LARGS ACADEMY Policy and Quality Standards Relating to. Assessment and Reporting

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1 LARGS ACADEMY Policy and Quality Standards Relating to Assessment and Reporting DECEMBER 2008 POLICY PRINCIPLES From HMIe Journey to Excellence Part 1 Assessment arrangements that support excellence operate at a number of levels. Schools need to be information and data rich, in respect of both teachers assessments and external results, and to use that information and data to assess how successful learning has been in the round. They need to use assessment to develop and support learning and teaching, and to share standards, in the sense of both understanding criteria and comparing the levels of attainment of pupils in the school with those achieved by others. From Largs Academy school Vision, Values and Aims At Largs Academy we will endeavour to enable all pupils to reach their full potential.. To help us achieve this we will: Have high expectations of our pupils and encourage then to set high standards for themselves Recognise the successes and achievements of our pupils Communicate effectively with parents and involve them in the life of the school

2 A school is excellent to the extent that Assessment involves planned and high quality interactions with young people and is based on thoughtful and probing questions derived from the learning outcomes achieved to date. It invites pupils to think. It demonstrates accountability for the success of its pupils by reporting appropriately to the parent body and the community about the performance of groups, as well as at the level of the whole school. Source: How Good is Our School: The Journey to Excellence HMIe 2006 Introduction In August 2007 the Largs Academy Click & Go Reporting Committee agreed to review the school policy document on Assessment and Reporting as part of the on-going whole school review of policy documents. The relevant performance indicators from HGIOS 3 that will be referred to within this document are: 1.1 Improvements in performance 1.2 Fulfilment of statutory duties 2.1 Learners experiences 2.2 The school s success in involving parents, carers and families 5.1 The curriculum 5.2 Teaching for effective learning 5.3 Meeting learning needs 5.4 Assessment for learning 5.5 Expectations and promoting achievement 5.7 Partnerships with learners and parents 5.9 Improvement through self-evaluation 6.1 Policy review and development 6.2 Participation in policy and planning 6.3 Planning for improvement Management and support of staff 7.2 Staff deployment and teamwork 7.3 Staff development and review Management and support of staff 8.3 Management and use of resources and space for learning 8.4 Managing information Leadership 9.3 Developing people and partnerships

3 Assessment and Reporting at Largs Academy The key features of Assessment and Reporting within Largs Academy are as follows: All staff are required to operate assessment and reporting procedures which recognise the central position of assessment and reporting within the teaching and learning process. Assessment The school requires all subject departments to operate an assessment policy with the following characteristics The main aim of assessment should be seen as supporting the teaching and learning process in a positive way for all pupils Assessment should provide appropriate feedback and assistance in setting realistic individual targets and in making appropriate choices The three main aims of assessment - formative, diagnostic and summative - are provided for A range of appropriate assessment techniques, formal and informal, are employed including the methods ascribed to within the Assessment is for Learning model Assessment/performance criteria are clearly established, are expressed in terms of positive achievement and are available to pupils Specific assessment requirements set down by the SQA, and any other appropriate agency, are met Students are required to sit national assessments in Reading, Writing and Mathematics - these assessments are undertaken during S2 and supplement ongoing assessment in English and Mathematics Pupil Progress Reports The school requires all subject departments to operate a reporting policy with the following characteristics The aims of reporting are to enable teachers to provide clear information on children s progress and attainments and to encourage and motivate, by appropriate use of grades and comments Progress reports are issued for all pupils in accordance with the following procedures Parents of pupils in each year group will receive one report per school session. Dates are set down in the school calendar. Copies of each report are held by the guidance department. They are accessible within the pupil profile on the SEEMIS Click and Go reporting system In order to present information in a reasonably uniform way and to ease the tracking of attainment of children, progress reports in S1 and S2 use grades 1-7 reflecting the following broad criteria - See Table 1 overleaf

