Reporting and Assessment
Throughout the academic year, parents/carers and students receive progress reports providing a range of academic information about the student's current performance.
KEY STAGE 3
EXPLANATION OF THE KEY STAGE 3 ASSESSMENT SYSTEM
Charters' Key Stage 3 assessment model was introduced in response to the government’s decision to remove the requirement on schools to report using national curriculum levels. It is now the responsibility of all secondary schools to put in place their own assessment system for Key Stage 3 (Years 7 to 9).
We have developed a system that is clear and understandable for parents/carers and students and has some coherence with the changes in examinations in Key Stage 4.
The aims of the model are as follows:
- To help students, parents/carers, and teachers track and record a student’s progress across Key Stage 3 (Years 7 to 9) in all subjects
- To make a clear and distinct link between Key Stage 3 and Key Stage 4 performance
Students are set aspirational targets for all their subjects and work towards these each year. Targets are set combing a range of key factors:
- Key Stage 2 SATS performance in reading and Mathematics (if sat)
- Performance in each subject’s baseline test, held during the first term of their time at Charters
- Performance throughout the first term, including the outcomes from the Cognitive Abilities Tests (CATs) that they take during September of Year 7
KS3 ASSESSMENT FRAMEWORK GRIDS
Student progress is measured using our KS3 subject specific Assessment Frameworks Grids that have been created in line with Ofqual Assessment Objectives used at KS4. The grids are used by both teachers and students to enable students to know where they are and how to improve further. The Assessment Framework Grids can be viewed here.
If making expected progress, students will achieve their target grade each year, as they meet the increased demands of each subject. We do understand that not all progress is linear and therefore peaks and troughs can be expected without concerns being communicated home.
Progress will be reported to parents/carers twice for the core subjects (English, Mathematics and Science) and once for all other subjects. This is to ensure that subject teachers have a good understanding of your child based on the learning completed through the year.
Year 8 and 9
Progress will be reported to parents three times each academic year for the core subjects (English, Mathematics and Science) and twice for all other subjects.
The progress grade given indicates a professional prediction that teaching staff believe your child will achieve at the end of Key Stage 3 (Year 9).
ATTITUDE TO LEARNING
Alongside this, an Attitude to Learning Grade (1 = Outstanding, 2 = Good, 3 = Requires Improvement, 4 = Inadequate) will be awarded in three areas across all subjects based upon the student's Motivation, Home Learning & Organisation and Behaviour for Learning. The attitude to learning is a vital aspect in the development of your child and we would like you to make this a priority focus when receiving their progress report.
After a progress report, one of the most effective methods to identify students’ needs is to place them into a Horsforth Quadrant and use this in Personal Development lessons to reflect and set targets.
KEY STAGE 4
EXPLANATION OF THE KEY STAGE 4 ASSESSMENT SYSTEM
At Key Stage 4, students are set an aspirational target band in the Summer term of year 10. Targets are set combing a range of key factors:
- Key Stage 2 and/or CAT scores
- Progress made at Key stage 3
- Data from assessments and progress given in year 10
- Student wellbeing
The banding encompasses all subject target grades, for example, 678. The aim is for students to achieve an academic prediction of a 6, 7 or 8 in all their subjects. This allows students to know whether they are making expected progress whilst minimising the pressures or glass ceiling that specific target grades can bring.
The grade in this column indicates a professional prediction that teaching staff believe your child will achieve at the end of Key Stage 4 (Year 11). The grade will also have a letter which is linked to a likelihood of your child achieving that grade. The letters are explained below.
a Confident that the grade predicted will be achieved
b Should achieve the grade predicted
c At risk of falling to the grade below that predicted
ATTITUDE TO LEARNING
Your child’s Progress Report contains important information about their attitude to learning. Allowing students to adopt a growth mind-set and not having limitations will encourage them to focus on the possibilities of what they can achieve with hard work, dedication and resilience. The attitude to learning is a vital aspect in the development of your child and we would like you to make this a priority focus when receiving their progress report.