Assessment - Harris Garrard Academy

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18/07/18

The competition is heating up in Battle of the Bookworms. Taking place NOW. May the odds be ever in your favour! Find out more... https://t.co/jxy0vo5YQd https://t.co/NfMtBUmURv

18/07/18

The stage is set for our Battle of the Bookworms final after school today. £250 to the winners of our literary quiz! Come and watch... Good luck to our six finalist teams: Active Readers; Hopes and Dreams; All Tea All Shade; Les Petty’s; Homophones; and To Read or Not to Read. https://t.co/EuWh4nNOmY

17/07/18

So much talent at our Summer Soirée last night... Thank you to the students, teachers and parents that supported the wonderful performances. https://t.co/NmHVccnmRS

03/07/18

Thank you for bringing in your instruments and showing us the different families. We love working together with to help bring music to students https://t.co/A5xd2SQpaU

02/07/18

Berlin travel update. Students are crossing from Calais to Dover now, estimated to arrive back at the Academy at 10.15-10.30pm. The secondary car park will be open half an hour before where parents can wait for the coaches, which will pull into the secondary car park. Thank you.

02/07/18

Our Year 10 Berlin trip students are now on a replacement coach and heading to Calais from Germany, following the break down of our bus. We'll give you an updated time of arrival as soon as we can. All students fine and in good spirits!

02/07/18

More pics from days 3 and 4 of our Year 10 to Berlin https://t.co/s3igO2FuHA https://t.co/zjq3XrMp0w

02/07/18

Year 10 Berlin Trip return. Due to a mechanical fault on the bus the students are currently delayed in western Germany. We are waiting for a replacement bus but everyone is well and in fine spirits! We will message again with a revised ETA in the UK asap.

01/07/18

Pics from day 2 of our Year 10 Berlin trip are at https://t.co/s3igO2FuHA. The focus of today has been resistance and terror in Nazi Germany, including a moving visit to Sachsenhausen Concentration Camp. https://t.co/L1Z8xVXnSA

30/06/18

Year 10 are on their way to Berlin! More pics and reports at https://t.co/DvkweXkKZE https://t.co/LQvAU6sKBl

28/06/18

Get the latest news from Harris Garrard Academy. Our July 2018 newsletter is at https://t.co/Xj4h0F9dXk https://t.co/aYU6zbw1yW

26/06/18

The heats of our 2018 Battle of the Competition take place after school in the drama hall, 10-12 July. 16 teams competing to answer questions on their favourite . Find out more https://t.co/jxy0vo5YQd. https://t.co/xzlQ1KAAjs

22/06/18

Read this week's Primary Newsletter, with loads of news and useful info for parents. Year 6 have been learning about Ancient Greece and making their own Grecian pots! Read this week's newsletter at https://t.co/ZtRRvg8zxb https://t.co/O10KZSiRRk

21/06/18

Look at our amazing catering team supporting England whilst serving St. George cakes and a tasty roast! https://t.co/J2aZ88Jpv2

20/06/18

A fitting end to our year 12 English tour, attempting the quick crossword on the journey back to the academy. Thanks to and for their historical and literary marvels. https://t.co/EJ4xQ05FGA

20/06/18

Our Year 12 students have just finished their -themed tour at . Thank you for having us! https://t.co/EMtqrDPoh6

20/06/18

Year 12 literary tour of London begins at the Treasures of the exhibition. Highlight so far: Bronte’s handwriting, which is microscopic! https://t.co/Z9dNJZKZ9g

18/06/18

Retweetd From HarrisBoys'Academy

is the theme of the latest issue of our student periodical, The Whole Shebang, just published today! Includes fantastic about the high seas by primary students . Download your free copy now https://t.co/Uok4zmL6XL https://t.co/G7bxINueTx

18/06/18

Billie and Peter have entered our Creative Writing Competition. And you can too! Open to all students... Find out more at https://t.co/A06fuPBjAB. Closing date 29 June 2018 https://t.co/gUBEL1kSE6

18/06/18

'Life and learning should be a festival of the mind,' Socrates. Welcome to Ms Price from , pet therapy dog Monty and who are here to deliver the exciting Amazing Brains project - encompassing the wonders of comedy with the foundations of science! https://t.co/TdIzmEazGZ

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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.

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.