4 The Largs Academy Attainment Grades in S1/2 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Displays a sound knowledge of all aspects of the course and, with sustained effort, has the potential to reach a very high level in the subject. Shows ability in the subject and has a good grasp of the course and its requirements Is regarded as competent in understanding the subject and performs acceptably in the less demanding aspects of the course. Copes with a less demanding approach to the subject and needs support to achieve a basic standard. Reaches only a basic level within the subject and requires extensive continued support to complete the tasks given. Has great difficulty coping with the subject and requires extensive continued support to complete the tasks given. Grade 7 Performance does not satisfy the minimum requirements of the course. Table 1 Performance Monitoring and Target Setting S1 November - S1 subject tests grade supplied by each department that should be reflective of the subject profile at Standard Grade over the previous three sessions January S1 Pupil Target agreed in consultation with their Guidance Teacher June S1 Report grade based on further subject tests S2 September S2 Pupil Target agreed with pupils in consultation with Guidance Teacher March S2 grades based on subject tests during S2 March May: Subject choice process incorporates progress and grades to assess suitability for chosen courses S3/S4 October S3 Under-Achievers identified by departments. Pupils parents are lettered by appropriate SMT member November Process repeated for S4 Under-Achievers S5/S6 November December - Pupils undertake a self-evaluation and target setting process In summary the six year process ensures that: Pupils are monitored for progress in S1 and S2 to set targets and identify strengths that can be developed in their chosen Standard Grade courses The S3 and S4 process allows departments to identify potential under-achievement at key stages of their Standard Grade courses The S5 and S6 process puts the onus on the pupil to take responsibility for their own assessment of performance and targets for the session.

5 Management of Assessment and Reporting Responsibilities Management of Assessment / Reports (Delegated Member(s) of SMT) Quality Standards Monitor and develop assessment approaches to follow the procedures outlined on page 3 of this document Set and review appropriate dates for reports within the school calendar Monitor and evaluate the most effective software programmes to enable successful administration of parental reports - at present Microsoft Word is used with S1/2 Reports and the SEEMIS Click and Go Report Management Software is used with S3-6 reports Chair meetings of Click and Go Reporting Committee Update developments with Click and Go Reports Highlight issues from previous report runs Revise and update reporting policy Produce reports for relevant staff related to the work of the committee Attend appropriate In-service training and related working groups on Click and Go reporting Represent Largs Academy within the North Ayrshire Click and Users Group and communication through the group to the SEEMIS Click & Go Steering Group Monitor reporting process for each year group Communication to staff Report deadlines Software issues Error reporting Information to/from administrative staff responsible for printing parental reports Communication with appropriate Year Head Stage comments Report samples Updating Assessment and Reporting Policy when required Monitoring Arrangements, Q.I. s In-Service Day programmes Staff/Pupil evaluations Attendance at related In-Service Q.I. 5.4, 6.1, 6.3 Information to member of SMT responsible for the school calendar Discussion with staff and parents - SMT, PT Meetings and Click and Go Reporting Committee, Parents Evenings Questionnaires Q.I. 2.2, 5.4, 5.7, 6.2 Review available reporting software with staff through discussion and parents via discussion and/or questionnaires Q.I 6.2, 8.3, 8.4 Minutes of Click and Go Reporting Committee Relevant input to PTs Meetings, In-service days Q.I. 3.1, 6.2, 7.2, 9.3 Attendance at relevant In-Service and meetings of Working Groups Q.I 7.3 Details of communication to this group to be shared with relevant member of staff Q.I 8.4 Relevant communications to all staff involved at the various stages of the reporting process Q.I 5.4, 8.4 Policy reviewed at regular time periods and updated when appropriate Q.I 6.1, 6.2

