Twitter

25/11/19

Reception have been reading and practising their writing too. They even made their own spud superheroes! https://t.co/uCHjqpEIGK

15/11/19

A massive congratulations to our KS2 Netball steam who convincingly won their game 25-0 today! We’re all so proud of you! https://t.co/lpP3MIDTQl

15/11/19

Thank you for coming! The little ones loved your book and some years 6s have been inspired to become sports journalists! https://t.co/Yo0Cf0ldtq

14/11/19

Our Big Write has started! With Mozart in the background and a candle to help us focus, we know our writing will be super! https://t.co/qdCIoXaCg6

13/11/19

Congratulations to our boys' Year 8 football team for an amazing result and performance. Their most recent game ended 10-0. The boys played with passion, focus and determination on the back of a previous 10-1 win. That's 20 goals in two games. Well done team! https://t.co/llYaHXUqAV

09/11/19

Unfortunately it wasn’t England’s day as Germany won 2-1, but the HGA pupils had great fun https://t.co/0MMFapoqMW

09/11/19

Excited for kick off, come on England https://t.co/D57s74cVgB

08/11/19

Sixth Form Open Evening, Thurs 14 Nov - full details now online at https://t.co/0SEP5Q8250. Come along and see the impressive opportunities that our Sixth Form can offer you. We look forward to welcoming you. https://t.co/bqCv5FDge1

04/11/19

Our Sixth Form Open Evening is on Thursday 14 November, 5:00pm-7:00pm. More information to follow but save the date!

15/10/19

Year 8 team B Girls netball showed determination and resilience throughout their match today ... they lost 6-4 https://t.co/x28YBnEWhZ

15/10/19

Year 8 Girls A played extremely well against Bexley Grammar school today ... with a 6-5 win https://t.co/E8iiL6hpMV

11/10/19

Absolutely!

11/10/19

Congratulations to Ms Donohoe for her Transforming Lives Award! We couldn’t do it without you! https://t.co/lewOykSF2m

11/10/19

Congratulations to Mr Sheppard for winning this year’s primary Transforming Lives Award for his support and empathy with children and staff. https://t.co/DNSq88tXUz

11/10/19

Great idea!

11/10/19

This is what it’s all for. Harris in Harmony performing to an audience of over 4000 people! https://t.co/Q0bzy3jbAz

11/10/19

Harris Garrard has made it in to the top 10% of schools nationally for the progress made by our students! https://t.co/6BGgEh7Nlx

11/10/19

Here we go! The 12th annual Harris Federation Conference. All staff from every Harris academy is here today!#learningchangeslives https://t.co/H0eTUHHV43

08/10/19

Marshmallows and a campfire; is there a better way to spend an evening? https://t.co/Wb50K5161x

08/10/19

Wowsers! Watch Tyler take the Leap of Faith today at the year 6 residential! Would you have the courage to do it? https://t.co/4zhVminRlg

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.

Central Office

Bexley

Bromley

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

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.

Template for Website

The report has two main sections:

Top. Attendance and behaviour feature heavily in this section as they are important markers to a student’s final exam grades. Past years have shown that students with attendance over 97% will unsurprisingly achieve better results on average than those with poorer attendance. This is also true for behaviour and as such, both attendance and behaviour are monitored carefully throughout the year to ensure early intervention. We do not act just on poor attendance or behaviour but have a reward system for those students with good attendance and/or behaviour.

Middle. This section shows the subjects that are being taken alongside their most recent assessment grade. A predicted grade is also shown which serves as a guide to what the teacher believes the student is likely to achieve at the end of Year 11 based on their recent assessments, classwork and homework. Finally, a student’s attitude to leaning, quality of homework, and presentation of work is also measured and marked where 1 is outstanding and 4 is inadequate.


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.