Assessment of Learning
Y7 & Y8
This year has seen the introduction of a new system of assessment across Years 7 and 8 in all of the schools within our Trust. This structure was developed by the Trust’s schools working in partnership to develop a method of reporting that would support the individual progress of every student, and communicate this clearly to parents and carers. By working together this also enables our family of schools to share expertise and standardise student work effectively across subject areas.
In their last report Years 7 and 8 children will have received three grades:
1. Progress: P+/P/P-
This indicates whether they are making:
– More than expected progress (P+)
– Expected progress (P)
– Less than expected progress (P-)
This grading system provides a clear indication of how well they are progressing in each individual subject. At Parents’ Evenings, by looking in your child’s workbooks or by contacting their individual teacher you should be able to see what has contributed to this progress picture in terms of the work they have completed in class and at home, and any assessments they have done.
2.Current Indicator of Attainment by the end of Y11
This measure is intended to give you a broad indication of how well your child could achieve at the end of Year 11, based on everything we know so far. This is in line with the new 9-1 scale for GCSE grades with 9 being the highest grade and a 4 being broadly equivalent to the current C grade. From 2017 the Government has indicated that a ‘good’ pass will be defined as a 5 on this new scale.
We use information from a range of sources including CATs tests, performance in their KS2 SATs, Progress tests in English, Maths and Science and most importantly, the progress they are making in their class work and internal assessments to provide this indication.
There is obviously a long way to go from Year 7 to Year 11, so this is a guide only, and not intended to be a fixed or definitive destiny. The indicators will be reviewed at each assessment point as teachers get to know your child better, and a greater range of evidence is accumulated with which to assess their potential. Some subjects where students will not have had as much exposure to subject specialism – such as Art, Music, Sport and Drama – and which are not as closely linked to test performances, will change more regularly and rapidly as staff see more subject-specific evidence of your child’s potential in these areas. As an example, if your child is regularly receiving a P+ in any individual subject, then you should expect to see their Current Indicator (CI) move up.
3. Home Learning Comment
Home learning comment score gives an indication of how much effort a student is committing to their home learning.
Key Stage 4 + 5 Reporting
From 2018, the majority of GCSE subjects are awarded on the new scales of 1 to 9, 9 being the highest award.
For each subject in years 9,10 and 11, you will be given 3 indications of how well your child is currently doing. If the ECP matches the MTG then you are on target to meet that grade:
An End of Course Prediction(CPP) : The current prediction of your grade at the end of Year 11. This is based on how you are currently working in that subject and any assessments you may have taken so far.
A Minimum Target Grade: Set at the start of the GCSE course and reviewed in Year 10
ATL: Attitude to Learning. This will be based on your aptitude as a Learner and how well you are demonstrating learning behaviours in lessons and with any independent work you are set.
A Home Learning Comment Home learning comment score gives an indication of how much effort a student is committing to their home learning.
Progress Summary
Progress Indicator | |
|---|---|
Progress grades give a broad indication of the subject progress a student is making, based on their homework, classwork and subject assessments. | |
P+ | More than expected progress |
P | Expected progress |
P- | Less than expected progress |
Current Indicator of Attainment
CIAs are set using nationally benchmarked data and reviewed using ongoing assessment information to give a broad overview of future potential. | |
|---|---|
Exceeding National Expectations (Ex) | Showing the potential for a GCSE grade of 8/9 |
Above National Expectations (Ab) | Showing the potential for a GCSE grade of 6/7 |
In Line with National Expectations (IL) | Showing the potential for a GCSE grade of 4/5 |
Working Towards National Expectations (WT) | Showing the potential for a GCSE grade of 1/2/3 |
Attitude to Learning Score
Attitude to learning scores give an indication of how much effort a student is committing in their classwork. There are 4 levels which are outlined below * Students well below school attendance expectations (unauthorised abs) will be given a 4 | |
|---|---|
1 | Always applies effort and takes full responsibility for learning with a desire to constantly excel |
2 | Mostly takes responsibility for learning and will seek feedback to improve |
3 | Work is not always completed on time and/or the quality may not represent their best effort |
4 | Not yet taking responsibility for learning and finished work often lacks the indication of effort |
Home learning Comment
Home learning comment score gives an indication of how much effort a student is committing to their home learning | |
|---|---|
1 | Home learning is routinely completed on time or a head of the deadline. Work is of the highest quality |
2 | Home learning is completed mostly by the deadline. The work completed mostly meets the brief set and is of an acceptable quality |
3 | Home learning is inconsistently submitted. When completed, work is of a minimum standard only |
4 | There is a cause for concern with Home learning and submission of work. This is an area in need of urgent attention |
Cognitive Abilities Tests
- Purpose of CAT4: The Cognitive Abilities Test (CAT4) helps students and teachers understand learning styles and academic potential by assessing non-verbal, verbal, quantitative, and spatial reasoning.
- Usage at Stratton School : CAT4 results guide teachers in tailoring learning approaches and identifying the need for additional support or challenges.
- Assessment Structure: CAT4 includes tasks on shapes and patterns, words, numbers, and visual images, focusing on reasoning skills rather than learned knowledge.
- Preparation Advice: It is advised against practicing for CAT4 to maintain the reliability of the test scores, similar to an eye test.
Parents can support their child during CAT4 testing by:
- Avoiding Practice: It’s important not to practice ahead of the test, as this can affect the reliability of the scores. Think of it like an eye test; practicing can lead to inaccurate results.
- Understanding the Test: Familiarize yourself with the test format and reassure your child that it’s not about learned knowledge but about understanding their cognitive abilities.
- Providing a Calm Environment: Ensure your child is well-rested and relaxed on the day of the test.
- Discussing Results: Engage with the school to understand your child’s results and how they can be used to support their academic development.
Reading Age Testing
At our school, we use reading age test data to help us understand each pupil’s reading ability and to support their progress effectively. NGRT/FFT is a nationally standardised assessment that measures reading skills such as decoding, comprehension and vocabulary. From this, each child is given a reading age, which indicates the level at which they are currently working compared to national expectations.
We carry out NGRT/FFT assessments at key points during the year to track progress over time. The results help teachers to identify strengths and any areas where additional support may be needed. This information is used to plan high-quality teaching in the classroom and to ensure that all pupils are appropriately challenged.
Where a child’s reading age is below their chronological age, we may provide targeted reading interventions. These may include small-group support, structured reading programmes, or additional practice in key skills such as fluency and comprehension. Equally, pupils who demonstrate strong reading ability may be given extension opportunities to further develop their skills.
By regularly monitoring reading progress through NGRT, we can ensure that every child receives the right support at the right time, helping them to become confident, capable and enthusiastic readers.
What does “reading age” mean?
A reading age is a way of describing a child’s reading ability in comparison to the typical performance of children nationally. It is expressed in years and months.
For example:
- A child with a reading age of 10 years 6 months is reading at the level expected of an average 10½-year-old.
- If that child is aged 9 years, they are reading above expected levels.
- If they are aged 11 years, they may need additional support to help close the gap.
It’s important to understand that reading age is not a label, but a useful guide. It helps teachers:
- Identify whether a child is working at, above, or below age-related expectations
- Track progress over time
- Plan appropriate support or challenge
Reading age looks at key aspects of reading, including understanding of vocabulary, comprehension of texts, and the ability to make meaning from what is read. It gives us a clear snapshot of where a child is in their reading journey so we can best support their development.