Assessment, Reporting, Recording Policy (ARR)  

2022-23

Agreed/Review by Governors Sept 2022

Review Date: September 2023

 ASSESSMENT, REPORTING, RECORDING (ARR)

& TARGET SETTING POLICY

Introduction

This policy sets out the expectations across Coop Academy Bebington (CAB) regarding:

1.  Our approach to assessment

2.  When we assess

3.  How academic targets for students are set

4.  How we assess

5.  How we record, track and monitor assessment outcomes

6.  How we review and use assessment data  

7.  How we report to parents.

Why we assess students? (Rationale)

Our core professional purpose at Co-op Academy Bebington is to Shape Exceptional Futures for all our students. We want every student to reach their potential and to do well enough to have real options, to study for A ‘levels (or equivalent), to allow them to go to university or follow the career path of their choice.

Assessment forms an integral part of Teaching and Learning at Coop Academy Bebington. Assessment, reporting and recording processes inform curriculum development and  provide insight into the learning and progress of students, identifying gaps or potential gaps or lack of depth in the knowledge we are expecting students to learn and remember.  All assessment data collected should be used to identify improvements required, allowing teachers to adapt their approach to lesson design or provide swift and effective support when needed. This may be during lessons or over a longer period of time where it is clear learning needs to be revisited.

As well as allowing the measurement of learning, assessments are also very much part of the learning process.  Assessment requires students to try to remember information they have learnt. This process of effortful retrieval will make it easier for students to remember information in the future. The more opportunities students are given to undertake retrieval practices through formative and summative assessments the better they will become at remembering information. (See whole school Curriculum Principles for further information about the research we believe underpins our curriculum and thus approaches to memory and retrieval).

Assessment data informs reports to parents/carers and the Academy works in partnership with families to ensure that their sons and daughters are successful and that the information we provide is timely, accurate and informative

When we Assess (DC denotes Data Collection)

Target Setting

How we judge the starting points of students

We do not assign target grades to students at key stage 3 as we do not want to put any limits on their aspirations. We want to encourage the mind-set where all students strive for excellence and a culture of ‘I can’t do yet’ rather than ‘I can’t do.’

At Co-op Academy Bebington, we do however, use their scaled scores from Key Stage 2 to assign each student a starting point. For subjects where Key Stage 2 data may be less useful in identifying prior skills, such as Music, Art, Drama and Physical Education, teachers will carry out baseline assessments during the autumn term of Year 7 and assign starting points based on this information. It must be stressed that this process is only a start point. Whilst overall school progress is measured externally in relation to the progress students make from their Key Stage 2 test outcomes, and we recognise why this is the case, we also recognise that Key Stage 2 tests only measure attainment at one snapshot in time. As such they don’t always give a true reflection of a child’s future potential. Key Stage test scores provide some very useful information about what a child can and can’t do at that moment in time. We also recognise that student progress isn’t linear and rarely follows predictable trajectories. Fundamentally, we recognise the curriculum as the progression model, but we need a means of being able to assess how a student is making progress so effective intervention can take place.

KS3 Attainment Bands

Based on their identified start points, students on entry will be placed into one of three attainment bands for each subject. These attainment bands are not fixed and where a student is working consistently at the level above, their band should be changed. No student can be moved down bands unless exceptional circumstances and agreed by DHT responsible for Assessment or the Headteacher.

Key Stage 4 Targets

In Year 10 students are set targets according to Co-op Trust  forward estimates for each student. Trust subject estimates look at the progress made nationally by pupils between Key Stage 2 – Key Stage 4 in previous years.  The Trust estimates a student’s chances of achieving different grades in their GCSE subjects based on the performance of prior cohorts. The default is that students should be achieving at least a 0 Progress 8 score or higher. Where students have an expected target of 3 or lower, a minimum challenge target of a grade 4 will be set in combination with additional support and interventions if appropriate, to ensure they do not become disengaged with their education. Early in Year 10, or whenever a new pupil joins the school, Co-op Academy Bebington will  review this information along with KS3 performance and use it to set challenging but achievable targets for each student. The aspiration is that students achieve or exceed their target grade.

