Assessment

% on Target

Year 8

Year 8 Based on Summer 2014 when in Yr 7

Year 9

Year 9 Based on Autumn 2014 when in Year 9Year 9 Based on Summer 2014 when in Yr 8

Year 10

Year 10 Based on Summer 29014 when in Yr 9

Year 11

Year 11 Based on Autumn 2014 when in Year 11Year 11 based on Summer 2014 when in Yr 10

GCSE Results Summer 2014 Compared to National Figures

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Principles of Assessment Outline September 2015

Target Setting:

Pupils at Sir Thomas Boughey have two target grades: an Attainment 8 Target Grade and our own target, which is more ambitious. In order to raise aspirations, this is the target issued to pupils.

The more aspirational target is at least 3 levels of progress from Key Stage 2 to Key Stage 4 (4+ levels for those pupils of a KS2 level 5 or those at the top of a level). To arrive at the target for each pupil, the refined KS2 scores are currently used for English (Reading) and Maths, along with the progression matrices from RAISE ONLINE. Although this assumes that all pupils will go on to study option subjects, it allows staff to understand the ability of each pupil. Therefore, when pupils arrive in Year 7, they receive a target to be achieved by the end of Year 11.

For current Year 11, this target is in the form of a GCSE grade (A* – F) and subgrade as this raises awareness for staff of possible pupils who may be at risk of missing their target. This will help to inform teaching and learning.

For Years 7 – 9, targets are reported in the form of 9- 1 (the new GCSE 1 – 9 system) and in Year 10, Maths and English are reporting in the form of 9 – 1, with all other subjects reporting in the system of A* – G.

At each data entry point (see below) staff are informed where the pupil should be at that moment in time (in terms of a grade and subgrade) in order to achieve their target. However, this assumes that all pupils follow the set flight path. As of September 2015, at each data entry point, all staff are required to:

  • enter a current grade for each child
  • enter an ‘On Course For…’ grade for each child
  • enter a Controlled Assessment grade for Year 10 and Year 11 pupils (if applicable to that subject)
  • state if they think a pupil is below / on / above progress to reach their target.

Target Sheets:

All pupils have a target sheet in their books, the colour of which is linked to their target grade. For example:

Cream 2 = E-
Pink 3 = D-
Yellow 4 = D+ / C-
Green 5 = C
Blue 6 = B
Gold 7 = A
Red 8 = A+ / A*-
Orange 9 = A*+

On the target sheet, there is information about:

  • the Year 6 overall result
  • the Summer Term grade from the previous academic year (Years 8 – 11)
  • end of Year 11 target
  • termly grades for the current academic year
  • Personal subject-specific targets to enable progress to be made.

Data Entry:

Staff enter progress data on each pupil they teach once each term (unless pupils are on an intervention list – see ‘Intervention Data Entry Window’ below). This data is derived from classwork, tests and continual assessment on the pupil throughout that term. Staff have almost three school weeks to enter the data (the window opens on a Tuesday and closes on a Friday) and, from this, HoD have a timetable to check through the quality of data entered by staff in their department (see ‘Data Validation Dates’ below).

The type of data entered differs depending on the year group. Due to the gradual introduction of GCSEs 1 – 9, pupils in Year 7 – 9 will receive data based on a 1 – 9 score. In Year 10, pupils only receive data in this form for Maths and English Language and English Literature – all other subjects are reported as GCSE grades G – A*. All of Year 11 data is reported as GCSE grades G – A*. Where a GCSE grade is reported, it is subdivided into +, – or a whole grade. This is to allow pupils, parents and the school to effectively track progress and understand progress within a whole grade. Where data is reported as a 1 – 9 score, it is reported to a decimal place. For example, a pupil can move from 4.1 to 4.5 to 4.8, showing progress within the band 4.

Where the new system of GCSE 1 – 9 is reported, pupils receive a point score derived from a departmental skills map (see ‘Skills Mapping’ below).

By September 2017, all data will be reported in the 1 – 9 format. Using the same language of grading from Year 7 to Year 11 will enable progress (or a lack of) to be readily identified year on year. It is important that staff, pupils, parents and governors understand that if a child is awarded a grade 5 (regardless of the year group) this is equivalent to a high grade C at GCSE.

At the start of the academic year, staff are made aware of the data entry points for each year group (see ‘Data Entry Dates’ below). The school calendar highlights the date the window opens for each year group, the date it closes for each year group, the date by which HoD / ML will have validated data and the date by which line managers will have evaluated the progress data of each class taught by staff they line manage.

