Please note: we are currently undertaking a full analysis of our curriculum, that will include seeking the views of all key stakeholders, to determine whether or not we should move to a three-year KS3 curriculum. If you would like to express any views on this matter, please email our Vice Principal, Mr Stocking at firstname.lastname@example.org
The Purpose and Principles of Assessment
At The Highcrest Academy we utilise three main forms of assessment.
In-school formative assessment: this is the evaluation of students’ knowledge and understanding, which takes place on a day-to-day basis in lessons and through extended learning. This information is used in order to inform and adapt teaching, both during lessons and from one lesson to the next.
In-school summative assessment: this is a summary point used to evaluate what students have learned through Assessment Tasks (ATs), in order to measure their progress from an identified starting point. This helps to identify areas for development and also informs reporting home.
Nationally standardised summative Assessment: his is assessment used by the Government to hold schools to account. For example; SAT, GCSE and A-Level examinations.
Year 7 - 8
Students are given expected target grades based on their Key stage 2 performance. These are used as our 'expected' grades that will stay will the student for their duration of time at the academy. These can be changed depending on pupil performance levels.
We utilise a flat flight path for assessment, that enables us to monitor a students progress in relation to their expected grades. We have reverse engineered grade boundaries across all subjects and adapted mark sheet assessments to be bespoke for each year group using grades 1-9. This allows us to easily identify under performance and excelled achievement.
We use Year 9 as a bridge to close gaps in learning and develop core GCSE skills. This is then refined to GCSE content in Years 10 and 11. GCSE grades (9 to 1) are given as ‘working at levels’; this is averaged from teacher grades across the year and is reported on for all Parents' Evenings. These grades are live current working levels that are used to track pupil progress.
GCSE grades (9 to 1) are given as ‘working at levels’; this is averaged from teacher grades across the year and is reported on for all Parents' Evenings. These grades are live current working levels that are used to track pupil progress.
All courses use 9-1 grades, comparisons between expected grades and working at levels are used to report to parents. In addition to this, there are two mock examination periods that are also published and used to organise intervention and track progress.
Year 12 & 13
GCE (A-Level) grades (A* to E) or BTEC Pass/Merit/Distinction are given as ‘working at levels’; this is averaged from teacher grades across the year and is reported on for all Parents' Evenings. These grades are live current working levels that are used to track pupil progress.
All students are set an aspirational grade throughout their time at Highcrest. This grade is set above their expected grade and is used to challenge all learners to perform above their expected progress. These are reviewed alongside progress and adapted to ensure pupils are continually striving to excel.
Assessment is rigorous and parents are regularly kept informed of their child’s progress.
All staff use SIR (Strengths, Improvements, Response) to mark students’ work. This process encourages a written dialogue between our teachers and students. “S” requires the teacher to identify a specific strength and offer praise. “I” requires the teacher to provide targets or questions, which are linked to the success criteria. “R” is an opportunity for students to engage with the feedback. The response is an opportunity to reflect upon, edit, improve, correct or extend their knowledge and understanding.
Attitude to Learning Grades
Every half term pupils are given an Attitude to Learning grade (ATL) that focuses on their participation and engagement within lessons. This is reported home to parents half termly and pupils are rewarded for continued excellence.
This is graded 1 to 4 with 4 being the lowest.
1 = Outstanding: Works independently and demonstrates high levels of ambition, purpose and resilience. All students should aspire to achieve this.
2 = Good: Demonstrates ambition, purpose and resilience.
3 = Below Expected: Must aspire to make the most of all learning opportunities.
4 = Inadequate: Attitude to learning is a concern and must be addressed as a matter of urgency.