Assessment

The core purpose of assessment is to identify gaps in knowledge and address these gaps through rigorous teaching and learning opportunities. Only by identifying and addressing gaps in knowledge and skills do pupils progress to the next stage in their learning. We will report summative assessment data to parents and pupils at intervals across the academic year.

Years 7 & 8

In Years 7 and 8 pupils will receive 2 reports per year showing an attitude to learning grade and an attainment grade. The last progress summary report of the academic year will include a statement from the child’s tutor informing parents of how their child has developed through the academic year.


Attitude to Learning grades

Attitude to Learning grades are awarded using the criteria given in the pupil planner. View the Attitude to Learning grade criteria.


Attainment grades

The grading system used in Year 7 and 8 is not a national system as national curriculum levels have now been removed. At Kettlethorpe High School we use ‘progression steps’. These steps are from 1 to 8 with Step 1 being the lowest and Step 8 the highest. We expect most pupils at the start of Year 7 to be at Step 4 or Step 5 in core subjects. This reflects age related expectations. Classroom teachers will also use a, b & c to help give a fine grade analysis which is explained below:

  • 4A means a strong Step 4, confident in almost all aspects of the Step and almost at Step 5.
  • 4B means a secure Step 4.
  • 4C means starting at Step 4 and beginning to understand the skills and knowledge for this Step.

On average we would expect pupils to move up one step per year, so attainment that increases by more than one step would be good progress. Baseline assessments take place in the first half term and progress will be measured from that baseline.

Working at age related expectations would indicate that a pupil is working on Step 4 or 5 in Year 7 and on Step 5 or 6 in Year 8.

Some subjects are taught less frequently than others and some subjects will be new to pupils at secondary school. In these cases you may find that your child does not make the same level of progress or the starting point is lower than that for the core subjects. To avoid confusion, we do not report progress for a small number of subjects.

Evidence suggest that there is a close correlation between the attitude to learning (ATL) grade awarded to your child and the level of progress they are making. We therefore suggest when reading your childs report that you pay particularly close attention to the attitude to learning (ATL) grade.


Target stickers

Target stickers show the step that pupils are expected to achieve by the end of the academic year, given as a whole step. These are based on English and maths SAT scaled scores and do not fully reflect a pupils strengths across a wide range of different subject areas, including practical areas such as art or PE.

Years 9, 10 & 11

In Year 9 and 10 pupils will receive progress reports 2 times a year as they approach their final GCSE year. The last progress summary report of the academic year will include a statement from the child’s tutor informing parents of how their child has developed through the academic year.

In Year 11, summary assessment grades will be collected by staff at least 3 times. This may change if we feel more information is required to support intervention or government policy changes with regards to assessment.

In Years 9, 10 and 11 staff will provide a predicted grade for the end of Year 11 when completing assessment summaries. The predictions will be based on a variety of evidence including classwork, test results, homework etc. If a pupil predicted grade is the same as their target grade, this will indicate a pupil is making very good progress.


Attitude to Learning grades

Attitude to Learning grades are awarded using the criteria given in the pupil planner. View the Attitude to Learning grade criteria.


Target stickers

Targets are provided for the end of the academic year and for the end of Key Stage 4.