Curriculum and Assessment

All Saints Catholic School

“We are all one in Christ, our mission and our responsibility is to recognize all individuals in our community as part of the body of Christ and to value them accordingly in our treatment

of them, thriving and progressing in a spirit of togetherness” (1 Cor. 12:29)

Curriculum

Intent

Our school mission statement encapsulates the foundations on which our school has been built and continues to grow.We are all one in Christ, our mission and our responsibility is to recognise all individuals in our community as part of the body of Christ and to value them accordingly in our treatment of them, thriving and progressing in a spirit of togetherness. (1 Cor. 12-29)All Saints Catholic School believes that the overriding principles that inform the work of the whole school are to:• Lead children to responsible freedom, to enable expression of human uniqueness;• Provide opportunities for pupils and staff to experience, express, celebrate and live out our faith;• Provide a “setting in which the pupils can experience their dignity as persons before they know its definition”.

We aim to offer a broad and balanced curriculum to meet the needs of all our students. This involves a number of different qualifications, classroom lesson allocation, drop down days, trips and extracurricular activities.We offer a curriculum that is built on content, skills, experiences and opportunities to be prepared for life outside the school gates now and for the future.

7 8 9Eb 9Std 10Eb 10Std 11Eb 11Std

ENG 6 6 6 8 6 8 7 8

MAT 6 6 6 8 7 8 6 8

SCI 6 6 7 8 6 8 6 8

RE 5 5 5 5 5 5 5 5

Comp Sci 3 3

CORE PE 4 4 4 4 4 4 4 4

PSHEE 2 2 2 2 2 2 2 2

TEC 3 2      

MFL 4 4      

GEO 3 3      

HIS 3 3      

ART 2 3      

P. Arts 3 3      

OPT A     5 5 5 5 5 5

OPT B     5 5 5 5 5 5

OPT C     5 5 5 5 5 5

OPT E 5 5 5

Total 50 50 50 50 50 50 50 50Implementation - Current Curriculum Map (KS3 and KS4)

The curriculum map below displays the current allocation for KS3 and KS4.This is the last year we are offering the ICT short course to all students in Year 11, moving forward the two main pathways that are shown for KS4 will continue. A few students follow a slightly different pathway to incorporate work skills in the current Years 9 and 10. A group of students in Year 11 have been given the opportunity to gain the Ebacc with extra lessons being added to their timetables. We have a two week timetable of 5 lessons per day each of 1 hour, some lessons are timetabled as doubles.

Key Stage 3

This is a two year course, Year 7 and Year 8. Our curriculum is broad and balanced with a key focus in lesson allocation to the core subjects. As a Catholic school we are proud to offer 10% of our curriculum time to Religious Education. Learning in the classroom is enhanced with drop down days, trips, speakers, Aim higher events and a wealth of extracurricular activities (see list below).

Key Stage 4

This is a three year course, Years 9-11. The curriculum offer is again broad and balanced meeting the needs of all students through the three pathways on offer.

All students must study the following

Subject Percentage of curriculum time

Y9 / Y10 / Y11English Language & Literature 12 / 12 / 16 Mathematics 12 / 14 / 14Combined Science (unless invited to do Single Sciences) 14 / 12 / 14Religious Education 10Physical Education / Games (not assessed) 8PSHEE (not assessed) 4

Option pathways

Ebacc – students study 1 humanities subject, 1 language and 2 other options. This is offered to 75% of students and is taken by the majority of these.

Standard pathway – students study 3 option subjects with at least 1 from Computer Science, French, Geography, History or Spanish. Extra lessons in English, Mathematics and Science are delivered in the enrichment option. Some students in this group still take the Ebacc through the option choices they make.

Foundation pathway – students study 2 option subjects and work skills. Extra lessons in English, Mathematics and Science are delivered in the enrichment option. This pathway is taken by only a couple of students each year.

Each option is given 10% of curriculum time.

KS4 Option Subjects Available

Art Business Studies Computer Science Drama Food and Nutrition French Geography History ICT Music Science – Single Sciences Spanish Sport Technology Work Skills

Sport, Work Skills and Music are run as vocational courses as these are more appropriate than the GCSE for our students. The Head of Curriculum and the Heads of Department research each course and find the most appropriate one for our students.

