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17/11/17

Year 6 ready to debate the motion: Zoos: Paradise or Prison? So far we have a 50% split... check later for the outcome and a look at our discussion texts https://t.co/tUJeaKo4QP

16/11/17

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KS1/ KS2 Class Teacher required at https://t.co/MqjLIvkBK6

15/11/17

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Excited to be Academy to inspire & motivate the Year 10's in association with https://t.co/PVLxyAieXX

15/11/17

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Just met with some super career focused Y13s on their academy day talking all about . Thanks for having me!

15/11/17

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15/11/17

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RT : Just met with some super career focused Y13s on their aca… https://t.co/W0vgLdQaU0

13/11/17

Congratulations to the many children in our Primary Phase who achieved 100% attendance in the first half term. Fantastic! https://t.co/Qb8ECpG58E

09/11/17

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09/11/17

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07/11/17

Thanks to for a great day yesterday - our Year 9 students really enjoyed it

24/10/17

Our amazing staff get into the swing of our recent . Thanks to everyone for making it such a success. https://t.co/XzPtkT7lbd

24/10/17

Look what a packed hall we had for our last week. A true celebration of our . https://t.co/TVFAuLiEFs

24/10/17

Happy holidays! And congrats to the 200+ children in our phase who have 100% attendance since Sept. Fantastic, keep it up!

24/10/17

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Will you be looking for your first role as an in 2018? Look no further! Apply for an NQT position : https://t.co/uToSqTH84j https://t.co/yD7NJMvH4O

20/10/17

We so of all the children who took part in International Evening last night. See them at https://t.co/DYzMe6T6Il https://t.co/X4x3VaP0Dh

20/10/17

We're running Year 11 intervention sessions over half term. Full details at https://t.co/lEe6YQJpYF. Punctual attendance please!

19/10/17

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18/10/17

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vacancies now open ! , specialism and more. Apply now: https://t.co/fAmyjDzMU7 https://t.co/4i7icRDmJu

17/10/17

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Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Assessment

All students in the academy are assessed regularly, with a formal assessment at least once per term.

These tests aim to develop students' exam technique and enable them to demonstrate depth of knowledge, critical thought and, for many subjects, their practical skills. Most importantly, they are used to help gauge progress and to take action to improve your child's learning and progress.

In order to keep you informed about your child's progress, we will report back to you at three points during the academic year - one report for every term. These reports will summarise the academic (based on the termly assessments) and non-academic progress they have made.

What a report looks like

You can download an annotated version of a sample Year 7 report (pictured below) which highlights the key elements.

Year 7 sample report 24.3.16

The report has seven main components:

(a)    The first is the literacy scores your child has achieved against four key literacy criteria, on a scale of 1-4 with 4 being ‘outstanding’ and 1 being ‘cause for concern.’  This is then presented as an overall literacy score out of 16.

(b)    The second is the ‘Attitude to Learning’ score which reflects the commitment, resilience, optimism, reflectiveness, resourcefulness, reciprocity towards their own learning.

(c)   The third element is an attendance and punctuality summary. The goal for 2015-16 is that every student achieves at least 98% attendance and is always punctual.

(d)   The fourth element is a summary of Harris points which reflects the points accrued in the full array of positive student actions including behaviour, bringing the right equipment to every lesson, and showing a thirst for learning.

(e)     The fifth element is a summary of the behaviour points accrued, a summary of sanctions your child has received and the boundary that they are within – which summarises the support they are receiving to correct any unacceptable behaviour.

(f)    The sixth element is your child's academic progress. This is presented as a test % which converts into a ‘most likely grade’ (MLG) which is based purely on the test % (NOTE: the grade boundaries will vary from subject to subject and from one assessment to the next dependent on the course).

This is then compared to their target grade (which is formulated from their KS2 level – and the expectation that they will make one grade progress above the national average) and the minimum attainment baseline which stems from the data published by the Department for Education (DfE) for the pupils to make the average (or average expected) progress. On reports, pupils have a progress status that is made against the DfE data.

