We believe that Assessment for Learning (AFL) is a fundamental process, essential in promoting the development of our pupil’s education. . All staff at Downland School are trained in and use a variety of AFL strategies. Ultimately the aim of assessment is to help children learn more effectively.
We consider assessment as vital if teachers are to establish what stage of learning each pupil has reached and be able to plan effectively, ensuring progression. We aim to ensure:
Every pupil knows how they are doing, and understands what they need to do to improve and how to get there. They get the support they need and in many cases receive imaginative and different interventions to ensure they can tackle and overcome barriers to learning and start on a rapid trajectory of improvement and progress.
All Staff are equipped to make well-founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential in addition to securing academic progress staff understand the concepts and principles of supporting social progression, and knows how to use their assessment judgements to plan, particularly for pupils who are not fulfilling their potential.
Teachers carry out periodic reviews during each term which provide a profile of pupil’s achievement across a subject (drawing on the evidence of day to day assessment). All assessment processes feed into the department and school tracking systems. These periodic reviews are to give a broader view of progress across a subject for the teacher and learner. This should also develop improvements in medium-term curriculum planning.
The monitoring of academic progress to accelerate pupils progress
It is our belief that
- A rigorous data assessment and progress checking cycle is an integral aspect of teaching and learning
- It is what we do with assessment data that is important
- Individual classroom teachers are responsible for the progress of their pupils.
In our assessment cycle we collect academic progress data for each subject 3 times per year (December, March and June).
This is a professional judgment against National Standards for each subject taking into account formally assessed work and observations made during lessons. Pupils will also be tested for their numeracy and literacy skills. This is done twice a year using WRAT, this enables teacher’s to ensure that pupils are making progress and where this is not the case interventions can be put in place to help the pupil to continue to make progress.
Targets are based on National progress and progression from KS2 results (where available) WRAT, CATS and teacher assessment These targets are set so that expected minimum progress from KS2 to KS4 are tracked and to ensure pupils are progressing towards the expected grade GCSE for their attainment at KS2. All subjects base-line pupils on their entry in to school using Classroom Monitor to assess their academic attainment and progress within the subject. WRAT test measure the reading, comprehension and spelling of the pupil giving a standardised score. CATS testing measure the cognitive ability of the pupil.
Assessment data for KS4 is collected using SIMS this s shows whether a pupil is above, on or below national minimal expectations target, and enables teachers to see attainment and progress 8 scores for their subjects. KS3 are assessed against the National Curriculum objectives. Classroom monitor is used to track pupil progress against National Curriculum objectives for each subject. Progress of the pupil within the year is measured together with the progress of the pupil towards their end of KS4 target. For pupils who are not making good progress interventions need to be identified, implemented and monitored and if unsuccessful in increasing progress reviewed again. The success of interventions will be discussed during subject leader progress meetings.
Exam Results 2019
Overview for students who were taught in school and accessing a full curriculum 13 out of 15 (87%), rather than those on alternative and flexible programmes, 6 out of 15 of these students were disadvantaged (40%):
- 62% (8 out of 13) students in school achieved five or more GCSEs at grade 9 – 1 including English and maths
- The average number of GCSE qualifications achieved by students in school is 4.6
- 93% of students gained a qualification in English, maths and science
- 31% of students (4 out of 13) of those in school achieved the expected level of attainment using national estimates in maths
- 40% (2 out 0f 5) of disadvantaged students in school achieved the expected level of progress using national minimum estimates in Maths
- AD&T had four students achieving a grade 4 pass.
Performance table measures for all students (16)
GCSE achievement at the end of key stage 4:
- 0% achieved 9-4 GCSE in English and maths
- Progress 8 -2.08
- Attainment 8 11.27
- Attainment 8 English 2.00 (only English language taken)
- Attainment 8 maths 4.27
- 0% achieved EBacc. However, the current curriculum is not shaped to meet the English Baccalaureate. Instead it is personalised for each student. For example, pupils only take English language and one science, with the option of taking two.