Details for all courses for KS3 and KS4 are shared with parents on the school website, with information on each unit, places of interest and extra reading are included to support independent learning and parental contribution to their child’s learning.http://www.allsaintsschool.co.uk/curriculum.html

Year 9 Curriculum

Year 9 starts our KS4 courses, this year is used to develop skills and introduce the content from GCSE and vocational courses. Departments have clearly planned this year in a robust way to tackle the needs of the students and their course in the most appropriate way. Each department has completed an exercise to map out the plan for Year 9 and the opportunities available to all students. A sample from Performing Arts can be seen below.

Content (List of Skills Extra activities

topics covered)

HT1Commedia Dell’ Arte Practical skills to create

character Contextual Research Evaluation of Performance

Skills (Mirrors Unit 1)

School Production

Leadership opportunities – supervising KS3 Drama Club

HT2Script: Too Much Punch For Judy(Mock Component 2)

Using script as a starting point.

Effective ways to develop characterisation

Production Elements (Design Role)

Intention for Audience/Vision (Directorial Role)

Compulsory Rehearsals outside of lesson times – these are focused and objective led.

School Production

Leadership opportunities – supervising KS3 Drama Club

HT3Holocaust (Teacher Led Lessons)

Followed by Script ‘Ghetto’(Component 3 Mock)

Empathy Explorative Techniques

covered Applying Contextual Factors

to performance Identifying character

choices Applying characterisation to

script

Links forged with History department – opportunity to perform in assembly

School Production

HT4Devising (Mock Component 1)

Responding to a Stimulus Intention for an audience Identifying Milestone

Moments Recording a rehearsal log Performance Preparation Performing and evaluating

intention

Exposure to various devising companies techniques through a series of after school screenings in the Drama Studio

HT5DNA(Mock Component 2)

Understanding Script Directorial Vision Super Objectives/Units and

Actions How to rehearse Character Intention

Compulsory Rehearsals outside of lesson times – these are focused and objective led.

HT6DNA(Mock Component 3)

Character exploration (written focus)

Directorial Vision (written focus)

Presenting a design brief (written focus)

Responding to unseen

Primary School project – outreaching to community to build Arts engagement.

extract (building the response toolkit)

Sitting a full Component 3 exam paper

Provision for skills and knowledge from option subjects to be continued for all students through drop down cross-curricular days, cultural capital visits and the extracurricular programme

Extracurricular Activities

Department Club Time Aimed at Day Room

n/a Duke of Edinburgh 3.15 - 4.15 Y10 Thursday Various – see Mr Eason

CADD

Homework 3.15 - 4.15 All Years Monday - Friday CADD

Break Club 11 - 11:30 All Years Monday - Friday CADD

Lunch Club 1.30 - 2.05 All Years Monday - Friday CADD

Gardening Club 1.30 – 2.05 All Years Thursday - Friday Meet at CADD

Science Science Club 3.15-4.15 Y 7 Wednesday (every two weeks)