Staff are always encouraged to really challenge our pupils. All targets are reviewed at the end of year 10, or more frequently in core subjects. Where a pupil is working consistently above their target grade, this will be raised accordingly. It is very rare that target grades will be lowered; instead the relevant intervention and support must be put in place in order to support any pupils to raise their grades.  

 KS5 Targets

In the Sixth Form, we aim to ensure that targets are aspirational and appropriate to the ability of students being based on provision attainment and ambition. Both teachers and students have an input into the target setting process ensuring that targets are fair and achievable, as well as providing the appropriate level of challenge for the student. Targets are calculated using a combination of data from Sisra and ALPs. Targets will be reviewed during KS5 at data collections, and may be adjusted (up or down) providing there is suitable evidence to support a change. Targets are shared with students, and all assessments are marked against this target.

How we Assess

Essentially we assess the learning of pupils in three ways which act as separate layers of assessment. These are as follows

Layer 1.

Formative Assessments (AfL)  - A significant amount of the assessment data is formative, it supports students’ learning in lessons and is an integral part of good planning and teaching. A variety of  general strategies are  utilised within the lesson to allow teachers to systematically and effectively check and deepen students’ understanding, anticipating where they may need to intervene.

Details of this can be found in the Curriculum Principles document and in subject areas assessments strategies.

Examples of  formative assessment:

        Observation / listening

        Questioning

Showing answers on whiteboards

Live marking

Filling in blank knowledge organisers

Spelling and vocabulary tests

Written plans

Multiple Choice Questions

Mini Quizzes

Do now activities

Recording and Tracking

There is no expectation that these formative assessments are recorded or reported. Where appropriate teachers will give feedback verbally or through marking.  Teachers will use the information to correct misconceptions and plan future lessons.

Layer 2.

Formal Formative  Assessments are conducted either throughout the topic or at the end of the topic - the type of  test is relevant to the subject and topic and planned into the SOW.    The assessments are on-going, focused on smaller chunks of the curriculum and allows :

• The teacher identifies gaps in learning using question level analysis or performance rubrics.
• To give students feedback on their strengths,  areas to develop and how to improve.
• The teacher uses the information ascertained from the assessments to plan future lessons

Examples of Formal Formative Assessments:

End of topic test

Quizzes

Multiple Choice questions (MCQ)

Spelling and vocabulary tests

Written plans

Recording  and Tracking

All Formal Formative Assessments are awarded  a score which is converted into a grade or progress comparative e.g   ↑ ↓ = or RAG. This is not necessarily shared with the student as we want students to focus on curriculum targets not assessment grades- Curriculum Leaders will decide if they think it is beneficial to do so in their subject. Question level analysis is used to break down the assessment data in meaningful insight that teachers, students and parents can use to make a real difference A department tracker will be used to track student progress, this tracker will be accessible to the subject teachers, SLT, Data Manager and Progress Leaders and will contain the raw mark / percentage and converted grade. Teachers will give feedback to students on their strengths, areas to improve and next steps. Next steps may be addressed in the next lesson, subsequent lessons or episodes of learning,  as homework or an after school intervention. Whichever approach is applied, the expectation  is that any gaps in learning are acted upon. Students are given advance notice of formative assessments so they can prepare.

Layer 3

Summative Assessments are formal internal assessments which provide information regarding students’ competence and how well they have mastered the cumulative curriculum content taught.  They are are conducted as follows -

- Year 11 and 13, biannually for  all  examination subjects, both will take the form of mock examinations to be undertaken in November and March. During these mocks appropriate access arrangements are put into place, preparing students  for public examinations.

- Years 7-9   biannually for non core subjects and three times per year for core subjects.

- Years 10 and 12,  3 x per year in all examinations and vocational subjects where appropriate .

