Skip to content ↓
Hele's School

Hele's School

Hele's School A great place to learn. A great place to grow.

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 twice a year through reports. The reports are published on the following dates:

  • IA1 issued Friday 7th January
  • IA2 issued Wednesday 23rd March
  • IA3 issued Thursday 30th June/w/b 18th July

 

Reports to Parents

 

During this academic year, parents and carers will receive two reports on their child’s progress. The timing of reports to parents has been aligned with important events for the year group, for example internal exams and options processes for Year 8 and Year 11:

 

Year group:

Report 1: Friday 7th January

Report 2: Wednesday 23rd March

Report 3: Thursday 30th June

7

Yes

 

Yes

8

Yes

Yes

 

9

 

Yes

Yes

10

 

Yes

Yes

11

Yes

Yes

 

12

Yes

Yes

Yes

13

Yes

Yes

 

 

In response to each report, students work with their tutor to set subject-specific targets so that they are clear about their next steps in learning.

 

In addition to attainment, we also look at three different aspects for commitment to learning: quality of work, independent learning and behaviour for learning. The commitment to learning criteria statements are below:

 

Aspect

Excellent

Good

Inconsistent

Unsatisfactory

Quality of Work

I always produce my best work.I seek feedback on my learning and act upon it. I show commitment to improvement by using DIRT effectively and continually making green pen improvements in class. I practice my improvements by redrafting work and completing additional tasks in my own time.

I always produce my best work.When given feedback, I act upon it and am keen to improve my work. I use DIRT time well and my books/folders have lots of evidence of green pen improvements.

I produce my best work when I am interested in a topic or subject but do not do this consistently. I can produce a higher standard of work with more effort. I do not always act upon the feedback given and so there are limited green pen improvements in my book/folder. I need to improve my use of DIRT.

I give up easily and do not always complete tasks set. I am capable of producing a much higher standard of work with more effort. I do not act upon the feedback given and there are no green pen improvements in my book/folder.

Independent Learning

I always complete homework to the best standard I can. I show commitment to improving my learning by regularly reviewing my work outside the classroom. I am self-motivated and can act independently on feedback to improve.

I try to complete homework to a good standard and aim to exceed the minimum expectations. I am committed to improving but would benefit from adopting strategies to ensure that I maximise my learning outside the classroom.

My homework often meets the minimum expectations, but sometimes deadlines are missed. I can achieve a better standard with more effort. I need to focus on improving my learning outside the classroom.

My homework is usually not completed satisfactorily, and I often miss deadlines. I do not take responsibility for my homework or my learning outside the classroom.

Behaviour

I always take a positive, committed attitude towards my learning and am respectful towards my teachers and other students. I follow instructions but also show initiative in leading my own learning. I know how to study effectively and take pride in my achievements. I have strategies to cope when things may not go to plan.

I generally take a positive, committed attitude towards my learning and am respectful towards my teachers and other students. I follow instructions but need to begin to show initiative in leading my own learning. I am developing my knowledge of how to study effectively and take pride in my achievements. I have some strategies to cope when things may not go to plan.

I display an inconsistent attitude towards my learning and my conduct can show a lack of respect towards my teachers and/or other students. I follow instructions but sometimes need reminders. I may often be warned in lessons. I have an understanding of how to study effectively but need to practise this further. I can take pride in my achievements but can find it difficult if things do not go to plan.

I display a poor attitude towards my learning and my conduct often shows a lack of respect towards my teachers and other students. I do not follow instructions routinely and need frequent reminders. I do not take pride in my achievements in class and lack strategies to help me cope when things do not go to plan. I am often moved or parked within lessons.

 

For further information on the reports please see the specific sections.

Year 7

In 2021-22 we have introduced a new, simplified assessment and reporting system for Year 7 and this will be rolled out to Year 8 in 2022-23.

Assessment is formative as this has the greatest impact on learning. Formative assessment is essentially responsive teaching. Teachers will focus their attentions on checking understanding, reteaching where necessary, ensuring students act upon feedback, optimising retrieval & knowledge organisers, and explicitly teaching tier 2/3 vocabulary.