Data Entry Dates

The data entry dates for the academic year 2015 – 2016 are as follows:

Autumn Data Entry Year 7 Window:
Monday 28th September – Friday 2nd October
Window for Years 8 – 11:
Monday 5th October – Friday 23rd October
Week1 – Year 11, Year 9
Week 2 – Year 10
Week 3 – Year 8
Autumn Intervention Entry Monday 7th December – Friday 18th December
Spring Data Entry Monday 25th January – Friday 12th February
Week 1 – Year 10, Year 8
Week 2 – Year 11 (+ Mock 1 Result), Year 9
Week 3 – Year 7 (+ Exam Results)
Spring Intervention Entry + Year 11 – Whole Year Group (Mock 2 Result) Monday 11th April – Friday 22nd April
Summer Data Entry Monday 20th June (Training Day) – Friday 8th July
Week 1 – Year 7
Week 2 – Year 9
Week 3 – Year 10, Year 8 (+ Exam Results)

For Years 10 and Year 11, CA marks will be entered at each data entry point (where applicable).

Intervention Data Entry Window:

As of September 2015, pupils requiring additional intervention are highlighted by Mrs Hingley (Deputy Head / Data), Miss Wainwright (Assistant Head, Pastoral), Mrs Robbins (Assistant Head Pastoral – PP) and subject staff. For these pupils, there is an intervention plan, the effectiveness of which is reviewed in the data entry window.

When conducting learning walks, staff will ask to see the intervention plan and interventions in place for specific pupils. The data window enables staff to determine the impact of the intervention.

Data Validation Dates:

HoD are required to look through the work sample for certain pupils in each year group to check the accuracy of data entered onto SIMS during the tracking window. This is discussed with members of department and the reasons for any changes are discussed. This is effectively a moderation process.

The dates for data validation are as follows:

AUTUMN
Week Commencing…
SPRING
Week Commencing…
SUMMER
Week Commencing…
YEAR 7 Monday 5th October 2015 Monday 22nd February 2016 Monday 27th June 2016
YEAR 8 Monday 2nd November 2015 Monday 1st February 2016 Monday 11th July 2016
YEAR 9 Monday 12th October 2015 Monday 8th February 2016 Monday 4th July 2016
YEAR 10 Monday 19th October 2015 Monday 1st February 2016 Monday 11th July 2016
YEAR 11 Monday 12th October 2015 Monday 8th February 2016 Monday 25th April 2016

Interim Monitoring Dates:

As mentioned above, after each data entry, the line manager determines the amount of progress made by each class taught by the person being line managed. From this, staff have an opportunity to comment on progress of their pupils, effectiveness of interventions and plans for future interventions.

Dates for interim monitoring are as follows:

  • Autumn: Friday 6th November 2015
  • Spring: Friday 4th March 2016
  • Summer: Friday 15th July 2016

This data is used to inform appraisal meetings.

Reporting Progress to Parents:

In addition to the annual full report on their child, parents will also receive a termly Pupil Progress Report Card. This report card states previous achievement (KS2 result for pupils in years 7 – 9 and KS2 & 3 result for pupils in years 10 – 11), current progress data, target grades and on course for grades. The Pupil Progress Report Card also makes parents aware of their child’s behaviour, effort and homework in each subject.

To ensure parents understand the progress of their child, they are informed as to whether their child is on / above / below the expected flight path to reach their target grade.

The Pupil Progress Report Card contains a section where parents are able to make their own observations / ask questions / raise concerns / make general comments. Once these comments are received by the school, parents are contacted and the area raised on the form is discussed and addressed.

Skills Mapping:

As of this academic year, staff are using departmental skills maps to determine the progress grade of 1 – 9 for each pupil in Years 7 – 9. Such skills mapping highlights the skills set on which pupils will be assessed at the end of their GCSE in that subject. All schemes of work for all year groups teach and assess the key skills, allowing time for reflection and revision of the skill. Departments have a clear understanding of where pupils should be in the skills set at the end of each year, therefore allowing staff to identify if a pupil is below/ on / above age related expectations.

Skills mapping will enable staff to ensure pupils are stretched and challenged because there is a clear understanding of progression of skills. A Year 7 pupil, for example, can progress to the next level for each skill, thus creating a system that ensures age is not a barrier to learning.

At each data entry point, staff award a grade from 1 – 9 for each skill set. For example, if a department has identified 12 key skills to be developed from Years 7 – 11 in that department, staff will enter a grade for all 12 skills.

