HELSBY HIGH SCHOOL ASSESSMENT, RECORDING, REPORTING … · • teacher Assessments at the end of KS3 for all subjects • unit/modular tests in some subjects • annual examinations
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Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
1
HELSBY HIGH SCHOOL
ASSESSMENT, RECORDING, REPORTING AND TARGET SETTING POLICY
There are four sections to this policy:
1. Rationale and Aims
2. Practice in the School
3. Responsibilities and Duties 4. Appendices
1. RATIONALE AND AIMS
“Overall the purpose of assessment is to improve standards, not merely to measure them”
“The quality of assessment has a significant impact on attitudes to learning and on
attainment in schools by stimulating and challenging students to work hard and by
encouraging teachers to focus on how to improve the learning of individual students”
“The core purpose of assessment is to move students on in their learning”
Aims • to provide clear guidelines on the Helsby High School’s approach to assessment,
recording, reporting and target setting
• to establish a coherent approach to assessment, recording, reporting and target setting
across all faculties
• to provide a system that is clear to students, staff, parents and other stakeholders
• to monitor and record students’ progress
Rationale
• assessment is demanded by everyone
• assessment should inform teaching, learning and progress
• assessment should be manageable and useful
• assessment has to give understandable information to everyone
• assessment has to help set achievable targets for future improvement
• assessment has to give information about strengths and weaknesses
• assessment has to compare achievement and progress against prior attainment between
students
• assessment has to evaluate the success of teaching strategies providing an indication of
what works and what does not work
• assessment has to be positive, provide motivation and the hope of a successful way
forward
• assessment has to involve students and should include them assessing their own work and
the work of others
Assessment must be:
• manageable and useful
• a reliable source of information
• positive and support success
• understandable to students, parents and teachers
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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• an essential part of teaching and learning • in line with National Curriculum requirements
Purposes of Assessment
Assessment may be used in a variety of ways for a variety of purposes.
It may be:
• Formative
recording what has been achieved, what needs to be done next and setting realistic,
achievable learning goals to enable the students to reach their target grades for the future
• Summative
recording a student’s overall achievement
• Diagnostic
identifying a learner’s strengths and weaknesses which prompts appropriate guidance and
support
• Evaluative
providing information that would help to evaluate the effectiveness of the curriculum and
the success of teaching strategies
• Informative
providing information for reports to parents
The most important purpose of assessment is to try and motivate and encourage by:
• involving students in the learning process through explaining the reasons for the
assessment and its relationship to the course
• recording positive achievement which contributes to a summative statement
• making sure that students are fully aware of assessment objectives and the criteria for
success
• discussion of performance and establishing clear, achievable targets for students
2. PRACTICE AT HELSBY HIGH SCHOOL
(i) Assessment in Lessons
There are a range of processes to inform and improve student progress:
• a variety of assessment formats are used including practical work, student
presentation, coursework, fieldwork, written exercises, group work as well as
informal assessment such as question and answer
• minimum targets are available for all students in either National Curriculum levels
or GCSE grades
• there is a termly review of progress against targets of all students in all subjects by
subject teachers
• termly reviews will inform the Heads of Department in their decision to review
student groupings which can take place termly, with reports to Line Managers
• records of all assessments including regular marking should be kept by all
teachers in either a written or electronic format and should be available for
reference to subject leaders and members of the Leadership Team
• end of unit/module tests are used to gather summative assessments. Such tests
must be used to inform teaching and identify gaps in students learning
• schemes of work should indicate key assessment points and their contribution to
the review of student progress
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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• lessons should provide opportunities for self and/or peer assessment which allow
students to review the extent to which they have met the learning objectives
• students must have access to level/grade descriptors to aid their learning. These
descriptors should be on display in teaching rooms and can be in student’s books
(ii) Formal Assessments
Are undertaken throughout the student’s time at Helsby High School with data used
to inform progress.
