Walton High School
Assessment and Reporting Y7 to Y11
Member of Staff Responsible – Assistant Head Teacher
Governors’ Committee Responsible: ICT
Rationale
The prime purpose of assessment and reporting is
 to help students to learn more effectively
 for teachers to learn about the changes brought about in students’ knowledge and
understanding, abilities and attitudes
 for teachers to make effective planning of future work for each student
 to inform students of where they are, what progress they have made and what they need to
do to improve
 to allow students to reflect on their own learning, behaviour and attitudes
 to inform parents of their child’s progress and approach to learning
 to provide parents information in order to support their child’s learning
 to provide information to the school’s senior, middle managers and governors as part of
their monitoring of school achievement and intervention strategies
Principles of Assessment
All departments will ensure assessment is
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Appropriate to its purpose, valid and reliable
Integral to the teaching and learning process
Understood by the learner, is regular and with feedback
Linked to our system of rewards and used to motivate
Recorded in a way which is manageable and supportive of progression
Communicated with students and parents as appropriate (see below)
Inclusive of students during the whole process
o Through assessing their own achievement
o Through involvement in discussion with teachers
o As a result of discussions, used to set future learning targets with the teacher
o Through taking responsibility for aspects of their own learning
Common principles of summative/reported assessment
Teachers in all departments will provide a Working at Level/Grade every term for every student
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Key stage 3 using national curriculum levels and internal sub levels
GCSE/BTEC using national grades
1
At the start of the academic year teachers in all departments will provide an end of year
Negotiated Target based prior achievement/baseline assessments/national indicators and in
discussion with the student
Every term teachers in all departments will provide “soft data” on each student’s Effort,
Behaviour and Homework in terms of Excellent, Good, Satisfactory - but could do better and
Requires immediate improvement
As part of its monitoring and tracking systems, the LG and Middle Managers will look at the
assessment data compared to school generated targets as a means of determining progress and any
necessary intervention
Class teachers will use assessment data and negotiated targets in order to inform planning to
maximize the potential of individual students
Parents will be provided with guidance on grades awarded for effort/behaviour/homework and
levels of attainment. In particular how KS3 sub-levels relate to future GCSE grades and how they
can monitor their child’s progress. (Appendix 1)
Common marking principles for formative assessment
In most subjects good informal day to day practices centre on the use in teaching of a combination of
observation, questioning, discussion and the marking of pupil work. (This is assessment for learning)
Formative assessment includes routine marking of students’ classwork and homework and should
provide support for students in meeting their negotiated targets.
Each department has a clear marking and feedback policy based upon the school’s Marking and
Feedback Principles (Appendix 2) which is understood and implemented consistently across the
department.
Departments need to take particular care that criteria for marking work are clearly understood by
students and parents.
Common Principles for Reporting
The purpose of reporting is to inform parents of a child’s progress and provide support for the child
and the parent for making further progress.
All parents will receive termly reports/feedback on their child’s progress as follows
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A full report in one term
Two short reports in the other terms
Parents’ Evening
The dates of these reports/parents’ evenings will be published at the start of the academic year
(sample – Appendix 3)
2
Short Report – will consist of the following (Sample – Appendix 4)
Current
 Attendance
 Punctuality
 Achievement Points
 Subject current Working at Levels/Grades, Negotiated Targets and Soft Data
Full Report – will consist of the following (Sample – Appendix 5)
Current Data on
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Attendance
Punctuality
Achievement Points
Subject Reports consisting of
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Negotiated Target
Current Working at Grade/Level
Further evidence of current attainment which may be in the form of results from
appropriate assessments
Comments on the students approach to learning backed up by Soft Data grades on Effort,
Behaviour and Homework
Two/three strategies for improvement designed to help that child meet their target
Tutor Report consisting of
Tutor Comment Section – relating specifically to tutor group activities such as
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Tutor time work
Attendance
Punctuality
Teamwork (in working groups)
Leadership or other qualities eg initiative, helpfulness
Personal presentation
Reference to PDS (experience/achievement)
General Comment Section – relates to the “whole school picture” of the student
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Assembly (house contribution/follow up work)
Planner
Areas of responsibility
3
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Relationships with adults and students (could be in tutor section)
Contribution to any school group/team eg
o Eco-warriors
o Sport’s team
o Music, Dance etc
Academic progress (optional)
House Heads/Transition Coordinator should comment on the following areas:
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Summary of academic progress
House/Achievement Points
Behaviour record
General pastoral progress
Both Tutors and HOHs may include strategies in their comments
Report Formats
Full and short reports will be published as PDF documents on parents/students SIMS Learning Gateway
(SLG)
Paper copies available on request
Date of Latest Review: Summer 2015
Date for Next Review: Governors Free To Determine
4
Appendix 1 - Explanation of Data to Monitor and Report Student Progress at Key Stage 3 (years 7/8/9)
KS3 Levels and Sub-Levels
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KS3 levels are numbers that can run from 2 to 8 but will typically be 5 to 7 at this stage
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Each subject has a prescriptive guide from the Department of Education (DfE) as to what is required
at each level and individual departments set and grade assessments accordingly
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To provide a finer description we use sub levels using the a/b/c convention used in Primary Schools
Eg
6a
=
6.67 to 6.99
6b
=
6.34 to 6.66
6c
=
6.00 to 6.33
Baseline Assessment Data and Negotiated Targets
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We receive the KS2 SAT scores in English and Maths from our primary feeder schools along with
other KS2 data eg science. Also many departments carry out their own baseline assessments in the
Autumn Term of Y7.