It must be remembered that the grading system will show progress and a progression of skills. For example, if a Year 7 pupil has been awarded a grade 8 (showing originality), it means that pupil is of A* standard in GCSE terms. It does not mean that pupil is showing originality for a Year 7 – it means they are showing originality against the GCSE criteria.

Following the entry of a grade for each skill (which is entered into a SIMS mark sheet) SIMS will then calculate an overall score for each pupil in each subject. This results in a grade being awarded to one decimal place. Presenting the grade to one decimal place allows progression within a grade to be noticed: for example, a pupil could move from 2.3 to 2.8, showing progression within a grade 2.

Differentiation driven by data:

Skills mapping enables staff to identify the key skills that are preventing a pupil from making progress. Information from skills maps will be used to aid lesson planning, particularly in terms of differentiation as staff will plan to ensure that pupils’ needs are met and any gaps in their learning are addressed.

Intervention:

Following each data entry input, the data is analysed for each year group by Mrs Hingley (Deputy Head, Data) to determine:

  • classes where progress is not being made
  • departments where there is a need to narrow a gap (for example, between PP and non, between males and females)
  • pupils who are not making progress
  • pupils who are predicted not to achieve their target
  • key priorities for each year group (for example, a need to narrow the gap between PP and non, to focus on progress of boys).

From this information, various members of the leadership team are involved in intervention strategies. For example:

  • Mrs Hingley and Miss Wainwright meet to determine the pupils, from the list, who are going to have pastoral interventions. From this, Miss Wainwright meets with Heads of Year, who in turn meet with form tutors.
  • Mrs Hingley and Mrs Robbins meet to determine the pupils, from the list, who are going to have Pupil Premium interventions.
  • Mrs Hingley and Mrs Biddulph meet to determine classes that are to be the focus of SLT learning walks.
  • Mrs Hingley and Mr Moss meet to determine the pupils they are going to have on their intervention list.
  • Mrs Hingley shares the names of pupils who are on whole school intervention lists with all staff. They are responsible for ensuring those pupils are on their in-class interventions strategies document.
  • These pupils are the focus of the RAG (Raising Attainment Group) meetings.

In addition to this, staff also highlight pupils who they think are underachieving and have them on their in-class intervention list. These pupils will be in addition to those raised on a whole-school level.

There are various forms of intervention in operation throughout the school:

  • Whole school data packs: Following the entry of termly progress data, the data manager produces an analysis, highlighting the progress of each year group. This data is used by all HoD and subject staff to understand the performance of groups (PP, SEN, prior attainment, gender) compared to the rest, and the performance of classes. From this, staff understand pupils who have made little progress in 2 terms / 1 year and a plan of intervention is put in place. The data is the starting point for the intervention plan. In addition to this, SISRA is in place from September 2015. Staff use SISRA to understand the progress of their pupils and to determine pupils requiring additional intervention.
  • Mrs Bailey (a member of the admin team) has responsibility for the intervention windows. The two week intervention window is a period where staff enter new data, which allows Mrs Bailey to analyse the impact of the interventions staff have put in place (whether pastoral, in-class or out of class).
  • Line Management Meetings: These take place every two weeks and during the meetings, pupil progress is the focus. The effectiveness of interventions is discussed. SISRA Analytics is used at these meetings to determine the focus of departmental learning walks.
  • Staff identify their own pupils who are a cause for concern in terms of a lack of progress. In addition to the whole school intervention pupils, they have their own list of pupils on their intervention list, which sits with their lesson planning. During the intervention window, they enter new data for pupils on their own and the whole school intervention list.

Training:

In the academic year 2015 – 2016, staff will require training on the system of intervention within the school, the purpose of the intervention tracking window and the use of SISRA.

Whole School Focus:

To ensure assessment has a high priority throughout the school, the following is in place:

  • Assessment, progress and intervention is on two weekly line management meetings.
  • Assessment / intervention / points of progress feature on all departmental meetings. Each HoD is issued with a minimum of two whole school items for their departmental agenda. This ensures consistency across departments and, once again, helps to raise the profile of assessment / progress of all.
  • Examination meetings take place for each HoD and line manager in the first term. This provides HoD with the opportunity to celebrate success and identify action points to improve further.
  • HoY and Form Tutors receive the termly Pupil Progress Report Cards. This enables additional staff to be involved in ensuring pupils make progress. HoY and Form Tutors will talk directly to pupils about their progress, again rising the profile of assessment for all parties.

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