6 Management of Assessment and Reporting Responsibilities Principal Teacher (Subject) Quality Standards Ongoing evaluation of the use of assessment methodologies within the department Specific assessment requirements as set down by the SQA, and any other appropriate agency, are met and shared with the department Monitoring Arrangements, Q.I. s Formal observation and/or discussion of methodologies employed within the department Q.I. 5.2, 5.3, 5.4, 5.9, 6.2 Ensuring relevant documentation is made available to all staff within the department Q.I. 1.2, 6.2 Providing statistical information on pupil progress for use with the school reporting process and the school programme of monitoring pupil progress and target setting as outlined in page 4 of this document Accurate records of pupils attainment within the department are maintained which will be used alongside professional judgement to track learners progress, promote, monitor and demonstrate improvement and identify trends. This will enable staff to identify high and low performance in order to target support and challenge learning Ensure relevant information is passed on to parents on pupil progress via Parental Reports Letters to Parents See Downloadable Forms folder on I Drive Other opportunities for correspondence Sample reports Monitoring the reporting process within the department Entering Course Comments Ensuring deadlines are met Reinforcing elements of good practice and sampling where appropriate Provide departmental feedback on the process to the Click and Go Reports Working Group Ensure department is kept informed of Assessment and Reporting related business Regular review of the Assessment and Reporting Policy at departmental level Departmental data on attainment and contribution to the target setting programme Q.I. 1.1, 5.4 Formal records of relevant assessments are accurately maintained Records are used with in Parental Reports, at times of transition and for pupil setting where appropriate Q.I. 5.1, 8.4 Parent returns from reports and Parents Evening questionnaires Effectiveness of SQA letters in addressing issues with pupil progress Effective use of homework letters to encourage adherence to school homework policy Letters of concern being used to identify particular concerns with pupil progress Q.I. 8.4 Successful production of departmental reports Evidence of communication of information/feedback on report issues within departmental minutes Q.I. 5.4, 6.2 Departmental minutes Q.I. 5.4 Departmental minutes Q.I. 5.4, 6.1, 6.2

7 Management of Assessment and Reporting Responsibilities Principal Teacher (Guidance) Quality Standards Providing statistical information on pupil progress for use with the school reporting process and the school programme of monitoring pupil progress and target setting as outlined in page 4 of this document Ensure relevant information is passed on to parents on pupil progress via Parental Reports Letters to Parents See Downloadable Forms folder on I Drive Summary progress/behaviour reports at SMT/ Parental request (Round-robin) Other opportunities for correspondence Monitoring the reporting process Ensuring deadlines are met Provide feedback on the process to the Click and Go Reports Working Group Ensure Guidance Team is kept informed of Assessment and Reporting related business Regular review of the Assessment and Reporting Policy within the Guidance Team Monitoring Arrangements, Q.I. s Current pupil attainment discussed and targets agreed via pupil interviews Analyse information on caseload and share any relevant trends/patterns with pupils, parents, members of staff or Year Head as appropriate Q.I. 1.1, 2.1, 5.4, 5.5 Guidance report provided for every pupil within annual Parental Report Copies of all letters forwarded to appropriate member of the Guidance team Summary progress/behaviour reports requested and collated from class teachers Q.I. 2.2, 8.4 Successful production of Guidance reports Evidence of communication of information/feedback on report issues within Guidance Team minutes Q.I. 5.4, 6.2 Guidance Team minutes Q.I. 5.4 Guidance Team minutes Q.I. 5.4, 6.1, 6.2

8 Management of Assessment and Reporting Responsibilities Class Teacher Quality Standards Awareness of the use of assessment methodologies within the department Specific assessment requirements set down by the SQA, and any other appropriate agency, are met Accurate records of pupils attainment are maintained which will be used alongside professional judgement to track learners progress, promote, monitor and demonstrate improvement and identify trends. This will enable staff to identify high and low performance in order to target support and challenge learning Monitoring Arrangements, Q.I. s Formal observation and/or discussion of methodologies employed within the department Q.I. 5.2, 5.3, 5.4, 5.9, 6.2 Relevant documentation is available and adhered to Q.I. 1.2 Formal records of relevant assessments are accurately maintained Records are used with in Parental Reports, at times of transition and for pupil setting where appropriate Q.I. 5.1, 8.4 Providing statistical information on pupil progress for use with the school reporting process and the school programme of monitoring pupil progress and target setting as outlined in page 4 of this document Ensure relevant information is passed on to parents on pupil progress via Parental Reports Letters to Parents See Downloadable Forms folder on I Drive Other opportunities for correspondence Ensure that pupils are aware of the assessment criteria being employed Provide data on attainment and contribute to the target setting programme Progress is tracked and compared to expectations/ targets Q.I. 1.1, 5.4 Parent returns from reports and Parents Evening questionnaires Effectiveness of SQA letters in addressing issues with pupil progress Effective use of homework letters to encourage adherence to school homework policy Learner achievements are praised, valued and celebrated Letters of concern being used to identify particular concerns with pupil progress Q.I. 5.5, 8.4 Pupils are aware of the kind and quality of work required to achieve success Q.I. 5.4

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