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This prior achievement/baseline data is used to generate an indicator for each child and their
teachers will discuss this with their students and set a negotiated target for the end of Y7.
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A similar target setting process is carried out at the start of Y8 and Y9 using achievement from the
previous year as well as indicators to set the Negotiated Target for the end of that year.
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In order for parents to check their child’s progress, statistically national data suggests an average
student would be expected to make two levels of progress in three years (about 2 sub-levels per year)
o
However progress will not necessarily be linear as different areas in the curriculum are
assessed
o
As with all statistical data an individual student may make more/less progress depending upon
their rate of development
KS3 Levels and GCSE Grades
A simple converter of your child’s achievement at KS3 and expected GCSE grade at KS4 is as follows-
KS3 level
GCSE Grade
4
D
5
C
6
B
7
A
8
A*
But this is only a guide, assuming normal progress we would expect our students to make above average
progress
Working at Levels (WAL) and Soft Data
 Each term your child’s teacher will be asked to provide the following
o A current working at sub-level using subject assessment criteria
o A grade for the following (soft data)
 Effort
 Behaviour
 Homework
o The grade will be one of the following
 E = excellent
 G = good
 S = Satisfactory but could be better
 R = Requires Improvement
5
Appendix 2
Walton High School
Marking and Feedback Principles
1. The key purpose of feedback and marking is to promote learning for students
2. Feedback and marking is to provide information on students’ progress for learners, the
school and parents.
3. The criteria for assessment are to be shared and understood and, where necessary, to be
modelled.
4. Summative assessment, formative assessment, peer and self-assessment will be used as
appropriate. Feedback should be prompt and in line with departmental expectation.
5. Students should regularly have the opportunity to respond actively to feedback. Current
best practice includes students having the opportunity to respond to targeted questioning.
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Appendix 3
2014/15
Dates for Short Reports, Full Reports and Parents’ Evenings
YEAR
AUTUMN
SHORT REPORT
SPRING
SHORT REPORT
SUMMER
SHORT REPORT
FULL REPORT
TO PARENTS
PARENTS’
EVENING
7
December
N/A
July
End of March
7th July
8
November
N/A
June
End of February
23rd June
9
November
January
N/A
July
20th January
10
October
February
N/A
July
24th February
11
October
N/A
May
January
4th November
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All Short Reports will be posted as PDF documents on our Parent Gateway (SLG). Paper copies available on request.
To avoid duplication Short Reports will not be published in the same term as Full Reports
Short Reports will provide for each subject Current Working at Grades/Levels, End of Year Targets, Behaviour, Effort and Homework Grades
from subject teachers as well as whole school Attendance, Punctuality, Behaviour and Achievement data.
Full Reports will additionally contain written comments from all Subject Teachers, Tutors and Heads of House and will provide strategies on
how your child can improve their performance
For Y7, Y8 and Y9 the Full Report will be posted as PDF documents on our Parent Gateway. Paper copies available on request
Y10 and Y11 will receive their full report as a paper copy via their child
Any parent requiring logins for our Parent Gateway or paper copies should contact the school
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Appendix 4
WALTON HIGH SCHOOL
NAME:
Y8 INTERIM (SHORT) REPORT 2014/15
Tutor Group:
AUTUMN
Subject
English
Maths
Science
Art
French
Geography
German
History
ICT
Music
PE
RE
Technology
Percentage
Attendance
End of
Year 7 WAL
5a
6b
6b
4a
6a
4c
5b
5b
4c
4b
5a
5a
98.2
End of Year Negotiated Target
Working at Level - WAL
Behaviour, Effort, Homework
Key
End of Year 8
Negotiated
Target
6b
7c
7c
5b
5c
7b
5c
6c
6c
5c
5c
6a
6b
SUMMER
WAL
Behaviour
Effort
Homework
6c
6b
6c
5c
3a
7c
3a
5b
5a
4c
4b
6c
6c
G
G
E
E
E
E
E
E
E
G
E
E
E
G
G
E
E
E
E
G
E
E
E
E
E
E
G
G
G
E
G
E
G
E
E
N/A
N/A
E
G
Lateness
1
WAL
Achievement
Points
Behaviour
Effort
Homework
19
Your child and their teacher set this at the start of the year based on their prior achievement and what both
felt was a realistic target. It may be revised over the year depending on your child’s progress.
This is the current level that your child’s teacher believes they are working at based on recent assessments.
It may vary from term to term due to the topic being tested.
These grades are reported by teachers and indicate your child’s approach to learning in the classroom over
the recent period of time.
E = Excellent, G = Good, S = Satisfactory – but could be improved, R = Requires immediate improvement.
Please refer to the KS3 Guidance Document in the Shared Documents section for additional information that the data reported in this report is
published from.
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Appendix 5
<<Forename>> <<Surname>>
<<reg>>
Annual Full Report
Year 8
2014 - 2015
Tutor Report
Name: <<Forename>> <<Surname>>
Tutor Group: <<reg>>
House:
Tutor Comment:
General Comment:
Tutor:
New page
Head of House Comment:
Head of House:
Attendance, punctuality and Achievement points to date:
Lates
% Attendance
Achievement Points
This complete report has been read by a member of the Leadership Group
<<Report Section>>
Art
Name: <<Forename>> <<Surname>>
Tutor Group: <<reg>>
Teacher:
Date: Spring 2015
Current Working at Level
Behaviour
Comment:
Strategies to Improve:
End of Year Negotiated Target
Effort
Homework