Assessment & Reporting

Assessment and Reporting

Students at Hele’s School are assessed in a variety of different ways. Ongoing, formative, assessment takes place during every lesson to ensure that students are learning effectively and making progress. This may be through questioning with verbal feedback, or marking with written feedback. The emphasis is always on helping students to get better and improve their work.  We use this ongoing assessment of students, in conjunction with more formal summative testing, to help inform our professional judgements of where we think students are now and what we think they will achieve at the end of the course.

In addition to subject parents’ evenings and meet the tutor parents’ evenings, we report to parents three times a year through Interim Assessment (IA) Reports. The Interim Assessment reports are published on the following dates:

IA1 – Thursday 17th February 2016

IA2 – Wednesday 8th March 2017

IA3 – Tuesday 20th June 2017

An IA report will contain a summary of the student’s overall commitment to learning for each subject either: excellent, good, inconsistent or unsatisfactory. A summary of the commitment to learning criteria can be found below. We also ask all students to reflect on their own commitment to learning prior to teachers completing their reports.

For further information on the reports please see the Key Stage specific pages using the tabs above.

Key stage 3 Assessment

At Hele’s School students are assessed into four bands of attainment – Mastering, Securing, Developing and Emerging.  These bands are based on the knowledge, skills and understanding that are required to progress on a pathway towards GCSEs.

Departments have used the A-Level and GCSE requirements to map back through Years 7, 8 and 9 the knowledge skills and understanding required to be successful at GCSE. These then form the building blocks of our Key Stage 3 curriculum and the basis of our criteria for assessing students. Each department has developed subject specific criteria to assess students at each IA point. These are designed to be progressive and relate to the most recent unit of work studied. Therefore, it is expected that a student’s band may move up or down at each IA point depending on the performance in that particular unit of work. Please also note that the criteria are designed to get progressively more challenging as the year goes on and that a student who remains in their target band throughout the key stage is making good progress. The criteria are a best fit model, in that students do not need to have met every single element in order to progress to the next band. Please click on the links below to view the criteria for each subject.

IA1 Year 7
IA2 Year 7
IA3 Year 7

IA1 Year 8
IA2 Year 8
IA3 Year 8

IA1 Year 9
IA2 Year 9
IA3 Year 9

Please note that in Science and Languages in Year 9, students have started studying the new GCSE curriculum. Therefore, there are no Key Stage 3 criteria for these subjects. The band given is therefore an indication of the level of GCSE standard work that is being produced, using the table below.

In order to track progress of students we identify which band we would expect students to be working in according to their performance in reading and maths at KS2, assuming they were to make better than average progress.  We would expect that students who are working in the following bands would be likely to go on to achieve the following grades at GCSE:

Band KS2 Average Level (Year 8&9) KS2 Average Scaled Score (Year 7) Target GCSE Grades (new grades) Target GCSE Grades (old grades)
Emerging 1.5-3.9 80-94 1/2/3/4/5 G/F/E/D/C
Developing 4.0-4.9 95- 105 4/5/6 C/B
Securing 5.0-5.5 106-111 6/7/8 B/A/A*
Mastering 5.6-6.0 112-120 8/9 A*

 

 

Key Stage 4

The current Year 11 students are the first students to be assessed under the new GCSE grading system (9-1) for English and Maths. Year 10 students will have several additional subjects assessed under the new system and will have a mixture of old and new grades depending on the subject choices made. The new reformed GCSEs are more demanding and designed to ensure that the UK’s education system matches those of the top performing countries in the world.

At Hele’s School we currently offer reformed GCSE qualifications for the 2018 GCSE exam cohort in the following subjects:

  • Art
  • Biology
  • Chemistry
  • Computing
  • Drama
  • French
  • English Language
  • English Literature
  • Geography
  • German
  • History
  • Music
  • Physics
  • Physical Education
  • Religious Studies
  • Combined Science

All other qualifications will be reformed for students taking exams in the 2019 GCSE cohort. Schools have been given little guidance on how the new grades will be awarded.  All we know is that broadly the same proportion of students who gained a C grade and above will gain a grade 4 and above, and that broadly the same proportion of students who gained an A grade and above will gain a grade 7 and above. For more information on the crossover of 9-1 grades and their old grade equivalents, please click here. There is also a short video produced by one of the exam boards that may be useful.

At Hele’s School we have high aspirations and expectations of our students and aim for them to be some of the best performing students in the country. We set all students an aspirational target grade. This is based on the student’s performance at the end of KS2 in reading and maths. Target grades are designed to show students what could be achieved if they make excellent progress and work extremely hard during their time at Hele’s. Teachers then report a Professional Predicted Grade. This is their professional judgement of what is likely to be achieved at the end of the GCSE course, assuming the student continues to maintain the same standard of work and effort. Teachers also use +/- to indicate a fine grade. Plus grades mean a very secure grade, but with intervention could boost to the grade above. A minus grade means an insecure grade, where intervention will be necessary to secure this grade.

Key Stage 5

Whatever combination of subjects are studied at Post-16, we set all students an aspirational target grade. This is based on the student’s performance in their GCSEs. Target grades are designed to show students what could be achieved if they make excellent progress and work extremely hard during their time at Hele’s. Teachers then report a Professional Predicted Grade. This is their professional judgement of what is likely to be achieved at the end of the course, assuming the student continues to maintain the same standard of work and effort. Teachers also use +/- to indicate a fine grade. Plus grades mean a very secure grade, but with intervention could boost to the grade above. Minus grades mean an insecure grade, where intervention will be necessary to secure this grade.

Parents’ Evenings

Face to face meetings with your child’s subject teacher or tutor are an essential aspect of the reporting process and help to maintain excellent home-school relationships. We run two types of parent meeting. Subject Parents’ Evenings are an opportunity to meet with your child’s subject teachers to discuss specific progress and achievements in individual subjects. Tutor Parents’ Evenings are an opportunity to meet with your child’s tutor to discuss their progress in general. You are not required to attend both tutor meetings if you do not feel the need to.

The parents’ evenings scheduled for the 2016-2017 academic year are as follows:

Year 12 Subject Parents’ Evening Weds 23rd November 2016
Year 10 Subject Parents’ Evening Weds 30th November 2016
Year 13 Subject Parents’ Evening Weds 11th January 2017
All Year Groups Tutor Parents’ Evening Weds 18th January 2017
Year 11 Subject Parents’ Evening Tues 24th January 2017
Year 9 Subject Parents’ Evening Weds 8th March 2017
Year 8 Subject Parents’ Evening Weds 15th March 2017
Year 7 Subject Parents’ Evening Weds 26th April 2017
All Year Groups Tutor Parents’ Evening Weds 28th June 2017

 

Of course, if you have concerns or queries, please do not wait until a parents’ evening to get in touch. You are always welcome to contact your child’s head of house/tutor at any point to arrange a meeting.

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