Assessment & Reporting

Teachers will regularly assess the progress of learners within their groups and use this information to plan lessons that will ensure that good progress is made. It is expected that teachers keep an accurate and clear record of these assessments and the progress that is made.
 
The College reports home to parents at least three times during the academic year; parents evening and at least two academic progress reports. In addition to the progress reports, year 7 and year 10 receive a transitional review and year 10 and year 11 receive mock examination results.
 
Transitional review: this provides an insight into the effectiveness of the ks3 and the ks4 transition. No data is collected, only behavioural aspects of a learners transition from year 6 into year 7 and then again from year 9 into year 10 at the start of their GCSE courses.
 
Progress review: staff report on a currently working at grade, plus a behaviour for learning (BFL) grade, an attitude to learning (AtL) grade and a homework (H/w) grade. In years 10 and 11, staff also report a NEA (Non-examined assessment) grade. Evidence for these grades will come from ongoing staff assessment, internal and sometimes, external tests.
 
There are formal mock examinations in the summer of Year 10 and the autumn of Year 11, allowing progress to be measured across most subjects. Year 11 pupils also sit Pre-public exams in March, providing additional exam practice opportunities under examination conditions.
 
Targets
 
Pupil targets are generated from FFT Aspire. Although not currently an FFT20 school, Kings International College aspires to reach this level and so learner targets are generated at this FFT20 level. These aspirational and challenging targets are shared with all staff, all pupils and with the Governing Body.
 
These targets form the end point of five years of learning. As a result, subject specific flight paths provide an independent pathway for each of our learners as they come into the school. Key stage 2 scaled scores provide evidence for the pupils starting points in Year 7, how pupils progress along this pathway has been determined at subject level.
 
Mathematics and Science uses Maths ks2 scaled scores as their starting point; English and Humanities use English Reading scaled scores as their starting point; all other subjects (except for Performing Arts, who use independent baseline tests to establish their pupil starting points) use the average of English Reading & Maths scaled scores as their starting points. Flight paths are reviewed annually.
 
The flight paths also generate at key assessment points throughout the year, short term targets for the pupils to reach e.g. end of Year 8. The targets are numerical, reflect the 9-1 grades and are fine graded.
 
The fine grade is used to indicate where progress lies within the whole grade e.g.
4a – current progress is towards the top of the whole grade.
4b – current progress is in the middle of the whole grade.
4c – current progress is towards the bottom of the whole grade.
 
The College also provides valuable information to both pupils and parents / carers through an Introduction to Key Stage 4 Evening and a Work Experience & Preparation for summer exams Evening.
 
The Introduction to Key Stage 4 Evening provides parents of and pupils of Year 10 the opportunity to find out how they will be assessed across all subjects in key stage 4, including the structure of their courses. Parents of and pupils of Year 11 will have the opportunity to meet post 16 providers and careers advisors, plus receive crucial information on the pathways available to them post 16.
 
The Work Experience & Preparation for summer exams Evening provides parents of and pupils of Year 10 the opportunity to find out crucial information about their forthcoming work experience placement. The second part of the evening provides parents of and pupils of Year 11 practical tips, guidance and advice on how to effectively support and prepare for the summer GCSE examinations.

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Assessment & Reporting
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