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16/10/18

These are just tasters of their amazing time! Have a look through our weekly newsletter for more; it comes out every Friday!

16/10/18

Don't worry she'll be home tomorrow!

16/10/18

Victory! A delicious feast prepared for our evacuees for their VE party tonight! https://t.co/c38Hjof1XN

16/10/18

Our year 6 evacuees exploring wartime recipes at Hooke Court! https://t.co/5sExUMArfR

16/10/18

Dilcy, Year 8, did this fantastic about and and different models of our solar system. She even included her own research sources. Well done, Dilcy! See more examples of out students' great homework at https://t.co/lvsyXH3lC1 https://t.co/oDh8LmNIBw

16/10/18

Retweetd From Parents and Teachers for Excellence

. once again had some brilliant results: , Harris St Johns Wood, and had great P8 scores of 0.34, 0.58, 0.89 and 1.27 respectively.

16/10/18

Good morning from Hooke Court! We really enjoyed our woodland walk and code breaking last night. https://t.co/etFBcmVmgB

15/10/18

Year 6 have arrived safe and sound! They saw Stonehenge and lots of sheep on the way! Looking forward to code breaking tonight!

11/10/18

Retweetd From HarrisBoys'Academy

Our provisional Progress 8 score for 2017-18 is 0.81, which is likely to put us in the top 2% of schools nationally. Amazing! Huge congrats to all our students and teachers ! Read more at https://t.co/cAlVvdPvdA https://t.co/chPkCRvMru

11/10/18

We're really proud that our provisional Progress 8 score is 0.34. This is an amazing achievement by our students and teachers in our first year and is likely to place us in the top 18% of schools nationally. Great work everyone! Read more https://t.co/kgs3TlSB82 https://t.co/qA7RtFlEG8

11/10/18

Thanks for the shout out Miss D'Souza was very surprised!

11/10/18

Miss D'Souza has been looking forward to this day since the summer! Looking at developing Effective Early Years Practice at HGA! https://t.co/emzRJJqoFF

10/10/18

Year 3 are investigating the different types of soil found on our site. Can you name the equipment we are using? https://t.co/u63QP5VtPf

09/10/18

Parents' Evening is in full flow at HGA! We're also selling tickets for the international evenings too! https://t.co/Sxmbgn2qqK

09/10/18

Finishing off our day by engineering our future! https://t.co/OBv3A3zFzu

09/10/18

Our students are loving exploring space at the Science Museum! https://t.co/tqB7fEipf9

09/10/18

Retweetd From HarrisBoys'Academy

Very proud to have received the Mayor of London's award for second year in a row - for being in top 5% of schools nationally for the past four years. Well done boys (and teachers!) https://t.co/SShJhDvPBZ. https://t.co/7qM3GuZtIR

06/10/18

Thank you for such an inspirational talk yesterday- we have the power!

05/10/18

We are looking forward to putting these posters on display for the amazing team at HGA. We change lives! https://t.co/PlUQGaSZXA

05/10/18

Thank you for being there so early to welcome us all Looking forward to sharing HGA's next set of amazing results next year! https://t.co/w2e8mttMRK

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

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.

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.