Twitter

26/03/20

Remember to collect your learning packs from the primary office! Also have a look at this free resource now available to you all... https://t.co/6g6IcsdS1g

22/03/20

Retweetd From Gavin Williamson

You should only send your child to school on Monday if you have to, because your work is critical to our COVID-19 response. If you are able to keep your child at home, you should. https://t.co/n1B1gngVWr

22/03/20

Retweetd From The Body Coach

😀 PE WITH JOE starting Monday morning at 9am on my YOUTUBE channel: The Body Coach TV 📺 Please please share this with as many people as you can ❤️ Our kids need this more than ever. Share it on your stories, your wall, your Twitter, whatsapp and school newsletters ❤️ https://t.co/ioFGeFRpuK

20/03/20

A busy library today as our students ensure they have plenty of reading material to keep them busy over the closure period! https://t.co/ybS5nP4knB

20/03/20

Key worker parents - please see this important information on our website. Thank you. https://t.co/fmxp5o6mBG

19/03/20

So proud of you...

19/03/20

Retweetd From Ryan Manning

So so proud of the Y11s I worked with today who, despite all the uncertainty, still came in, still wanted to do the mock paper we planned, still want our feedback. You are amazing! 💪🤩🙌 https://t.co/kDZQku66eK

17/03/20

Dear Parents/Carers, In the light of the dynamic and changing nature of the situation regarding coronavirus Covid-19, we have created a remote working support area on our website for secondary pupils. Find out more https://t.co/vYUIb7zS9Y

17/03/20

Parents/Carers - Please note that any new information from the school about coronavirus, including details of possible school closures, can be found at https://t.co/r91RP67GNr. This will always have the very latest information. Thank you.

11/03/20

Retweetd From KMagliocco.306

A-may-zing!!! LONDON Youth Games in three sports- netball, basketball and rugby; super proud of our Thamesmead Titans!! https://t.co/ZyfWEIdHQW

11/03/20

We can’t wait! https://t.co/WqtWZGzrTD

09/03/20

Wowsers! We’ve done it! 3 finals won and we’re going to represent at the in 3 different disciplines! https://t.co/Cj8vUIWY0e

05/03/20

To celebrate World Book Day, Year 8 had a fantastic time today in creative writing workshops and assemblies led by published author - well done Jake and Amy for winning a free signed copy of Reni's book! Thanks for coming in Reni! https://t.co/YV7qgp9oTB

05/03/20

Students raised £182 for through a Readathon earlier this term, to help buy new books for every major children’s hospital in the UK. “There are people out there who don't have books,” said Leila, Year 4. "I love reading so it was a fun way to raise money.”

05/03/20

Our six student Wellbeing Ambassadors visited the primary phase yesterday to talk to younger students about and . Well done to our ambassadors Kai, Amandeep, Rubie, Mia, Kimari and Sonnie. Read more https://t.co/buPDfpZQSh https://t.co/ObIJtChG4h

04/03/20

Well done Year 11 - you worked hard today in your poetry lectures and masterclasses revising the Power & Conflict poetry! https://t.co/vBDtusVPrl

04/03/20

🏉 Rugby update! 🏉 The children have made it through to the next round- they will subsequently be back a little late. Estimated ETA is 5.50pm.

28/02/20

Year 8 enjoy an assembly by Crossness Pumping Station on and the ahead of our next Character Day. Thank you . https://t.co/40oY7y2lSS

26/02/20

Thank you to you, Mrs Chandhoke and Ms Singleton for coming to watch us! https://t.co/3rHg2avjI9

26/02/20

Retweetd From Bexley School Games

Belmont, Harris Garrard & St Fidelis competed in the 3v3 Basketball Finals today. Some outstanding skills on display & great team work shown by all 3 teams. Congratulations to who now go to London Finals

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.

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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.