The focus for reporting to parents will be on commitment to learning and standardised national testing through GL Assessments. The aim of this is to ensure parents understand their child’s progress in relation to the national picture, the importance of good or better commitment to learning as a clear indicator of GCSE success and how they can support at home with homework and reading.

Year 8

In Year 8, it is vitally important that students develop the skills necessary to be successful at GCSE and so consistently demonstrating a good or better commitment to learning across all three areas is critical.

Following the removal of national levels in 2015, schools were given the opportunity to create their own assessment system. In Year 8 students are assessed against the key concepts and skills that departments have identified as being important to allow students to make progress.

In Year 8, students are assessed in four bands– mastering, securing, developing and emerging, using the specific key concepts that have been taught and assessed up to that particular point. In order to track the progress of students, we identify which band we would expect students to be working at according to their prior attainment in reading and Maths at Key Stage 2.

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 Scaled score (Reading and Maths)

Target GCSE Grades (new grades)

Target GCSE grades (old grades for comparison)

Emerging

80-94.5

1-3

D-G

Developing

95-99.5

4

C

Securing

100-111

5-6

B-C

Mastering

112-120

7-9

A-A*

It is important to understand that your child’s attainment band may move up or down at each reporting stage depending on the performance in that particular unit of work. Please also note that the concepts are designed to get progressively more challenging as the year goes on and a student who remains in their target band throughout the key stage is making good progress.

At Hele’s School we have high aspirations for our young people and have deliberately set the bar high. On the report there is an indication of which band we would expect your child to be working in if they are to exceed national expectations, based on their starting point.

Key Stage 4

The national transition to a reformed GCSE system started in 2017. A summary table to explain the change from letter grades to numbers, is included below:

 

Reformed GCSE 9-1

Approx equivalent old GCSE Grades

GCSE equivalent qualifications

Level 2 Certificates in ICT (CIDA) and Latin

9

 

 

 

8

A*

Level 2 Distinction*

A*

7

A

Level 2 Distinction

A

6

B

 

 

5

B/C

Level 2 Merit

B

4

C

Level 2 pass

C

3

D

Level 1 Distinction

 

2

E/F

Level 1 Merit

 

1

G

Level 1 Pass

 

 

Each student is given an expected band of grades based on their KS2 outcomes. These are generated using FFT 20 (Fischer Family Trust) which aligned with the top quintile of schools nationally. It is designed to be challenging but is in no way a ceiling to attainment.

 

At each reporting point we ask teachers to enter a Current Working Grade. This is an objective decision based on the standardised and moderated evidence in the student’s basket of evidence. We use a fine grading system as follows:

 

4+ — very secure grade 4, but with intervention could boost to a grade 5.

4 — secure grade 4. This grade is likely to be achieved without intervention, based on current performance.

4- — insecure grade 4, a grade 4 is still most likely but needs work to secure

We firmly believe that establishing a culture of high challenge and support will allow our young people to be highly successful in their future pathways.

Key Stage 5
 

Whatever combination of subjects is 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 Current Working Grade. This is an objective decision based on the standardised and moderated evidence in the student’s basket of evidence. We use a fine grading system as follows:

 

B+ — very secure grade 4, but with intervention could boost to a grade A.

B — secure grade B. This grade is likely to be achieved without intervention, based on current performance.

B- — insecure grade B, a grade B is still most likely but needs work to secure

Parents' Evenings

Face to face meetings with your child’s subject teacher or tutor is an essential aspect of the reporting process and help to maintain excellent home-school relationships. We run two types of parent meetings. 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 2021-22 academic year are as follows:

Date

Event

11th October 2021

Meet the Tutor Evening

20th January 2022

Year 12/13 Subject Parents’ Evening

3rd February 2022

Year 11 Subject Parents’ Evening

24th March 2022

Year 8 Subject Parents’ evening

28th April 2022

Year 9 Subject Parents’ evening

5th May 2022

Year 10 Subject Parents’ Evening

9th June 2022

Year 7 Subject Parents’ evening

5th July 2022

 

Year 6 Induction Day and Year 6 Parents Evening

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 year/tutor at any point to arrange a meeting.