These assessments are synoptic,  interleaving knowledge from previous units, often the term or academic year to date if appropriate, assessing the students on their knowledge from a wider period of time, but not any content that has yet to be taught.  For most subjects the assessment will take the form of a written and/or oral test, performance task or a process over time. These are designed and standardised by the curriculum leader or The Trust subject director, so all students are assessed in the same way at the same time.  

 Students are given advance notice of these assessments so they can adequately prepare.

Data is produced that allows the analysis and evaluation of trends and gaps in performance between individuals, classes and key ‘groups’. The analysis allows questions to be asked about the quality of the curriculum and how well it is taught,  standardisation and moderation procedures, the design and reliability of the assessment and potential barriers to learning.

Recording and Tracking

Assessment data is tracked across all 3 Key Stages to ensure that students are provided with whatever support is required to ensure students meet or exceed their potential.

After each summative assessment, a Data Collection occurs (DC) A raw score or grade is inputted into SIMS by teachers and this base data is uploaded into SISRA.

Curriculum Coordinator and Progress Leader RAPS are created. The data is incorporated into the subject trackers.

Example Learning and Assessment Cycle

NB. Formal formative assessments may occur more frequently and at any relevant point. They will be incorporated into Medium term plans.

Additional Assessments

National and Standardised tests are undertaken to compare the academic achievement of similar students internally and externally from different schools either within the trust or nationally. This helps us as a school and as a Trust to measure and benchmark the performance of CAB, to evaluate our practices and set challenging school targets. It also allows the DfE to monitor the performance of the school. These tests include -

• CATS  (Computer based) - Yr 7 and any student who does not have a SATs scaled score.
• GL Progress Tests (Computer based) -  Students in Y7, Y8 and Y9 complete GLS progress tests which assess knowledge and understanding in core subjects and identify gaps in learning (English – SPAG and Reading Comprehension) (Maths – mental maths) Science – understanding and working scientifically)
• Academy End of KS 3 Standardised tests - English, Maths and Science
• GL Reading(Computer based) - Yr 7-11, used to identify reading ages and to sense check with initial Yr 7 STAR reading test results,identifying any anomalies.
• Renaissance STAR reading test (Computer based)- Yr 7-9, four times per year. To identify students below their chronological reading age who require phonics and decoding support in particular disadvantaged students. To monitor students progress in reading, ensuring that they are continuing to improve and that any reading gaps between groups such as disadvantaged and non disadvantaged students are eliminated or reduced. To assess the impact of reading and comprehension support programmes.
• Salford Reading Test(face to face) - Baseline and Exit test for students on the Better Partnership Support Reading Programme.  

Recording and Tracking

Data from these assessments are recorded in SIMs, RAPs (Raising Attainment Plans) and or Subject Trackers.

How Assessment works

Assessment - How it works May 2022

Moderation and Standardisation

All subjects standardise and  moderate summative assessments  to ensure the marking and data produced is robust and that the feedback to students is accurate. See guidance below.

SLT have data validation meetings with the Curriculum Coordinators they line manage.  Additionally where appropriate, we utilise additional external moderation from other Trust schools or exam assessors, to provide an additional layer of scrutiny and reliability. Many teachers at CAB are exam markers and share their expertise with colleagues through professional development sessions.

Standardisation and Moderation  Guidance

Reporting to Parents

Twice per year parents will receive reports on their child’s progress in school. One of these will be a Progress Report and one will be a Full Report. This will be supported by a Parents’ Evening once per year.