G6

Maths Maths through Games 3.15–4.15 Y 7 Tuesday H5

History

Flashcard History Club 3.30 – 4.30 Y 9-11 Thursday J1

History Film Club 3.30 – 5.30 All Years Tuesday J3

Learning Literacy Through HorribleHistories

1.30 – 2.05 Year 7 and 8 Tuesday J7

PE

Swimming 7.50-8.30 All years Monday PE Department

Basketball 1.30 – 2.00 Y 7-9 Monday

Basketball 3.15 – 4.30 Invitation Monday

Boys Football 3.15-4.30 Y 10 Monday

Boys Football 3.15–4.30 Y 8 Monday

Girls Football 3.15–4.30 All Years Monday

Netball 3.15–4.30 Y 9 Monday

Swimming 7.50-8.30 All Years Tuesday

Basketball 7.50-8.30 Y7-9 Tuesday

Fitness 8.00 – 8.30 Invitation Tuesday

Table Tennis 1.30 – 2.00 GCSE Invitation Tuesday

Basketball 1.30 – 2.00 Y9-11 Tuesday

Football 3.15-4.30 Y7 Tuesday

Netball 3.15-4.30 Y7 - 8 Tuesday

Exercise to Music 7.50 – 8.30 All Years Wednesday

Girls Social Club 1.30 – 2.00 Y 9-11 Wednesday

Basketball 1.30 – 2.00 Y 9-11 Wednesday

Heart of Oak Judo Club 3.30 – 5.00 Y 7 - 8 Wednesday

Fitness 8.00 – 8.30 Invitation Thursday

Running Club 7.45 – 8.30 All Years Thursday

Handball 7.45 – 8.30 All Years Thursday

Yoga 7.30 – 8.15 All Years Thursday

Handball 1.30 – 2.00 All Years

Thursday

Sports Club 1.30 – 2.00 Y 8 Thursday

Football 3.15-4.30 Y 9 Thursday

Netball 3.15-4.30 Y 10 - 11 Thursday

Basketball 8.00 – 8.30 Y9-11 Friday

Girls Social Club 1.30 – 2.00 Y7 - 8 Friday

Basketball 1.30 – 2.00 Y 7-9 Friday

We are proud to offer a wealth of extracurricular activities for the students of all ages to participate in. They are all very well attended with many having a waiting list to join.

Department Club Time Aimed at Day Room

Performing Arts

Contemporary Dance Club

3.30 – 5.00 All Years Monday Dance Studio

Christmas Drama Club 3.30 – 4.30 All Years Monday Drama Studio

Street Dance with Benji Shugbolo

Core Crew3.30 – 4.15

Advanced Crew4.15 – 5.30

All Years Tuesday Dance Studio

Sister ActAll Saints Production

3.30 – 4.30 All Years Wednesday Drama studio, Dance Studio and

MusicOrchestra 3.30 – 4.15 All Years Thursday M1

GCSE Drama and BTEC Performing Arts

– Rehearsal and Interventions

3.30 – 4.30 Invitational Thursday Drama Studio

Lower School Choir

3.30-4.15 Y7-9 Friday M1

Computer ScienceCoding Club 1.30 – 2.05 Y7 / 8 Thursday B22

Technology Food Club 3.30 – 4.30 Y8 Thursday A2

Open Door Catch Up 3.30 – 4.30 Y10-11 Every Day A4

Geography Eco Warriors Club 3.30 – 4.15 Y7-9 Thursday J4

Art

Art Club 3.20 – 4.20 Y7 Thursday D4

Art Club 3.20 – 4.20 Y8 Thursday D10

GCSE / A Level Skills Workshops

1.30 – 2.00 Y10-13 Wednesday & Thursday D9

UAL Saturday Arts Club

various Y10 Saturday UAL

EnglishCreative Writing Club 11.00 – 11.30 All Years Tuesday B7

Chess Club 3.25 – 4.15 All Years Friday B7

English Ambassadors 1.30 – 2.05 All Years Friday B6

Sixth Form Enrichment

CookingCore Maths

DebatingEco Course

EPQFinanceFirst AidMandarin

MusicSpanishSportsYoga

See Separate Timetable

Y12 - 13 Wednesday & Thursday See Separate Timetable

Schemes of Work

The school uses a uniform plan for schemes of work. These demonstrate the sequencing and building of knowledge and skills for each unit with defined end points every half term when the work covered is assessed.

Lesson Key Question

Lesson Objectives

Pupil Learning Activities (Including differentiated activities for

SEN/G&T/EAL)Resources

Including ICT Homework

1

What makes an effective Design Brief?

Understand the project.Understand how to write a design brief.Link to spec: Primary & Secondary Data (pg. 29).How to write Design Brief (pg. 29).ALL MUST: be able to

identify key features of a design

briefMOST

SHOULD: analyse the task given

Students are given the task, context and criteria, from this they are guided through how to write a design brief for the project.

Most Able Select a piece of research from the suggestions given and carry

out this research independently to help inform their design thinking.

EAL Key word glossary available for students to use, images on board to help communicate meaning of key

words. Sentence starters and connectives page available to use

within written work.

SEN Design Brief gap fill allowing SEN pupils to fill in key information

without having to write entire brief out. Task analysis scaffolding sheet

SlideshowWorksheetsPowerpointSketchbooksExemplar cushionsGlossariesScaffolding sheets

Create a moodboard based on the theme of the

project – emojis.

in detail and suggest some

possible solutionsSOME

COULD compare

and contrast different products

available for them to add their own ideas to.