We aim to gather a comprehensive range of prior attainment data on entry to the
school. Where it is not available we refer to universal baseline assessments carried
out by the SENCO and team.
Data collected includes:-
• Key Stage 2 results
• teacher Assessments at the end of KS3 for all subjects
• unit/modular tests in some subjects
• annual examinations for all year groups
• assessing pupils’ progress (APP) criteria in English, Maths, Science and ICT
(iii) Target Setting
An essential part of improving achievement is to agree targets with each student that
are aspirational. Targets and progress being made towards them will be discussed
regularly with students and their parents.
• Targets set should be SMART (specific, measurable, achievable, relevant and
time limited.
• At least one student progress target is agreed with each teacher as part of the
Helsby High School’s Performance Management Policy.
• Parents receive information about progress of their child against agreed targets
regularly through the school reporting schedule and parents consultation meetings.
• The governing body receives information on progress throughout the year to
enable it to make informed decisions when agreeing targets and monitoring and
evaluating progress.
(iv) Reporting
Is in a variety of formats
• interim summative reports for all students (two per annum)
• a full formative report once per year
• a Parents Consultation Evening once per year
• the publication of teacher assessments for all subjects
• the publication of GCSE results
• Helsby High School Annual Awards evening
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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(v) SEND
The SENCO and team use the extensive data from primary school to highlight any
pupils who may require further support. If necessary, the following diagnostic tests
are used:
• The WRAT3 and NMRA are used to measure progress.
• The BESD provides baseline assessments to identify problems and to measure
outcomes.
3. RESPONSIBILITIES AND DUTIES
The LA will by agreement:
• support Helsby High School to deliver all aspects of the Policy
• assist the school in setting realistic targets for achievement in both Key Stage 3 and Key
Stage 4 and KS5
• monitor the effectiveness of the school by measuring the value added component
• assist in the provision of INSET needs
The Governing Body will:
• support the school to deliver all aspects of the Policy
• ensure that the Assessment Policy is regularly reviewed and updated
• set realistic targets for achievement at Key Stage 3, Key Stage 4 and Key Stage 5
.
The Leadership Group will:
• undertake a regular review of the Policy through inspection and ‘Specific Reviews’
• support and monitor the different staff teams in the implementation of assessment,
recording and reporting practices
• be responsible for the maintenance of the SIMS Assessment Manager and Bromcom
database
• ensure that there is a coherent strategy for the effective management of performance
data
• set evidence-based student progress targets which are agreed for all students in all
subjects. These targets are reviewed annually
• monitor student progress towards their targets
• ensure staff receive training on the interpretation and use of data to inform their
planning
• periodically measure the ‘value added’ of individual students and groups in order to
recommend whole school targets for achievement to the Governing Body.
• make use of RAISE online, FFT, Alis and other sources of data to assist with the target
setting process across the school
Heads of Department will within their subject areas:
• support Department members in the implementation of the Policy
• ensure that their Assessment Policy is regularly reviewed and updated
• plan assessment opportunities into their schemes of work and regularly evaluate their
effectiveness
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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• establish agreed subject criteria for assessment and marking which conform to whole
school guidelines and meets the criteria for APP
• monitor the consistency of assessment and marking.
