our assessment

The Purpose and Principles of Assessment

Formative assessment is an ongoing practice that informs both the teacher and the student of areas of strength and areas for development. Formative assessment usually comprises of verbal or written feedback from the teacher to the student on a regular basis.

Summative assessments take place at scheduled points throughout the year in all subjects. A summative assessment may be a written test or a task. These provide information on a students’ progress towards their target grade and inform the progress reports that students and parents receive throughout the year. Students will sit at least 3 internal summative assessments in each subject across an academic year. These internal summative assessments are designed by departments to reflect key subject-specific concepts and skills that are assessed in external assessments (i.e. GCSEs). Internal summative assessments will provide accurate and robust information about a students’ progress towards their target grade. Department moderation of internal summative assessments will be conducted as appropriate.

Nationally standardised summative assessment is assessment used by the Government to hold schools to account. For example; SAT, GCSE and A-Level examinations.

Reporting and Parents’ Evening Schedule 2025-26

Month	Day	Report/Event	Year Group
September	16	Year 8 Settling-in Evening	Year 8
	17	Year 10 Settling-in Evening	Year 10
	22	Year 7 Settling-in Evening	Year 7
	22	Year 12 Settling-in Evening	Year 12
	23	Year 11 Exam Information Evening	Year 11
	25	Year 9 Exam Information Evening	Year 9
December	18	Parent Data Report Autumn Term	Years 7, 8, 9, 10, 11, 12, 13
	18	Mock Exam Results Day	Years 11, 12, 13
January	19	Year 11 Parents’ Evening	Year 11
February	2	Sixth Form Parents’ Evening	Sixth Form
March	23	Year 10 Parents’ Evening	Year 10
	26	Parent Data Report Spring Term	All Year Groups
April	20	Year 9 Parents’ Evening	Year 9
May	18	Year 8 Parents’ Evening	Year 8
July	6	Year 7 Parents’ Evening	Year 7
	16	End of Year Reports	Years 7, 8, 9, 10, 12

Please click here for our Assessment Schedule

Assessment Overview

Year 7 - 9

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 the duration of KS3. These can be changed depending on pupil performance levels.

We utilise a flat flight path for assessment, that enables us to monitor a student's progress in relation to their expected grades. We have reverse engineered grade boundaries across all subjects and adapted Summative assessments to be bespoke for each year group using grades 1-9. This allows us to easily identify under performance and excelled achievement.

Year 10

At the start of Year 10, KS3 expected grades are reviewed in line with the most recent national GCSE outcomes and as a result some expected grades may change. GCSE grades (9 to 1) are given following the completion of three summative assessments. Summative assessment sums up what a student has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. At the end of each term, staff conduct Summative assessments, which give an overall view of each student's attainment and next steps and is shared with parents. There is one mock examination period that is used to organise intervention and track progress.

Year 11

GCSE grades (9 to 1) are given following the completion of three summative assessments. Summative assessment sums up what a student has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. At the end of each term, staff conduct Summative assessments, which give an overall view of each student's attainment and next steps and is shared this with parents. There is one mock examination period that is used to organise intervention and track progress.

Year 12 & 13

GCE (A-Level) grades (A* to E) or BTEC Pass/Merit/Distinction are given following the completion of three summative assessments. There is one mock examination period that is used to organise intervention and track progress.

Aspirational Grades

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.

SIR Marking

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.

Whole Class Feedback

Whole Class Feedback can also be used as a review of classwork or assessment by the teacher instead of providing individualised SIR feedback. Examples of good work and/or modelling exercises can support the students through this process.

Attitude to Learning Grades

Every term students are given an Attitude to Learning grade (ATL) that focuses on their participation and engagement within lessons. This is reported home to parents termly and students are rewarded for continued excellence.

This is graded 4 to 1 with 1 being the lowest.

ATL Number	Grade	Criteria
4	Outstanding learner	Goes above and beyond, aspires to be the best they can be.
3	Engaged learner	Responds positively, shows the desire to succeed
2	Passive learner	Could do more, needs external influences and motivation to succeed
1	Reluctant learner	Intervention needed, struggles to engage with their learning

Attitude to Learning Four Point Framework

	Contribution	Motivation	Independence	Quality of Work
4. Outstanding Learner Goes above and beyond Aspires to be the best they can be.	Consistently demonstrates curiosity, shares and discusses opinions, gives responses and speaks aloud.	Consistently demonstrates autonomous motivation, encompassing resilience and deepens learning with a thirst for success.	Excels at working independently, continually seeks and responds to feedback and consistently achieves excellent results.	Displays pride and dedication to produce work above what is expected, always following the core writing routines.
3. Engaged Learner Responds positively A student who shows the desire to succeed.	Attentive and willing to share opinions and give responses.	Shows resilience and keen to deepen learning.	Usually works independently and actively responds to feedback, incorporating it to improve their work.	Regularly produces work that meets or occasionally exceeds expectations and follows the core writing routines.
2. Passive Learner Could Do More Needs external influences and motivation to succeed.	Attentive, yet quiet and reluctant to share opinions and give responses.	Interested, yet disinclined to deepen learning without positive praise.	Occasionally works independently and sometimes responds to feedback when prompted by others.	Produces classwork with minimal engagement, that meets basic expectations and occasionally follows the core writing routines.
1. Reluctant Learner Intervention Needed Struggles to engage with their learning.	Unenthusiastic and resistant to making a contribution.	Sees no relevance or connection with their learning.	Rarely works independently and often needs significant prompting to consider and act on feedback.	Produces work that frequently falls below expectations and does not follow the core writing routines.