In Years 7 – 11 and in the Sixth Form students are set ambitious target grades based upon prior attainment.
Year 7, 8 and 9:
In Year 7, 8 and 9 students receive target grades in each subject linked to their GCSE targets:
‘Exceeding’ Your child has a Year 11 GCSE target grade 7 - 9
‘Secure’ Your child has a Year 11 GCSE target grade 5 - 6
‘Developing’ Your child has a Year 11 GCSE target grade 3 - 4
‘Emerging’ Your child has a Year 11 GCSE target grade U - 2
Assessment grids have been produced by each subject linking these target grades to each subject skill. You can find these subject assessment grids in your child’s exercise books and lower down on this page for each curriculum area.
Year 10 - 11:
In Year 10, students receive a GCSE Minimum Target Grade (MTG) which they carry into year 11.
GCSE's are graded 1 - 9.
In Year 12, students receive an A level target grade A* - E which they carry into year 13.
In each year group there are three rounds of tracking based on ‘common assessments’ as well as other teacher assessment and observations.
In Year 7, 8 and 9 assessment is reported using Exceeding / Secure / Developing / Emerging.
In Year 10, students receive a 'Working at' grade band; in Year 11 they are tracked at a single 'Working at' grade.
In Year 12 and 13, students are tracked using A level 'Working at' grades.
We advise parents to review their child’s tracking carefully so success is celebrated and areas that needs improving become a particular focus for improvement. Any concerns should be directed towards the relevant member of staff.
All students in Key Stage Three sit formal exams once a year.
In Key Stage Four students sit formal exams at the end of year 10 and there are three periods of mock exams in year 11.
In Key Stage Five students sit formal exams at the end of year 12 and have a period of mock exams in year 13.
The School Feedback Policy is based on the principle of instant teacher feedback and instant student action. Feedback happens in the following ways:
- Live feedback – teachers check students’ work and use a visualiser for live sampling.
- Front end feedback – misconceptions are identified and success criteria shared.
- Register feedback – students review/share their learning at the start of the lesson.
- Strategic sampling – every fortnight, teachers carry out a review on 5 books for every class and feed back to the whole class.
- Quick check – the teacher reviews all books. Teachers direct students to use red pen for ‘metacognition moments’ and following feedback students review, evaluate and correct their work. In-between lessons, teachers reflect on the common weaknesses and the knowledge of the class and amend their lesson plans accordingly.