Our approach to assessment and reporting ensures parents and carers are well-informed about student progress and learning habits.

How we report to families
Progress reports: We send written reports to parents/carers twice per year.
Parents’ evening: Each year group has one parents’ evening annually to discuss progress, targets, and next steps

Key Stage 3 (Years 7–9)
Examination outcomes: Twice per year we report each student’s exam percentage, shown alongside the year-group average to indicate performance in context.

Commitment to Learning (CtL): All KS3 students receive CtL scores on a 4–1 scale, where 4 is best. CtL captures attendance/ready-to-learn habits, responsibility and organisation, engagement and participation, work ethic and task completion (including home learning), and behaviour for learning. Full descriptors appear in our CtL guidance.
click here to view Our Commitment to Learning Descriptors

Key Stage 4 (Years 10–11)
Aspirational targets using FFT20: We allocate GCSE target grades using FFT20 benchmarks. FFT estimates are evidence-based, drawing on national data for students with similar prior attainment, gender and month of birth; FFT20 reflects the outcomes of pupils in schools making high (top 20%) progress, so the targets are challenging yet achievable. These estimates summarise a probability distribution of possible grades for each pupil, and the single target grade is set at the distribution’s mid‑point. Using FFT20 helps us set ambitious expectations while recognising individual variation. [support.fft.org.uk], [ffteducati…lab.org.uk]

Reported outcomes: We report GCSE grades on the 9–1 scale in line with national policy, where 9 is the highest grade. [gov.uk], [assets.pub…ice.gov.uk]

CtL: KS4 students also receive termly CtL scores (4–1)

We make reasonable adjustments for students with approved exam access arrangements (such as extra time, readers, or use of technology) in accordance with JCQ regulations.

Key Stage 5 (Years 12–13)
Reported outcomes:
A level: Grades A–E (with A* where applicable).

Applied/BTEC: We report the appropriate vocational grade, typically from D* (Distinction Star) through Distinction/Merit/Pass, including Level 1 Pass where relevant.

CtL: KS5 students receive CtL scores (4–1) to reflect study habits and professional behaviours that support successful post‑16 learning.

We make reasonable adjustments for students with approved exam access arrangements in accordance with JCQ regulations.

Understanding CtL (Commitment to Learning)
Our CtL descriptors define what “Always” (4), “Mostly” (3), “Sometimes” (2) and “Rarely” (1) look like for readiness, organisation/equipment, participation, perseverance, home learning, and behaviour. A CtL 0 may be used where there is no evidence due to absence. See Understanding CtL for the full rubric. [Understanding CtL | Word]

Our approach to assessment in the classroom
Formative assessment: checking understanding to improve learning
Teachers use formative assessment continuously to elicit evidence of learning and adapt teaching “in the moment.” Typical strategies include mini‑whiteboards, cold‑calling, targeted questioning, exit tickets, and low‑stakes quizzing (short, ungraded retrieval checks). Done well, formative assessment supports long‑term learning—especially when it focuses on retrieval practice and avoids confusing short‑term performance with genuine learning. [learningspy.co.uk], [mdpi.com]

· Why it matters: Research synthesised in recent reviews shows formative assessment, when implemented explicitly to inform next steps, can improve achievement across K‑12 settings. [mdpi.com]
· A caution from the research community: Educators (including David Didau and others) caution that correct answers in class can sometimes reflect temporary performance rather than durable learning; therefore we build in spacing, interleaving, and retrieval to strengthen memory over time. [learningspy.co.uk], [improvingt…hing.co.uk]
· Low‑stakes quizzing: Short, frequent practice quizzes enhance retention and metacognition and guide re‑teaching without adding pressure. [files.eric.ed.gov], [craftonhills.edu]

Summative assessment: evaluating learning at key point

· Mid and End‑of‑year summative assessments are taken in Years 7–9, providing a clear snapshot of mastered content and skills, and informing progression to the next year/course.

· At KS4 and KS5, summative assessments (including mocks) align to qualification specifications so that reported grades (9–1 at GCSE; A–E/A* at A level; BTEC D*–Pass) are meaningful and comparable. [gov.uk]

Diagnostic assessment: identifying gaps to target instruction

We use diagnostic tests (baseline checks, pre‑unit quizzes, and item analyses) before and during teaching to pinpoint prior knowledge, misconceptions, and specific skill gaps. Diagnostic assessments are typically ungraded and help teachers tailor instruction, provide early intervention, and plan effective re‑teaching. [unco.edu], [ebsco.com]

Assessment in PSHE: an ipsative model

In PSHE, we adopt an ipsative assessment approach—students’ current work is compared to their own prior work rather than to peers or an external standard. This emphasises personal growth, reflection, and goal‑setting. Teachers use baseline tasks, reflective journals/portfolios, and end‑point reviews to help students see how far they’ve come and to plan next steps. [pshe-assoc…ion.org.uk], [files.eric.ed.gov]

What “ipsative” means: From the Latin ipse (“self”), ipsative assessment is self‑referential: it tracks individual improvement over time, complementing criterion‑referenced judgments in other subjects. [files.eric.ed.gov], [institute4…arning.com]

Our assessment principles

1. Validity & alignment: Summative tasks reflect taught curriculum; formative tasks elicit the right evidence to guide teaching. [mdpi.com]
2. High expectations: FFT20 targets and clear success criteria foster stretch while supporting wellbeing. [support.fft.org.uk]
3. Behaviour for learning: CtL recognises the attitudes and routines that underpin progress. [Understanding CtL | Word]
4. Equity: Diagnostic assessment informs targeted support so all learners can succeed. [unco.edu], [ebsco.com]
5. Transparency: Twice‑yearly reports and an annual parents’ evening maintain a strong home–school partnership.