Thorough assessment of pupils work and the use of assessments to help and encourage pupils to overcome difficulties Effective use of homework to reinforce and/or extend what is learned in school Learning objectives or goals are shared with pupils Pupils are involved in self-assessment Pupils know and are able to recognise the standards they are aiming for Feedback is provided that leads to pupils recognising their next steps and how to take them Confidence that every pupils can improve Teachers and pupils review and reflect on assessment information

9 Appendix 1 Summer Term Internal school examinations Year 7 Progress Tests Year 7&8 Optional Tests KS3 Tests KS4 Public Exams KS5 Public Exams Receive and check SATs results Finalise KS3 reports to meet statutory requirements Review pupils progress over the year Update whole school data records Receive preliminary information from feeder schools Finalise teacher assessment results Annual reports for Year 7-10 to parents Annual Cycle of Assessment Receive confirmation of English SATs results GCSE, BTEC, Retake results Autumn Term Publish assessment and reporting calendar for the school year Analysis of further data from feeder schools for Year 7 and groupings confirmed CAT Tests undertaken for Year 7 Analysis of school/ subject/ Department performance against national benchmarks, VA, in RAISEonline and FFT Set statutory and other school level targets Receive and check information for publication of performance tables Give feedback on results to Governors KS3 ARR arrangements arrive in school Order Test Papers Internal mock exams for Year 11 Academic Mentoring Year 7-10 and Year 12/13 Spring Term Applications for special arrangements submitted Year 11 full reports to parents Final decisions for entries for exams Interim monitoring of pupil progress towards targets Academic Mentoring for Year 7-13 Final RAISEonline data available Mock SATs exams Ongoing Assessment for Learning Monitoring to ensure that assessment procedures are carried out Monitoring assessment practice in the classroom Support for the target setting practice at pupil, teacher, department and whole school level Develop consistency of judgements Dialogue with parents, governors and the wider community

10 Appendix 3 Deputy Headteacher and Assistant Headteacher (Curriculum) It is the duty of the Head, Deputy Head and Assistant Head (Curriculum) to ensure that the school meets its statutory requirements in relation to assessment, including the setting of targets. The Deputy Head and Assistant Head (Curriculum) will evaluate the impact of assessment on raising standards within the school. The Deputy Head and Assistant Head (Curriculum) will: set whole school targets with the Headteacher and Local Authority for KS3 and KS4; set individual student-level targets for KS3 & KS4 based on previous KS2/3 attainment and at KS5 based on GCSE point scores; prepare and publish in the calendar the timetable of assessment and reporting events; lead on the development of whole school assessment; identify assessment priorities in the SDP; identify and support relevant training needs; ensure assessment procedures are manageable and that assessment data is effectively gathered and collated; disseminate assessment information throughout the school; analyse assessment data e.g. KS2, KS3, CATs, G,Y,R, to monitor school effectiveness and uniform setting of targets; support colleagues in using FFT and RAISEonline; ensure that statutory assessment requirements are met; check that department assessment policies are in line with whole school policy and are up to date and regularly reviewed; support subject leaders in ensuring that schemes of work identify appropriate assessment opportunities; check departments carry out procedures to agree standards and generate portfolios of moderated work; prepare relevant data for governors and hold regular meetings with Deputy Head (Pastoral), HODs and HOYs to discuss data for pupils in relation to targets. Incorporate new assessment requirements as necessary eg PLTs Head of Department The Head of each Department will: develop a departmental assessment policy in line with whole school policy; ensure Schemes of Work include clear learning objectives and AFL strategies; check that assessment and marking procedures are implemented effectively and that a common marking system is consistently applied by staff and understood by pupils; develop consistency of judgements through agreed standards and generating portfolios of moderated pupils work; analyse and interpret data with their subject team to monitor standards; monitor standards of assessment within the department by termly sampling of books, test papers and mark books; use data to review the curriculum with the subject team; ensure progress towards targets is regularly monitored;

11 report to line managers and to Head and Deputy Head on standards. Subject Teacher Each subject teacher will: plan high quality lessons, ensuring effective and efficient delivery of the National Curriculum, GCSE courses and Post 16. In order to plan effectively teachers must be aware of: History: what happened to the pupils in previous classes/lessons and their present levels of understanding and attainment? Destination: where in the long term the curriculum is taking the pupils and in the short term their group and individual targets. Quality: the appropriateness of the planned activities for each pupil s ability and learning style. Relevance: the pupil s needs, in terms of the knowledge, skill or understanding required and their strengths and weaknesses. Balance: providing all pupils with an equal chance to learn in all areas of the curriculum. implement AFL within the classroom; enable pupils to develop the skills of self assessment; identify pupils in need of support; use a wide range of agreed assessment methods and techniques to gather assessment information; ensure that pupils are all given the opportunity to show what they know, understand and can do and tests should not be needlessly dependent upon a language which excludes some pupils e.g. some tests could be conducted orally; record pupils grades/marks; review evidence and finalise Teacher Assessments; implement school based/national tests/tasks as necessary; contribute to department discussion on performance data; report to parents pupil progress, attainment, effort, next steps; mark work every 3 weeks with a grade/level, effort mark and positive comment with target for next steps. English as an Additional Language Co-ordinator The EAL coordinator will monitor and assess the performance of pupils with English as an additional language; work with teachers to ensure access to the curriculum through joint planning and teaching as appropriate. Special Educational Needs Co-ordinator The SENCO will: identify pupils with SEN, in liaison with other members of staff and assess their needs; work with other staff to develop and support appropriate assessment methods; liaise with external agencies over formal assessment for statementing; monitor and evaluate performance data for pupils on the SEN register; arrange appropriate adaptation to end of Key Stage assessment; work with the Examinations Officer and HODs to ensure appropriate access arrangements are in place.

12 Role of Deputy Head and Assistant Head (Curriculum): Liaison with Others Subject Leaders Supporting Schemes of Work and Department reviews Ensuring that policies include reference to AFL Promote appropriate assessment materials Identify under-performing pupils Put in relevant support for under-performing pupils Encourage setting of aspirational targets Encourage inter-department liaison on assessment Deputy Head Assistant Head Leadership Team Report on quality and consistency of assessment procedures Determine statutory and non statutory targets Support data analysis and action Advice on statutory requirements Wider Community Stakeholders Inform parents marking, NC tests, reports, KS5 and KS4 grades Liaison with LA, feeder schools, advisers, further and higher education Governors Explain policy and philosophy practice Attend Governors Curriculum Committee Provide appropriate training Heads of Year/Tutors Training and support for individual reviews of pupils progress Review data with pupils at Academic Mentoring Days

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