• ensure that assessment information is systematically recorded and appropriate
information provided for the SIMS Assessment Manager / Bromcom database
• analyse performance data, monitoring progress of students towards their targets
throughout the year
• use assessment information for setting students
• agree their subject contribution to the assessment of cross-curricular themes such as ICT
and citizenship
• identify the INSET needs of their team
• maintain a portfolio of assessed work to ensure consistency of standards
• ensure that their Department meets the report deadlines and standards
SENCo will:
• analyse performance data and monitor progress for each SEN student
Subject Teachers will:
• gain the necessary expertise and knowledge about data analysis through training
• ensure that students have a clear understanding of the assessment criteria (NC levels,
GCSE and AS/A2 grades)
• regularly assess and mark students’ work employing a range of assessment styles
• use the results of all assessments to monitor progress and plan future learning tasks
which match student capabilities
• motivate students by giving them a clear picture of their level of performance, what they
have done well and what they need to do better next time
• contribute to the assessment of cross-curricular themes e.g. ICT and citizenship • celebrate success in meeting targets using the School’s reward systems
Form Tutors will:
• ensure that student files are kept up-to-date
• undertake mentoring interviews following the school’s guidelines
• be responsible for ensuring that the different types of report for their tutor group are
correctly completed
• monitor progress on a regular basis (including the regular checking of pupil planners)
Students will:
• regularly review their work and negotiate learning targets with their subject teachers
and form tutors and record the information in their planners
• ensure that targets are recorded in their exercise books as appropriate
• seek advice about what to do to improve
• immediately act upon the advice given by their teachers
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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Parents will:
• be involved in regular communication with the school in order to understand the
learning needs of their son/daughter
• assist their son/daughter in achieving the learning targets
• regularly monitor the use of the planner
• attend Consultation Evenings
Review date: Spring 2012
Next review date: Spring 2015
SIGNATURES
Head teacher ……………………………………………
Governor ………………………………………………… (Chair or named Governor)
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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APPENDICES
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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APPENDIX A
Reporting Staff Calendar 2011-2012
See separate Excel document
T:\Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment
Recording and Reporting and Target Setting Policy 2012 Appendix A.xls
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
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APPENDIX B
Assessment Data 2011 Strategy
Managing Assessment
Aim of the strategy
• To provide a system to monitor and record students’ progress which is clear to students, staff,
parents and other stakeholders.
An assessment system must be:
A system that really tracks student progress.
Used easily and frequently by staff.
A system where action follows the tracking outcomes
One that detects lack of progress
One that leads to intervention.
An effective system will:
Assess student progress a minimum of three times per year
Clearly demonstrate what happens to the assessment data
Have leadership group accountability
Have department accountability
Have Individual teacher accountability
Provide appropriate intervention
Involve all students
Current Position
We are a data rich school however; the data is not easy to access. Targets are set based on: FFTD
provides target grades for the end of each key stage in for KS3 and KS4. The Alis predictors, based
on average GCSE points score, provide the minimum targets at KS5. Students’ targets can be
increased to provide further challenge.
Progress is assessed three times a year and RAG rated. Student progress is monitored by teachers,
tutors and learning managers for each year group. Any students who are underperforming are
subject to intervention.
The story behind the under performance and the outcome of any intervention is not shared with
staff.
We need a system that is inclusive; accountable; effectively monitored and provides a data story for
any underachievement.
Staff Handbook\Section H - School Policies and Procedures\Non Statutory Policies\Assessment Recording and Reporting and Target Setting Policy 2012 Reviewed : Spring 2012 By:GCL
Date for Next Review: Spring 2015
10
Process
After each assessment point, individual student progress is compared to their target grades
and the data is RAG rated by the data manager.
Any underperformance is identified his information shared with the relevant staff:
1. Subject teachers; Head of Department;
2. Tutor Learning Manager and Head of Year
The Key Stage Intervention group oversee the intervention and provides support for the
students and staff.
Subject staff will use the assessment data to track progress and plan intervention.
Learning managers work with their year teams to provide support for the students and the
departments. In addition, provide an overview for the intervention group.
The intervention group will provide information to Head of Year and SLT
Intervention is monitored by the department and the form tutor who report to the
intervention group and the learning managers.
Intervention groups
KS4: Core Heads of Department; Learning manager for Y11; SLT link
KS5: Head of Department, Head of Y12 Head of Y13; SLT link
Outcome
Any underachievement has a detailed but succinct commentary that takes account of any
academic or pastoral factors.
Clearly demonstrate intervention after the assessment alerts
Shows reaction to the intervention
Overall the purpose of assessment is to improve standards, not merely to measure them. The
quality of assessment has a significant impact on attitudes to learning and on attainment in schools
by stimulating and challenging students to work hard and by encouraging teachers to focus on how
to improve the learning of individual students. The core purpose of assessment is to move students
on in their learning.
