Assessment Data and Reporting (November 2019)
At Charlton school parents and students receive information on Progress, Attainment and Behaviour for Learning at the following points of the year:
- Year 7 – November and March
- Year 8 and 9 – October and February
- Year 10 – October, January, February, April and May
- Year 11 - October, January, February and April
- Year 11 receive an annual report in January
- Years 7-10 receive an End of Year report in July
The Progress Tracking grids received by students during the year in Years 8-10 follow the format below:
Col-A: Subject Identification.
Col-B: Current Working at Step - This is the grade that a student is working at now based on most recent assessments.
Col-C: End of Year Target Step - This is the grade that based on your child’s starting point we would expect them to be achieving by the end of the current academic year.
Col-D: GCSE Target Step – This is the minimum grade we would expect students to be aiming for at the end of year 11. This target is based on performance at the end of year 6 measured from National Curriculum tests.
Col- E: Attitude to Learning – Scored from 1-4 using the criteria shown below.
Col-F: Progress from Previous Assessment – Indicates whether the working at grade has improved, remained the same, or gone down when compared to the previous assessment point.
Attitude to learning (ATL) grades are judged using a ‘best fit’ approach on the following criteria:
- An independent, resilient learner who inspires others.
- Learning extends outside the classroom.
- Respectfully asks insightful questions to further their learning.
- Acts quickly and responsibly when responding to feedback.
- Resilient and self-motivated.
- Takes pride in the presentation of their work.
- Works hard and stays focused on the task; shows a willingness to help others.
- Responsibility: completes work to the best of their ability.
- Listens respectfully and contributes positively.
- Responds positively to all ‘close the gap’ comments and asks for help when needed.
- Prepared for lessons with correct equipment.
- Respects the learning environment and keeps it clean and tidy.
Needs to Improve (3)
- Gets involved in off task behaviour and can be distracted by others.
- Completes work but not to the best of their ability.
- Avoids asking for help and doesn’t respond fully to ‘close the gap’ comments.
- Needs to follow instructions first time.
- Doesn’t always have the right equipment.
- Shows a lack of respect for the learning environment.
Cause for Concern (4)
- Lacks concentration and distracts others.
- Avoids work and doesn’t ask for help.
- Makes inappropriate comments and talks over the teacher.
- Finds opportunities to be out of seat or leave lessons.
- Does not have the right equipment.
- Shows no respect for the learning environment or classroom resources.
How are GCSE Target Step and End of Year Target Step calculated?
When your child joins Charlton School, we use their Key Stage 2 SATs results to generate a flight path to provide guidance on their minimum expected progress from the beginning of year 7 to the end of year 11. A graph similar to the one shown below shows what the expected progress could look like. The progress tracking sheet shows this progress against their personal flight path by the colour coding blue, green, amber and red, representing working above, at, slightly below and well below.
It should be noted that a child arriving at Age Related Expectation from primary school would be arriving at step 1+, therefore the end point would be set to a minimum GCSE target of Step 5-. This is shown in the table below :
In some subjects such as MFL, Technology or Drama, students have an adjusted starting point (baseline) despite their average English and Maths result as it will be a new subject of study. The final assessment point is however held as generated by the average of their Key Stage 2 English and Maths assessments.
Year 7 reports
Year 7 do not receive tracking grids with numerical grading as they are not following GCSE courses. They receive end of term reports in November and March which give a number of ‘can do’ statements across every curriculum area, enabling students to understand what skills and knowledge they have achieved and which they must focus on in order to continue to make progress. In addition, students receive an Attitude to Learning score in line with the guidance given above. An example of the section of the report for Computer Science is given below:
Availability of Reports
Hard copies of Progress Tracking Grids are given to students and tutors. End of Year reports are handed to students to take home to parents. All reports including KS3 termly reports for Year 7 are available electronically on My Child at School (MCAS) and are able to be printed by parents and carers whenever necessary.