Key Stage 3 Reports to Parents will include:

• A judgement as to whether or not a child is on track in line with expectations
•  A judgement as to whether current effort levels are acceptable.
•  A judgement as to whether homework and or behaviour is a concern.
• Attendance, Punctuality, Behaviour Points
• Subject specific comments detailing strengths, areas to improve and how to improve. (Full report only)

Key Stage 4 Reports to parents include:

•  Target grade based on Trust estimates
•  Current Working at grade (WAG) relevant to each subject / course
•  Forecast  grade based on what the teacher expects the pupil to achieve at the end of the course based on current performance; these should be realistic predictions
•  A judgement as to whether current effort levels are acceptable.
• A judgement as to whether homework and or behaviour is a concern.
• Attendance, Punctuality, Behaviour Points
• Subject specific comments detailing strengths, areas to improve and how to improve. (Full report only)

Key Stage 5 Reports to parents include:

•  Target grade based on ALPS estimates
•  Current Working at grade (WAG) relevant to each subject / course
•  Forecast  grade based on what the teacher expects the pupil to achieve at the end of the course based on current performance; these should be realistic predictions
•  A judgement as to whether current effort levels are acceptable.
• A judgement as to whether independent study is a concern.
• Attendance, Punctuality
• Subject specific comments detailing strengths, areas to improve and how to improve. (Full report only)

Reviewing Achievement

The Academy's Senior Leadership Team,  Governing body and Trust will use a range of information to review and evaluate the achievement of students at Key Stages 3,4 and 5.

Including but not limited to -

DfE performance tables, Alps Reports, L3VA, SISRA Analytics, ASP, GL Assessments, Star Reading Tests, Trust Data.

Internal data includes the Progress Tracker; teacher, Curriculum Coordinator and Progress Leader RAPs (Raising Achievement Plans); 6th Form progress tracker and SISRA.

The RAP (Raising Achievement Plan)Process

Curriculum Leaders, Progress Leaders, teachers  and SLT will use data collated to formulate actions, support and identify appropriate teaching and learning strategies to improve student progress through our Raising Attainment and Progress (RAP) process.

1. Curriculum Leaders will analyse assessment subject and class data from summative assessments, mock exams and external summer exams and complete a RAP analysis at the end of each data collection or exams review, identifying underperforming students, groups of students and classes.
2. Curriculum Leaders will meet with teachers to discuss identified teaching strategies to support underperforming students, closing  gaps in learning.
3. Curriculum Leaders will meet with SLT Line Manager,  to discuss analysis and action plans focusing on the full cohort and groups within the cohort.
4. Progress Leaders will analyse student performance, identifying students and groups of students who are underperforming across a range of subjects.  Progress Leaders will have the overview of all subject support and will liaise with Curriculum Coordinators to offer support organising any interventions.
5. Progress Leaders will meet with DHT Student Progress to discuss underperforming students and action plans.
6. The Head Teacher and DHT Student Progress will meet with Curriculum Coordinators of the core subjects at each data collection to review performance and identify best practice and where support might be required.  The Head Teacher and DHT will meet with non core Curriculum Coordinators where there are concerns about student progress.
7. The impact of support / intervention is measured at the next Data Collection or at the end of an intervention.

Monitoring Student Progress and the RAP Process

After each summative termly assessment, SLT, CCs, teachers and students will reflect on performance through several channels

- Progress Report – A report outlining current attainment, progress, attitude to learning and homework will be completed by teachers in all subjects via data input to Sims and sent home to parents. Students will use this report for learning conversations with form tutor and to set targets -these will be recorded in their planners..

- Teacher RAP (TRAP) – Analysis of student performance in the classroom. Targeted classroom interventions for significantly underperforming students.

- Curriculum Coordinator RAP (CRAP)– Academic analysis of identified students, classes and target groups within the subject. An action plan outlining holistic department strategies to support identified students and groups of students is produced.

- Progress Manager RAP (PRAP)– Academic analysis of individual student progress across all subjects. An action plan outlining key students for monitoring and intervention is produced.  For KS3, initial focus will be on English, Maths, Humanities, Spanish and Science. For KS4 performance, all subjects will be monitored.  

- RAP Meetings – SLT academic progress meeting with Curriculum Coordinator to discuss individual student, groups and class progress with SLT. Identification of possible reasons for underachievement and intervention and action planning put into place.