Sample from technology scheme of work

Regular monitoring and evaluation through lesson observations, learning walks and book looks ensures consistency within departments and across the school in teaching and learning. Heads of Department are allocated time on their timetable for this process as well as having support from members of SLT. The use of sisra observe for recording and sharing information has been implemented this year.

How does the school aim to improve the Cultural Capital of pupils in a creative setting?The school’s strategy sets out an aim to ensure excellent progress and development for all students. The school understands that there is an imbalance in access to resources for students who are from disadvantaged lower income backgrounds and that historical access to cultural experiences is limited. The aim is to reduce the gap in access to opportunities so that disadvantaged students achieve at the same progress as other students nationally.An overarching strategy and budget is devised and agreed by the Headteacher, senior leadership team (SLT) and governors. The strategy has been developed by looking at the specific needs of students, using pupil voice, the school council and by reviewing attainment progress data and aligning with the areas the school wants to focus on in their school improvement plan. The school’s commitment to supporting greater opportunities to develop cultural capital within school has aligned with the school’s wider strategy in narrowing the gap for disadvantaged students.Curiosity Week aims to:

- Deliver free cultural experiences to all pupils at a minimal cost to the school budget and at zero cost to pupils and parents

- Secure bookings and experiences at cultural venues in the centre of London- Ensure all pupils in all year groups experience at least one educational visit per year.

Visits should allow disadvantaged students to explore cultural organisations and experiences in London that they may have not previously accessed

- Contextualise the curriculum with real life examples while on visits. Students to broaden their cultural knowledge and comprehension of the curriculum

- Elevate the efficacy and need for pastoral leaders to share experiences with their pupils

- Provide a relevant forum for pupil creativity on visits and in the classroom; pupils were asked to enter a photo/essay/poem reflecting on the role of London as a city of culture and cultures

- Celebrate pupil achievements in assemblies and by using social media- Create a conversation with parents using social media and written communication

What happened and where:Pupils and parents were given an online teaser video to create a conversation about what might be happening regarding Curiosity Week which was always a feature on the calendar but did not have a unifying consistency.https://youtu.be/x7UsaNsi9YcHeads of Department and Pastoral teams were invited to review the proposed venues and contribute to the conversation to be had with staff and students.Pupils in each Year group were then invited to engage with the Curiosity week schedule in PSHE lessons.Once reply slips were in, each pupil went on an educational visit with their Form Tutor and accompanying staff on a given day so the whole cohort was on a visit together at various destinations across London.Venues were selected according to provision, level of engagement, relevance to pupils and the curriculum and for logistical practicality e.g. distance from school and public transport routes. Moreover, where possible, pupils were given expert tours / talks / workshops where there was availability. Each pupil and member of staff went on the visit with an info pack with everything they needed to know for their day.

Venues:Museum of LondonMuseum of London DocklandsThe British MuseumThe Natural History MuseumTate ModernThe National GalleryThe Houses of ParliamentThe Science Museum

The Experience / Outcomes:Staff have observed pupils discuss how the experience has enabled them to learn new things, challenge previous preconceptions of art and culture and widen their experiences of travel in London. Staff found that pupils could also socialise with other pupils they do not meet through regular lessons and develop new relationships with other teachers. Indeed, even if the venue content did not seemingly capture total pupil attention (although venue shops often did!), the experience of human engagement out of the school context was certainly an enriching experience. Staff swapped and shared stories/experiences as did pupils on the day and when back in school and did so across Year groups. Staff comment:‘Thank you for organising the trips for year 10. 10P very much enjoyed their cultural experience of London Docklands!It was a great bonding experience too, away from the classroom and in a real life scenario in which the form bonded over lunch, with staff too. They got to see the busy lives of those who work in the City and were planning their own futures with one student peering into an office space and stating: `I can`t wait to have my own office like that guy- I can play games all day and be my own boss!`.Pupil comments:‘We had a fascinating time at the Museum of London- Roman remains, slave trade realities and the East End throughout the ages. One thing that really stuck out for my group were the remains of an African woman who was buried in AD 300s. The diversity of the museum was inspiring!’‘The Millennium Bridge metaphorically represents the linkage that allowed foreign citizens to cross into the city of London, or rather, the country of England. This allowed people to share their unique culture, which led to the diverse people of London today making it a multicultural, and yet, vibrant city. I loved crossing it’.