GCL November 2011
APPENDIX C
Target Setting Summary 2011
Year Target Based
on:
Information Target Set SIMS BROMCOM
7 FFTD Not in school yet. FFTD provides the minimum
target grade at the end of KS3. The target can be
higher than the minimum by negotiation with staff
and student
2011
8 FFTD FFTD provides the minimum target grade at the
end of KS3. The target can be higher than the
minimum by negotiation with staff and student.
September 2010 Correct Correct
9 FFTD FFTD provides the minimum target grade at the
end of KS3. The target can be higher than the
minimum by negotiation with staff and student
September 2009 Correct Correct
10 FFTD FFTD provides the minimum target grade at the
end of KS4. The target can be higher than the
minimum by negotiation with staff and student
September 2011 Correct Correct
11 FFTD FFTD provides the minimum target grade at the
end of KS4. The target can be higher than the
minimum by negotiation with staff and student
September 2020 Correct Correct
12 Alis The Alis predictors are based on the student’s
average GCSE point score and provide an AS
target grade. The target can be increased in
negotiation with student and staff
September 2011 Adjusted Nov 2011
correct
Correct
13 Alis The Alis predictors are based on the student’s
average GCSE point score and provide an A2
target grade. The target can be increased in
negotiation with student and staff
September 2011 Correct Correct
APPENDIX D
Plan for Target Setting 2011.2012
PLAN FOR TARGET SETTING
2011 – 2012
AIMS
To raise the profile of Target Setting across the school.
To increase awareness and understanding of the Target Setting process.
To involve subject staff, form tutors and pupils more in the Target Setting process.
MAIN FEATURES
To continue to use FFT ‘D’ as a baseline target in Years 7 – 11.
To continue to use ALIS in Years 12 and 13.
To identify specific ‘Target Time’ for each year group in conjunction with Reporting Schedule.
To introduce discussions between subject tutors and pupils and form tutors and pupils about targets.
To introduce a proforma for use during discussion time and for recording agreed targets.
To explore more form tutor time for Target Setting.
Proposed Timings
Year Group
Proposed Activity
Proposed Outcomes
Monday 18 July 2011 Year 10
Current Discussions with Form Tutor
Pupils provided with A5 copy of Progress
Review Sheet
Review of Targets
Suggested intervention strategies
Progress is evaluated
Academic targets set for
September 2011
Intervention strategies recorded
7 September 2011 Year 10 Pupils are given a copy of the FFT ‘D’ GCSE
Predictor for each subject on an A5 sheet to be
glued into planners
Form tutors explain these to pupils
These will be discussed with subject teachers
over the first two weeks in September
Pupils are informed about their
Predictor for GCSE
Week commencing
12/09/2011
Year 10 Discussions with subject tutors re target grades
Negotiation to raise their target using FFT ‘D’
Predictor as starting point
Targets recorded on proforma and glued in
subject exercise book or planner
Pupils are fully involved in the
target setting process and are
aware of targets in each subject
Targets are visible in subject
exercise book or planner
7 September 2011 Year 8
Year 9 Pupils are given a copy of their Agreed Target
Level for end of KS3 for each subject on an A5
sheet to be glued into planners
Form tutors explain these to pupils
These will be discussed again with subject
teachers in November before Interim
Assessments
Pupils are reminded about their
Agreed Target Grade for end of
KS3
September 2011 Year 12 Pupils and subject staff use chances graphs to
calculate provisional targets based on average
GCSE points score
These grades are checked by subject and form
tutors and an appropriate grade is agreed
Provisional grades may be amended once ALIS
target data is returned to school
Students are fully involved in the
target setting process and are
aware of provisional targets in
each subject
Proposed Timings
Year Group
Proposed Activity
Proposed Outcomes
October 2011 Year 12
Year 13
Consultation Evening for parents with form
tutors (same evening as Year 7) BTEC students
can also see their BTEC tutors at the Upper
Sixth Consultation Evening
ALIS target data (GCSE and test based)
returned to school
Targets and chances graphs explained in Year
12 assembly
Conversations with subject tutors to negotiate
targets (subject to minimum requirements).
