1. Assessment and Reporting at SHOM

2. Assessment and Reporting
Most of the information you and your daughter will get about how she is doing will not come via our assessment and reporting system
Overview of knowledge and skills covered in each subject
Instructions and success criteria for tasks
Homework and class work
Feedback from teacher: in books, in lessons
Notes in school planner
Mini test results
Teacher comments on parents evenings
Dialogue between teachers and pupils, parents and their daughters, teachers and parents will be the most useful way to find out about your daughter’s attainment and progress. The examples above will give specific information about the knowledge and skills teachers want your daughter to gain and how well she is doing.

3. Assessment and Reporting
Common language to enable dialogue about attainment:
However, all schools need a common system to help share information with pupils, parents, between teachers and between school leaders and teachers.

4. Background
2013 End of National Curriculum levels announced New National Curriculum produced for KS1, 2 and New rigorous GCSEs and A levels announced September 2015 Schools devise own assessment systems for KS3 Summer 2016 New KS2 tests (scaled score ) Progress 8 first used Summer 2017 New 9-1 GCSEs in English and Maths Some new A levels Summer 2018 New 9-1 in most other subjects More new A levels
This has been a period of major change for schools and the education system as a whole.

5. Background
Schools have freedom to establish their own assessment system as long as it… provides comparison against expected standards is easily understood by pupils and parents is focused on the knowledge and skills that pupils need to acquire provides early recognition of pupils who are falling behind or excelling drives quality of teaching enables feedback to pupils is benchmarked against the best local and international practice
Schools have had to devise a KS3 system that fulfils many duties set by the Government.

6. Our approach to assessment
Knowledge and skills outlined in the new KS3 National Curriculum
Knowledge and skills required for a Grade C/B
Expected standards
by the end of Year 9
New scaled scores for KS2: ‘100’ = expected
Knowledge and skills required for a Grade 4 or Grade 5 at GCSE
We have devised a system based on establishing end year standards for Year 9 by considering:
the Government’s expectations as laid out in the most recent version of the National Curriculum
what a Year 9 pupil would need to know and be able to do by the end of Year 9 to gain a Grade 4/5 (C/B) at GCSE in Year 11.

7. Our approach to assessment
Knowledge and skills outlined in the new KS3 National Curriculum
Meeting
Expected standards by the end of Year 9
Knowledge and skills required for a Grade 4 or Grade 5 at GCSE
We have called this ‘Meeting’ expected standards by Year 9. We then considered what that would mean by Year 8 and Year 9.

8. Our approach to assessment
Working well above
Working above
Meeting
We want our system to recognise those students who have attained more than this by the end of the year and those who have yet to reach that standard. So for each year group, as well as establishing expected standards, we have outlined what we would expect for pupils who are working above this level, working well above, working towards and working below.
Working towards
Below

9. Our approach to assessment
Working well above
Departments have produced descriptors outlining the knowledge and skills pupils will need to demonstrate in each year
Departments have produced assessments so pupils can demonstrate the knowledge and skills they have mastered
Working above
Meeting
Working towards
Below

10. https://sacredheartofmary.net/
These descriptors can be found on our website.
NB Departments produced these in 2014, when the government initially ended KS3 levels. We are reviewing these now partly because departments have a clearer idea about the standards expected in the reformed GCSEs and A levels and because we recognise the need to regularly review and to improve the quality of our curriculum where necessary.

11. Our approach to assessment
Working well above
Departments have produced descriptors outlining the knowledge and skills pupils will need to demonstrate in each year
Departments have produced assessments so pupils can demonstrate the knowledge and skills they have mastered
GCSE 9/8 (A*)
Working above
GCSE 6/7 (A/B)
Meeting
GCSE 4/5 (C/B)
As well as using their own descriptors, teachers are encouraged to link our standards to future GCSE grades to help them assess attainment.
So when a teacher suggests a pupil is ‘working above’ in a subject they are indicating that if that pupil continued to attain in a similar way until the end of Year 11, they may gain a GCSE grade 6 or 7.
Working towards
GCSE 3/2 (D/E)
Below

12. Our approach to assessment
KS2
KS3
KS4
115 or more
5-10%
Working well above
9/8 (A*)
Between
30-40%
Working above
6/7 (A/B)
Between
35-50%
Meeting
4/5 (C/B)
We also have linked KS2 attainment to our system so the KS2 scaled score can give us a baseline. Please note that we do recognise that a student is much more than their KS2 score and will use our own internal assessment to get a full picture of where a student is in their learning by Year 7 particularly in subjects like Music and Drama where a score in Maths and Reading may not necessarily indicate ability at those subjects. Linking KS2 to our system enables us to get a picture of the overall make-up of a year groups. The percentages on the left are reached using figures from KS2 tests results of our intake over the last 3 years and are another rough guide we can give to staff as they apply our system in their own subject areas. The percentages on the left are the GCSE results from this year’s GCSE cohort which show a similar picture which we also share with staff.
Between 91-98
5-10%
Working towards
3/2 (D/E)
90 or less
0-2%
Below
1 (F or below)

13. Our approach to assessment
Our KS3 assessment system is used on reports (3 times a year) Our system may also be used for periodic assessments carried out by departments

14. Our approach to reporting
We report on your daughter’s attainment based on our expected standards for her year. Your daughter gets 3 reports: Autumn, Spring and Summer. Autumn and Spring reports state whether her teachers think she will be meeting, working above etc… by the end of the year. Her Summer report whether she has met, is working above etc…our expected standards for her year

15. Our approach to reporting

16. Our approach to reporting

17. Our approach to reporting
The predictions and judgements on reports will be based on a wide- range of evidence about your daughter’s attainment:
Class work and homework
Oral contribution and participation in class
Performance in assessments

18. Our approach to reporting
We assess progress by considering both a pupil’s starting point (KS2 SATs) as well as performance in previous years for Year 8 and 9.

19. Our approach to reporting
We have changed our reports for this year. We have decided to move the written part of the report from Summer to Spring. We are moving the focus from summarising how your daughter has been in different subjects to what key things she needs to do to improve.

20. Our approach to reporting
Your daughter will be given up to 3 written targets. They will be:
Specific
Personal
Practical
Help us…what information do you need?

21. Our hope 1. Our assessment is clear and easy to understand
2. It is focused on improvement:
with an indication of where your daughter is heading if she continues to work and attain in a similar manner.
with clear mid-year targets
3. It provides a structure but is not the main focus in lessons or in school life

22. Our hope Thanet Band practice I need to spend more time on… 11/12
ratio
Macbeth
personification
Coastal erosion
My strengths are…
Area of a circle
chromatography
Your daughter’s school experience should be focused on what she needs to know and needs to know how to do. She should be given clear feedback on what she can do and what she needs to work on. Her head should be full of this and the joys of school life in general. She should not thinking about our assessment system. This is merely a useful tool to share information. Your daughter knowing she is ‘working above’ expected standards in History by the end of Year 7 does not help her very much. Your daughter knowing what she needs to learn in each subject and how well she is doing (i.e. the specifics) is much more helpful and likely to lead to improvement and so is far more important.
Russian Revolution
Hinduism
Netball match