Monitoring and Next Steps:Looking ahead, Curiosity Week 2019 must be based on the experiences of pupils this year through pupil voice, the analysis of attainment data and in accordance with the School’s own improvement plan.Staff will monitor and review our most disadvantaged and vulnerable cohorts over the year and measure progress against benchmark figures. Subsequent cultural capital events and planning can then be targeted for specific pupils and year groups.For example, the new history curriculum requires our pupils to know the Tower of London from its Roman inception to today; a whole year group will therefore benefit from visiting this venue and more so, our GCSE History pupils. As a result, planning in collaboration with Curriculum Leaders and Pastoral Leaders will ensure deeper learning experiences and an opportunity to use the human resources we already have and need to share in order for our pupils to advance their own cultural capital.Curiosity Week needs to be a whole school collaborative effort if it is to fully enrich the school community and develop an embedded culture of learning; this week in July 2018 is where it all begins, with curiosity.

‘Opportunities to Experience’

We are a community that thrives on being the best we can be and instil this into the students through the opportunities they are given across all year groups. Some examples of these are represented in the table below.

Opportunity ExperienceTo celebrate faith Assemblies, Services, Masses, Retreats,

Christmas Carol Concert, Gospel choir, trip to Rome

To be a performer Assemblies, Carol concert, Gospel choir, School Production, Street Dance,

International Evening, Band, Choir, Sports events – clubs and teams

To celebrate diversity International Evening, Assemblies, International School Project, Languages Day

To be a leader Chaplaincy team, Prefects, Sports leaders, leaders in the classroom, peer mentors

To be more knowledgeable Through the curriculum and beyond in…Drop Down sessions, Financial capability days, Climate Change Art Project, STEM

challengeTo be reflective Remembrance Day, Charity work, school

councilTo travel Day trips, Ski trip, Languages trips, Rome

trip, Duke of Edinburgh, university daysTo be aspirational NCOP, Oxbridge mentoring, UCAS support,

Guest speakers, University trips, Careers events

To celebrate success Merits, positive referrals, assemblies, Prize Giving, Facebook, twitter, local paper, rewards (pizza party, theme park trips)

To gain key skills DEAR, Write Now, Numeracy Challenges, STEM Challenges, Mock Interview Day,

Work experienceTo have a curriculum for life PSHEE, First Aid, Finance education, RSE,

Careers guidance, SMSC, RUAH

Key Stage 5

All Saints is part of the North East consortium with Robert Clack and Eastbrook schools, teaching is shared between the schools to offer a wider range of post 16 courses.

Details of the courses available at All SaintsA Level and Vocational in the blocks

Block 1 Block 2 Block 3 Block 4Art (AS) English Lit (AS) Biology (AS) Chemistry (AS)

Business CTEC (AS) Government & Politics (AS) Economics (AS) Computer Science (AS)

Business (AS) Mathematics (AS) English Lit (AS) History (AS)

Physics (AS) Media (AS) Geography (AS) Law (AS)

Psychology (AS) Philosophy & Ethics (AS) Graphics – Art (AS) Performing Arts BTEC (AS)

Sport CTEC (AS) Health and Social Care(AS) ICT CTEC (AS) Sociology (AS)

Design and Technology(AS) Science BTEC (AS)

Vocational courses outside the blocks

Beauty Therapy – NVQ Level 2 & 3 (RC)Child Care - Dip in Childcare and Education (CACHE) Level 2 & 3 (EB)Business & ICT CTEC Level 3 Full time (AS) Business and ICT CTEC Level 2 Full time (AS)

Additional courses offered

Resit Maths and EnglishReligious Education Course – graded outstanding by our Section 48PSHEEFinance Level 3Extended Project Qualification (EPQ)Core MathsFirst AidCooking (One Pot – surviving university)

The vocational courses follow a range of BTEC and CTEC to meet the needs of our students. Heads of Department evaluated all courses before making a decision about the most appropriate. A full time Level 2 provision is provided for students to enable resits in English and Maths alongside a Business and ICT CTEC qualification and Work Skills.