Any changes to DB
Minimum target grades/chances graphs
recorded in student planners
Chances graphs and letter sent home to parents
(Progress discussed at Menai this year)
Upper Sixth Interim Assesssments process:
learning conversations with subject staff,
targets reviewed, grades and strategies going
forward agreed; staff fill in grades on SIMS;
meetings with form tutors to review overall
position; agreed targets from this meeting sent
home to parents
Upper Sixth Consultation Evening (1) – Year
12 BTEC students also invited
Proposed Timings
Year Group
Proposed Activity
Proposed Outcomes
Weeks commencing
31/10/2011 and 07/11/2011
Year 10
Year 12
Review discussions with subject staff re target
grades
Negotiation to raise the target using FFT ‘D’
Predictor as starting point
Any change in targets recorded on proforma
and glued in subject exercise book or planner
Lower Sixth Interim Assessments process:
learning conversation with subject staff, targets
reviewed, grades and strategies going forward
agreed; staff fill in grades on SIMS; meetings
with form tutors to review overall position;
agreed targets from this meeting sent home to
parents
Pupils are fully involved in the
Target Setting process and are
aware of targets in each subject
Targets are visible in book or
planner
Weeks commencing
28/11/2011 and 05/12/2011
Year 9
Year 8 Review meetings between subject staff and
pupils to focus on the current target.
Discussion – does the target need raising?
Copy of Interim Report given to form tutors
and then a subsequent meeting held between
form tutors and pupils to discuss overall
progress
Intervention strategies discussed where
necessary and recorded
Progress in each subject is
evaluated
Overall progress is discussed
Intervention strategies identified
Weeks commencing
28/11/2011 and 05/12/2011
Year 7 Review meeting with form tutor to discuss
Effort and Behaviour at the end of first term
Inform pupils about Target Setting after
Christmas
Application and Effort identified
and discussed
Awareness raised about targets
Proposed Timings
Year Group
Proposed Activity
Proposed Outcomes
January – March 2012 Year 11
Year 12
Year 13
Raising Achievement Plan implemented by
Head of Year and Form Tutors
Progress Review in A5 format in Planners
Intervention by HoDs for pupils not meeting
targets
Second Interim Assessment review cycle in place
before Consultation Evening with parents and
students (following Jan modular results).
Consultation Evening (2) following January
modular results; targets set for last 2 months of
courses.
Progress is evaluated
Motivation is increased
Attainment is increased
Intervention strategies
implemented
Weeks commencing
09/01/2012 and 16/01/2012
Year 7 Discussion with Subject Tutors about targets
and target level using FFT ‘D’ predictor as a
starting point
Targets raised if appropriate after negotiation
Targets recorded on proforma and glued in
subject exercise book or planner
Pupils understand their target
level for end of KS3
Pupils are fully involved
Targets are visible in book or
planner
May – June 2012 Year 12 Full written profiles issues (to form basis of
2013 Higher Education references)
End of year progress is evaluated
July 2012
During Activity Week
Appointments to be made
Years 7, 8, 9 Review meeting with Form Tutors to discuss
progress
Pupils provided with A5 copy of Progress
Review Sheet
Intervention strategies discussed and recorded
End of year progress is evaluated
Specific targets can be set for next
academic year
Proposed Timings
Year Group
Proposed Activity
Proposed Outcomes
16 July 2012
Year 10 Discussions with Form Tutor
Pupils provided with A5 copy of Progress
Review Sheet
Review of targets
Suggested intervention strategies
Progress is evaluated
Academic targets set for
September 2012
Intervention strategies recorded
July 2012 Evaluation of Target Setting process To further improve and refine
approaches to Target Setting
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