If their progress status is above 0, that means they are making progress above what would be expected, which is good. If their progress status is +0.29 and above, their progress is much higher than the national average which is outstanding. The teacher also records a ‘Teacher Most Likely Grade’ (TMLG) which is a prediction of the grade the teacher believes the student is likely to achieve at the end of Y11 based upon their assessments, classwork and homework. The grades for these students on their courses will be presented as letters and/or numbers dependent upon their year group and course due to them taking the ‘new’ GCSEs. There will also be pass, merit and distinction grades for our approved vocational courses.

(g) The final element is a teacher comment which will provide a target for improvement. Each student will receive at least one target from each subject once per academic year.


What grade should my child be achieving?

The minimum expected grade is complicated as it is based on the actual marks in KS2 tests (or CATs tests for pupils who did not sit KS2 test) rather than the levels. Our target grades are based on the latest DfE tables, with the target being formulated by our expectation that pupils can achieve one grade higher than the national average. Your child's target grade reflects our expectation that they can meet or exceed at least a grade higher than the national average.

As the tests are designed to cover material that has been taught, we would expect pupils to be able to achieve their target grade at each assessment point. Therefore, maintaining their target grade in a following assessment point would demonstrate that they have made progress because they will have achieved that grade having been tested on a greater quantity of topics. Exceeding their target grade would be exceptional as it would show that they are achieving well beyond expectations.


What happens after the assessments have taken place?

After the assessments have taken place, teachers will review progress in teams and with pupils. Teachers will share the grades as well as strengths and areas to improve with pupils. We expect all pupils to take time to reflect on their progress and to ensure they take the actions needed to improve.

At HGA, we have a fluid banding (setting) cycle which works in tandem with the assessment cycle. After the assessment point, teachers sit down with Directors in English, Mathematics and Science and review the current ability bands pupils are in. They use the assessment data but will also discuss classwork and homework in making decisions about any banding changes. The curriculum has been designed so that the blocks for English, Maths and Science are independent of one another. We understand that learning is not linear and this system allows for pupils to change the band they are in 2-3 times a year and for different subjects. The aim of this is to ensure the pace of the lesson best suits their learning needs and it maximises the chances of them achieving excellent grades by the end of Year 11.   


Our assessment and grading systems explained

Due to the changes in GCSE specifications we have adapted our assessments and grading systems so that they adhere to the new specification requirements. We have worked with the Harris Federation and, having consulted exam boards, we are moving towards a model where all of our termly assessments are externally set, standardised and graded.


Defining low, middle and high attainers

Key Stage 4 Performance Tables

Definitions are based on the Key Stage 2 test results attained by pupils on completion of the primary school phase:

  • Low attaining = those below Level 4 in the KS2 tests
  • Middle attaining = those at Level 4 in the KS2 tests
  • High attaining = those above Level 4 in the KS2 tests

Key Stage 2 results used to calculate prior attainment

From 2017 onwards, reading and mathematics test results only will be used in calculating Key Stage 2 prior attainment fine levels for use in Progress 8. For 2016 and for 2015 for schools opting in early to Progress 8, overall English and mathematics Key Stage 2 test results were used to calculate prior attainment. This is summarised in the table below.

Progress 8 measure by year

 

 

KS4 Cohort

KS2 Cohort

KS2 tests used in calculating prior attainment fine level bands

2015

2010

English and mathematics

2016

2011

English and mathematics

2017

2012

Reading and mathematics

2018

2013

Reading and mathematics

For the Key Stage 4 tables, where we are looking at Key Stage 2 prior attainment, we calculate the pupil’s average points score and classify those with a points score of less than 24 as low; those between 24 and 29.99 as middle, and those with 30 or more as high attaining.

Where teacher assessment is used as a proxy for test results, we take the whole level and allocate the appropriate points relating to the mid-range of the level.

The Key Stage 2 data helps us to allocate pupils to appropriate groups when they first arrive to the academy and enables us to support pupils more effectively. For example, lower ability pupils may have extra scaffolding to help them to understand concepts and higher ability pupils may be invited to specialist ‘stretch and challenge’ workshops.


For a more in-depth explanation of our assessment policy, you can download our assessment policy from our teaching and learning page. As this is the second year of our new assessment regime, this policy will be updated regularly as we continue to embed, evaluate and improve the new system.