Enrichment

The sixth form is an experience for two years and is not just about the outcomes in terms of exam results and a wealth of enrichment sessions take place throughout the academic year.These includeEmployability and Work SkillsMentoringMental Health and Wellbeing sessionsUCAS guidance and Oxbridge MentoringRetreatsCareers Days NCOPTheatre tripsTeam buildingBrilliant ClubBusiness and Aviation ScholarshipsDuke of EdinburghExternal SpeakersOpportunities to give back to the school – citizenship hours, prefects, mentors, part of the Academic council

Assessment

AimAssessment is at the heart of student progress and achievement, it facillitates the successful progression of all students and informs the quality of teaching and learning at all levels. All Saints Catholic School is an inclusive community were all students are supported to achieve and progress to their fullest ability, through the use of appropriate and informative assessment. Assessment will support high quality teaching and learning, as well as foster effective communication between all stakeholders.

Principles of AssessmentThe school’s assessment policy is guided by the following principles:

1. Assessment should support students’ learning by:

involving the student in their own learning

clarifying and reviewing the intentions of each step in the learning process

sharing with students the standards expected of them

ensuring all students are appropriately challenged and make progress

providing useful feedback on ways to improve on past performance

2. Assessment should be curriculum led. It should be shaped by the aims of the curriculum and inform its development, but not dictate it.

3. Assessment should allow the progress made by individual students, specific groups of students, subjects and year groups. It should ensure that underachievement and outstanding achievement is identified promptly so action can be taken (whether this be in the form of recognition or support).

4. Assessment should provide information to a wide range of audiences including governors and parents through the processes of recording and reporting. In particular, parents/carers will be regularly informed and consulted about the progress made as co-educators of their child.

Types of AssessmentInformation from assessments can be used for the following purposes:

Formative (Assessment for Learning) – to recognise the positive achievements of students on a day-to-day basis.

Summative (Assessment of Learning) – to record the overall achievements of the student in a systematic way.

Practical Application of Assessment:In Class: Assessment supports teaching and learning by identifying individual student strengths and weaknesses which informs classroom teachers’ practice and allows students to engage with their own learning.

Departmental: Internal teacher assessment allows a Head of Department to identify the strengths and weaknesses within the department. This includes:

- Progress of groups of students- Skill sets- Subject knowledge

- Areas for success/developmentThis will allow departments to develop time-limited intervention programmes which are designed to accelerate learning for particular groups, allowing them to catch up or exceed the performance of peers.

Whole School:Tracking data is informed by assessment and allows Senior Leadership and Middle Leaders to put in place appropriate intervention strategies, whilst also recognising student achievement and progress.

Methodology:In class: Teachers are expected to undertake both formative and summative assessments within class on a regular basis. These assesments should be used by teachers to inform the Performance Indicator. Assessment informs teaching and learning for students, as well as subsequent intervention strategies within the classroom. A Head of Department may also require assessment data in order to support student progress within the department. Departmental: Heads of Department and Key Stage Co-ordinators will use a mixture of tracking and assessment in order to develop teaching and learning, and ensure student progress. Whole school: Senior Leadership Team and Line managers will focus on overall student performance and progress in order to identify any whole school issue, and measure the impact of whole school intervention.

Reporting and TrackingThe deadlines for tracking data and reporting will be published in the school diary at the onset of every school year. Reporting schedules can be summarised as:

Key Stage 3 (AWOL - BATP)

Key Stage 4 (GCSE)

1. Assessment and

Key Stage 5 (A Level and vocational)

1. Assessment and qualitative data will be collected every six weeks for each student.

2. Each student will receive six reports.

qualitative data will be collected every six weeks for each student.

2. Each student will receive six reports.

Excluding Year 11 who will receive 5 due to examinations.

.

1. Assessment and qualitative data will be collected every 6 weeks for each student.

3. Each student will receive six reports in Year 12 and five reports in Year 13.

(Consortium students will receive four interim reports and one written report)..

Reporting Reporting is the method by which teachers communicate student progress and targets to parents in a written format.