- Student Profiling Meeting – (DHC&S, SENCO, Pastoral Leader, Progress Leader) Academic and Pastoral progress and target review meeting. The progress of every student should be reviewed to formulate strategies for students who are making insufficient progress.  The aim of the meeting is to triangulate all RAP plans and to identify any students with pastoral needs ensuring all relevant support is put into place and we get students back on track.  Because of this a small minority of students may have modified targets, final decisions will lay with the Head and Deputy Head for Student Progress  after all reasonable interim steps have been exhausted.  

- Form Tutor – Learning conversations with students regarding progress during form time. With reference to their progress report the student with support from the form tutor is to complete the progress page in the student’s school planner.

Tiers of intervention to support student progress

It is the expectation that teachers and leaders respond to assessment analysis. Once students have been identified as requiring intervention, a variety of in class, departmental and whole school strategies will be put into place.

 Below are some examples -  this is not an exhaustive list

-Classroom Strategies - Primarily at each formal formative and summative assessment point, CAB teachers will use performance data and QLA to plan lessons accordingly. If required, appropriate T&L strategies will be put into place across all year groups enabling students with lower rates of attainment to catch up as soon as possible (this is recorded in the teacher RAP). With outstanding pedagogy, it is hoped that any required intervention will be limited.

- Academic Mentoring Year 11 -  identified underperforming students will be allocated an Academic Mentor. Mentors and students will review progress and set targets.  Meetings will occur every 2-3 weeks.

- Academic Mentoring Year 7-10 – Progress leaders will identify underperforming students using RAP data. Form tutors/ Progress leaders agree targets with them and monitor progress on a daily,  weekly, fortnightly or monthly basis depending on need.

- Extra Study / Homework Support/ Revision sessions – Saturday School,  After school and holiday revision sessions are organised / delivered by teachers, teaching assistants and progress leaders.

- Tutoring - Identified students are offered remote evening tutoring

- CEIAG – Future planning meetings, Careers conference, interviews, mock interviews and  work experience opportunities

- Revision Guidance – Year 11 students follow a programme of ‘how to revise’ during form time.  Subjects plan and deliver lessons on how to revise.  External providers are brought in to deliver sessions on revision techniques.  Yr 7 - 10 have sessions on how to revise prior to summative assessments.

Roles and Responsibilities Assessment, Recording & Reporting

Senior Leadership Team

Review and update student targets

Monitor and analyse performance and progress data for all students as per the school calendar and prepare summary documents

Prepare and communicate internal and external examination results analyses to the Head, Governing Body and staff

Review the achievement of groups of students, including those with SEN, the More Able and the Disadvantaged cohort. Where concerns exist, develop appropriate strategies to bring about improvements in achievement.

Following each DC, review the RAP for each year group with teachers, CC’s and Progress Leaders, identifying strategies for intervention.

Conduct SLT interviews for students / parents identified as continuously significantly under performing

Analyse the summer examination performance of students and conduct annual reviews with Curriculum leaders (Summer Exam Reviews)

Examinations and Data Team

Maintain assessment and progress data within SIMS

Maintain the internal marksheets for tracking progress and target grades (RAP Tracker)

Process and update relevant data to external tracking and monitoring systems e.g. SISRA

Coordinate all arrangements for internal and external examinations

Coordinate all arrangements for assessment, recording and reporting (ARR) including developing the annual ARR calendar.

Collate distribute examinations results, broadsheets and certificates

Progress Leaders

To analyse data related to all students in a given year group, determine students who are under-achieving and intervene to ensure that all students achieve at least expected progress. They will:

