Assessment and Reporting

Assessment

Rationale

At Furness Academy, we use assessments to monitor the understanding, knowledge, and skills taught in the curriculum. By doing this, we are linking high quality assessment to improvements in learning, ensuring that information from assessments leads to informed teaching and, in turn, better learning.

At two points across the school year, students will sit summative assessments. They are designed to be purposeful, reliable, valid, fair, and valuable to student learning.

Therefore, summative assessments:

examine the main curriculum elements and assess key knowledge
are cumulative, testing students’ recall of prior knowledge
provide information that is relevant and is used to fill gaps in knowledge

Assessment Calendar

Reporting

Personal Percentage

The Assessment Percentage is the score that your child has achieved in each individual assessment. This is shown next to the Average Percentage Score for their class in that subject.

Class Average

This figure shows you how well your child is doing in relation to other students in the same class.

The class average:

provides context to your child’s personal assessment score.
helps your child to understand their result in relation to students in their class.
supports you, as a parent, to have conversations with your child about their learning.

The nature of an average is that there will always be students who are above average or below. Therefore, it is essential to take a balanced approach when reviewing this data, taking into consideration that the class average will be determined by the range of results in that class.

Attendance

Evidence shows that if a student’s attendance score is at 96% or above, they are in the best possible position to understand more and remember more of the delivered curriculum and to benefit from the extra-curricular activities that school has to offer.

Any drop below a 96% attendance score for your child causes serious concerns for the progress that they will make.

Attitude to Learning

There are a range of indicators we consistently use when determining the Attitude to Learning grade for each subject. This is shown on a scale of 1 to 3:

1 – Student is exceeding expectations

2 – Student is meeting expectations

3 – Student is below expectations

The criteria used is given in the table below. Your child’s teacher will carefully consider this when selecting the appropriate grade.

Please read these carefully, as we understand that the progress a child makes is often closely linked to their attitude to learning and work ethic.

Exceeding Expectations

A consistently determined, resilient and positive attitude to learning, always engaged and cooperative in class.

Self-regulated learner, works independently and talks purposefully with peers valuing other opinions; models our core values and makes exceptional progress.

Exceptional effort and care are taken in the presentation of high-quality work.

Classwork completed always exceeds expectations and feedback is sought from teachers and acted upon.

Excellent contributions are made to class discussions with evident enthusiasm for the subject. Behaviour and punctuality is consistently impeccable.

Meeting Expectations

A positive attitude to learning, engaged in class, demonstrating good relationships with other pupils and teachers.

A conscious effort is made to present work according to our required criteria, demonstrating independent thought and motivation to develop work/understanding to accelerate progress.

Classwork is completed to the standard expected with willingness to learn; independent action is taken following feedback.

Contributions are made in class, responding positively to challenge. Behaviour and punctuality is consistently good, exhibiting our core values.

Below Expectations

An inconsistent attitude to learning, playing a passive role in class and exhibiting some of the behaviours listed below:

Disrupts the learning of others resulting in the need for the teacher to repeat instructions or use Behavior Policy (students that receive C1 or higher on a regular basis)
A lack of willingness to independently think; does not demonstrate independent thought and motivation to develop work/understanding to accelerate progress.
The presentation of the work does not meet required criteria.
Classwork is not completed to the expected standard.
No meaningful independent action is taken following feedback

SEND

If your child has SEND, teachers will take into account their SEND needs and individual starting points when awarding an Attitude to Learning grade. Students have an equal opportunity to their peers to achieve expected or exceeding expectations grades as all teachers at Furness Academy recognise the need to make reasonable adjustments when assessing effort for students with SEND.

GL Assessments

GL Assessments are national tests which examine knowledge in English (reading and spelling) and maths. Following the tests, each child is given a Standardised Age Score (SAS) which gives you an idea of how well your child has performed when compared to children of the same school age from across the country, who sat the same test. A score of 100 in a test would suggest that a child is exactly ‘average’ for their age

The SAS is key to benchmarking and tracking progress and is one of the most important pieces of information to compare the performance of different students within a year group or across year groups.

Form Tutor Comment

One report during the year will include a form tutor comment which will help you gain a better understanding of your child’s strengths and will also highlight any specific actions or activities which could further improve their school experience.

Frequently Asked Questions

What do the grades for homework mean?

Homework is shown on a scale of 1 to 3, with 2 being the expected standard and 1 being the very best, including exceptional talent.

Exceeding Expectations

Homework is consistently handed in on time, fully completed to the best of their ability.
Where appropriate students make a conscious effort to improve their homework.
No homework recorded as missing.

Meeting Expectations

Homework is consistently completed to the best of their ability and handed within expected deadlines.

Below Expectations

Homework is not completed to their best ability or not completed at all. Deadlines are consistently not met.

Why does my child not have an assessment score for every subject?

If a subject does not provide an assessment score, it may be that student was absent and has missed the assessment. If this is the case, there will be an assessment score recorded in the next report.

How will teachers make adjustments for those with SEND?

At Furness Academy, students with SEND are assessed fairly but without altering the nature of the knowledge, understanding and skill being assessed. Students with SEND may require reasonable adjustments to be made, which could include:

Exam access arrangements, such as a reader, scribe or additional time
Separate accommodation
Modified papers
Assistive technology

All assessment accommodation decisions are based on your child’s specific needs and selected to reduce the impact of their need or disability on their learning and assessments. The record of the assessment accommodation is kept both in SEN departmental records and relevant subject records. The effectiveness of the accommodation made is evaluated on a constant basis.

What does it mean if my child's personal percentage score is lower than the class average?

If your child’s personal percentage score is lower than the class average, this does not necessarily mean that they have not done well. It means that, on this occasion, there were students that achieved a higher score than your child in that assessment.

If your child’s personal percentage score is significantly lower than the class average, this could be related to your child’s attendance and/or engagement, and may result in additional help being put in place.

How will students be assessed in PE, Music and Drama?

PE, Music and Drama provide slightly different information: the knowledge (I know what) and the performance (I know how/show).

Please see criteria for the performance grades of Music MiSST programme and Drama indicated below.

Why are reports produced?

At secondary school, your child will undertake regular, formal assessments, in preparation for GCSE/Technical qualifications, where they will be graded nationally against their peers. Therefore, during Key Stage 3, we aim to provide consistent feedback on your child’s development and progress.