Reporting data is collected at pre-determined points during the academic year and covers a range of information on different aspects of student performance. This data includes:

Target Grade Performance Indicators Last Assessment Grade Classwork Behaviour Homework Effort

Target

For each subject each student will receive a Target Grade, this is based on Key Stage 2 results.

At Key Stage 3 students will receive one of two possible target grades:

Working Beyond = students should attain above the national expectations. Working At = students should attain in line with national expectations.

At KS4 students will receive a target grade for the end of their course. These are based on KS2 data and aspiring to make 4 levels of progress. This information is used to inform the setting of ambitious and challenging target grades which ensure that every student makes 'Good' progress (progress above the national expectations).

These targets will be in form the new GCSE grading system 1-9.

Performance Indicator

Performance Indicators (PI) are a professional judgement made by teaching staff and describes a student’s predicted level of achievement at the end of the course. Departmental data used for deriving the Performance Indicator includes (but is not limited to):

Formative assessments Summative assessments Effort Behaviour

ClassworkThis includes how students respond to in-class instruction, the quality and effort of class work, homework, and response to intervention strategies. The teacher will provide a professional judgement on these aspects, which will take the form of a progressive 1-4 level. These levels are defined as:

1. Outstanding 2. Good 3. Satisfactory4. Cause for Concern

BehaviourThis is solely based on a student’s behaviour in lesson, and how well s/he engages with his/her learning. The teacher will provide a professional judgement on these aspects, which will take the form of a progressive 1-4 level. These levels are defined as:

1. Outstanding 2. Good 3. Satisfactory4. Cause for Concern

HomeworkBased only on the work produced by students independently (outside of school), it should reflect both the quality and frequency of the homework produced. The teacher will provide a professional judgement on these aspects, which will take the form of a progressive 1-4 level. These levels are defined as:

1. Outstanding 2. Good 3. Satisfactory4. Cause for Concern

EffortThis grade demonstrates the overall effort made by the student in all aspects of his or her work, including contributions to the lessons. The teacher will provide a professional judgement on these aspects, which will take the form of a progressive 1-4 level. These levels are defined as:

1. Outstanding 2. Good 3. Satisfactory4. Cause for Concern

Tracking TimetableTracking data will be collected at various points throughout the academic year and will vary dependant on Key Stage and Year Group. This data will be disseminated for analysis to leadership teams and will also be used to develop interim reports for students and parents. Interim reports will provide performance indicators, target performance, behaviour and effort marks, as well as other general information about the student (see example).

Data is collected 6 times across the academic year for Y10 – Y13 and 3 times for Y7 – Y9, shared with staff, students and parents. It is used to inform interventions and gives a clear picture of where students are in terms of achievement and progress. Teachers do not have formal written reports to complete at any point in the year as reporting to parents takes this form instead as well as an annual face to face meeting at Parents Evening for each year group.

Sisra analytics is used to analyse data and inform line management discussions. All staff have access to this and use it to inform interventions at the appropriate level.

Advantages for our assessment system

Students Regular assessments, set routines for studyingExam practice to build confidence and time management skillsKnow current attainmentRegular feedback for improvements

Parents Regular reviewsFocused reportsUse of Parent App for communication

Teachers No written reportsRegular data collection clearly planned at the start of the yearFeedback focus

Targeted intervention from meaningful dataDepartments Regular updates on students and teachers

HODs state they ‘know the students better in terms of attainment and progress’Data to inform Line Management discussions and paperwork

Whole School Regular updatesQuality checks completed regularlyFocused interventionUse of sisra for predictions of key measures

Impact

Students are guided onto the right courses through a comprehensive transition programme for options in Year 8 into Year 9 and the same for post 16 courses.Year 11 students excel beyond National averages at GCSE with Progress 8 scores increasing over the last three years.

Year 2016 2017 2018 2019Progress 8 0.31 0.42 0.49 0.54 (est.)

Extra data from school’s performance tables to be added after 23rd January

The year 11 students have a 100% September Offer with 97% of students remaining in these positions after two terms. Destinations for Year 13 students show that 97% leave to attend degree courses at university, with the other 3% securing apprenticeships or have been employed.