• Write an action plan after each DC with specific areas of focus depending on year group and timing of the year;
• RAG students in each form according to Progress, A2L and Homework.  Green students are Secure or Exceeding expectations. They are celebrated and encouraged to continue working hard. Amber students are Developing in their learning as they are working below expectations and have a 1:1 Learning Conversation with their Form Tutor and academic targets are set in subjects where they may not be performing as well as they could. Regular check-ins occur and targets are reviewed. Red students are Insecure in their learning and are working significantly below expectation. Red students have an action plan produced by The Progress Leader either individually or as a group (if their needs are similar).
• Work with form tutors to ensure that all reports are shared and discussed with students
• Identify 3-4 students for Form Tutor mentoring (to take place, ideally, during assembly or form time);
• Identify a number of students for Progress Leader mentoring;
• Identify students who will directed to attend Homework Club;
• Identify students (if any) to be placed on Progress Leader Report;
• Identify students who may require parental meetings (Progress Panel);
• Liaise with Curriculum Coordinators / Classroom teachers about specific departmental interventions;
• Communicate with all relevant staff regarding interventions;
• Measure the impact and evaluate for governors.
•  Work with Year Pastoral Managers to ensure a holistic view of each student is maintained and communicated to all staff.
•  Liaise with parents in all matters related to academic achievement, to praise students, intervene, challenge and support
• Liaise with the Senior Leadership Team in the target setting, tracking and support for students and to be accountable for knowing students and being able to report at individual and whole year group level
• Monitor the progress of all vulnerable groups including, pupil premium, boys/girls, children who are looked after, minority ethnic groups, SEN
• Liaise with other Year Progress Leaders to ensure consistency in approach and sharing of best practice
• Design revision timetables and activities with year groups
• Lead assemblies in association with Year Pastoral Managers to ensure students are clear about academic expectations
• Mentor individual students who are ‘at serious risk’ of underperforming

Curriculum Leaders

Ensure all summative assessments are robust and test the key skills and knowledge from the Long Term Plans.

Ensure that all summative assessments are moderated and accurate grades are given.

Analyse performance data for their subject area

Monitor the progress of students towards their targets throughout the academic year and implement interventions as and when students are falling behind in their progress developing an appropriate action plan (Subject Tracker, CC RAP and T RAP)

Present to SLT a review of students progress after each DC

Evaluate outcomes for students with reference, where relevant, to local, similar schools and national data, focusing on trends over time, and the performance of different groups of students.

With SLT, review examination results, identify areas for improving achievement and develop and appropriate action plan.

Form Tutor

The Role of the Form Tutor in Monitoring Progress and Working with Progress Leaders:

• Gain the necessary expertise and knowledge about data analysis through training so that they can have informed conversations with students in their form about progress.
• Read and evaluate all progress and full reports for students in their form identifying strengths and areas to be improved.
• Ensure students read and evaluate their reports, supporting them with setting smart targets and the review of these targets.
• To be an academic mentor for 3-4 students within their form.

Form Tutor Mentoring and Target setting and Learning Conversation Guidance

Class Teachers

Gain the necessary expertise and knowledge about data analysis through training so that informed judgements can be made when monitoring and evaluating progress and deciding on in class intervention strategies (Teacher RAP)

Ensure students are aware of their targets in their subject – targets and challenge targets must be written on exercise books.  Students who have a target of less than 4 must have a challenge target of a grade 4.

Regularly assess students and accurately report the progress they are making.

Encourage students to assess their own progress towards their targets and help them to understand what they must do to improve and how they can close the gaps in their learning

Take part in the moderation process to ensure assessments are accurate.

Report students' homework, behaviour, effort and progress through progress reports, full reports and consultations with parents.

Ensure parents are aware of significant gaps in learning and how they can support their child to make better progress.

Governors:

Regularly review the school’s performance data, providing challenge and support as necessary.

Receive regular feedback on the achievement of all cohorts and groups of students.

Monitor the implementation of the Assessment and Achievement Policy and review it on a regular basis.

Students 

Take responsibility for their own learning and understand (with support from their teachers) what is needed to move to the next level of their learning to meet or exceed their targets.

Seek advice from their classroom teachers if they are unsure on how to improve to meet or exceed their target.

Attend interventions, catch up classes, mentoring etc  if required to do so.

Complete all Homeworks and undertake regular revision.

                     Appendices

FULL DC REPORT WRITING GUIDANCE 2022-23

Student Learning Journey Poster  - Assessment.pptx

Designing  Summative Assessment Papers

Assessing Students with Education Health Care Plans

Assessment Appendix