Assessment and Reports
Assessment is a fundamental part of the teaching and learning process. At Fazakerley High School, every child’s progress is monitored closely in order that we can provide the best possible opportunities and the highest levels of support.
How are targets set?
Pupils are given a KS3 target grade range based on how well they performed at the end of primary school – these may be different for English and mathematics but an average of the former KS2 fine points scores will inform the target grade range for other subjects.
N.B. Target grade ranges might also be informed by Year 7 CAT scores or baseline testing. Where appropriate, a more aspirational target will be set.
For Year 8-Year 9, our target setting rationale is set out below:
|KS2 Level||Target Grade Range|
N.B. This target grade will be refined to one target grade when the pupil reaches Year 10. At this point, if appropriate, some pupils will be targeted to attain a grade 9. This, however, will be based on any assessment data that we have collected.
How are Year 7 targets set?
Year 7 pupils joined us in September 2016 with a maximum scaled score of 120 and a minimum of 80. Pupils received scores in reading, grammar and mathematics. A score of 100 is the national “expected standard” (roughly equivalent to the old level 4a). This scaled score will inform the target we set for our pupils. Progress in English is measured against the reading score, progress in mathematics against the mathematics score and that of all other subjects against an average of the above.
The table below depicts our target setting logic:
|KS2 Scaled Score||Target Grade Range|
In some cases, targets may be adjusted as a result of baseline testing.
How are pupils assessed? How do they know they are on target? How do they know how to improve?
Pupil progress and skill development is continuously assessed during lessons e.g. class tests, half termly end of unit tests, key assessment pieces etc. Where appropriate, staff record the data gleaned from this on their departmental tracker.
Departments use a range of summative and formative methodologies to evaluate skill development i.e. what pupils are able to do. Departments have spent time looking at the success criteria of key assessment pieces and have linked these assessments to the new numerical GCSE grades. This helps us ascertain the progress our pupils are making against national age related expectations.
Where staff might share test results with pupils, in the spirit of the new KS3 curriculum, it is advised that they do not give pupils a numerical GCSE grade. Instead, pupils are told if they are “On Target”, “Above Target” or “Below Target”.
Pupils know how to improve by referring to assessment criteria and by heeding oral feedback. As a school, we prioritise high quality conversations about progress. Pupils will also use the detailed, constructive written feedback that their teachers provide in their exercise books/folders e.g. yellow/blue/green stickers.
How many data entry points are there?
In Key Stage 3, there are 4 data entry points per academic year:
|Progress Snapshot 1||October|
|Progress Snapshot 2||December|
|Progress Snapshot 3||March|
On these dates, a current progress judgement is entered into SIMS – our data management system. The above data entry points have been strategically set at the dates shown in order that targeted, well-informed intervention can be carried out at the start of the new term.
In Years 10 and 11, teachers enter a combination of assessment and predictive data at the following points during the academic year:
|Progress Snapshot 1||October|
|Mock Examination 1||December|
As per Key Stage 3, these data entry points give subject and whole school staff the information needed to help your child get back on track and/or achieve a higher grade.
How do your child’s teachers make the progress judgment?
At a given data entry point, teaching staff enter a progress judgement into SIMS.
They enter the following for Key Stage 3 pupils:
|1:||Above Target (on track to exceed minimum target grade))|
|2:||On Target (on track to achieve minimum target grade)|
Staff use a flightpath to help them keep track of a pupil’s progress.
Please note, though, that progress is not linear – pupils make different rates of progress at different points in their schooling.
The flightpath should act as a guide to support staff in making these judgments.
Moreover, progress judgments should made based on a blend of summative and formative assessment – in most circumstances they will reflect the quality of work in the pupils’ exercise books/folders and what they are able to tell their teachers about their learning.
For pupils who are deemed to be working “Below Target”, staff intervene swiftly in order to help pupils who are falling behind catch up.
Reports to parents
Parents receive two progress snapshot reports per academic year as well as a Form Tutor Report. The Form Tutor Report provides parents with a more holistic view of their child’s progress. In this report they will be given information on a pupil’s attitude and readiness to learn, attendance at extra-curricular activities and contribution to school life. Further to this, parents will receive data after mock examinations and end of year tests.
Parents are very welcome in school and we aim to involve them with their children’s education as much as possible. Consultation Afternoons take place in the Autumn and Spring terms. In addition to this if you wish to discuss your child’s progress further, please arrange an appointment after school. We are always happy to listen to concerns or to offer support. Please call at the office or telephone for an appointment.