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 16th November 2017
IA2 – Wednesday 7th March 2018
IA3 – Year 11/13 - Friday 25th May 2018
Year 7-10 and 12 - Tuesday 16th June 2018
In addition to attainment, we also look at three different aspects for commitment to learning: attitude to learning, independent learning and behaviour for learning. Teachers use a limiting judgement approach to report back the lowest aspect of commitment to learning from the three aspects. The commitment to learning criteria statements are 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 sections
Key Stage 3
Following the national removal of levels in 2015, schools were given the opportunity to create their own assessment system. At Hele’s School, the underlying principal of assessment at Key Stage 3 is that students are assessed against the key concepts and skills that departments have identified as being important to allow students to make progress in their subject areas.
In Year 7 and 8, students are assessed into four bands of attainment – Mastering, Securing, Developing and Emerging – judged against the specific key concepts that have been taught and assessed up to that particular point. In order to track progress of students we identify which band we would expect students to be working in according to their prior attainment in reading and maths at KS2, as this is the main measure used by the Government and OFSTED, although our ultimate aim is for all students to aim to be at least secure in all the key concepts.
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)|
It is important to understand that your child’s attainment band may move up or down at each IA point depending on the performance in that particular unit of work and progress towards the specific key concepts taught. Please also note that the concepts 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.
At Hele’s School we have high aspirations for our young people and have deliberately set the bar high. On the IA 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 relative starting point. Students who are not meeting their target band are not failing and there is not necessarily an immediate cause for concern, but it may indicate that your child may need extra support in that subject area. The key concepts and subject specific criteria for each IA point can be viewed by selecting the relevant document below.
Key Stage 4
The current Year 11 students are the first students to have the majority of subjects assessed under the new GCSE grading system (9-1). Year 9 and 10 students will have all GCSE courses assessed under the new system with just a handful of equivalent level 2 courses using a different grading system. 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.
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 see document section below. 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.
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 2017-2018 academic year are as follows:
|Wednesday 29th November 2017||Meet the Tutor Evening Y7-11|
|Wednesday 6th December 2017||Year 12 Subject Parents’ Evening|
|Wednesday 13th December 2017||Year 10 Subject Parents’ Evening|
|Wednesday 17th January 2018||Year 11 Subject Parents’ Evening|
|Wednesday 31st January 2018||Year 13 Subject Parents’ Evening|
|Wednesday 7th March 2018||Year 8 Subject Parents’ Evening|
|Wednesday 21st March 2018||Year 9 Subject Parents’ Evening|
|Wednesday 2nd May 2018||Year 7 Subject Parents’ Evening|
|Wednesday 4th July 2018||Meet the Tutor Evening Y7-10|
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.