Assessment, Recording and Report Policy

Assessment, Recording and Reporting Policy



Review Date

November 2018

Review Cycle


Review Due

November 2019

Author / Owner

 Hannah Parry


Winchelsea School recognises that assessment, recording, reporting and target setting are critical in raising student achievement and evaluating the quality of learning and teaching.  We use summative assessment to evaluate the stage a student has reached, formative assessment to identify future targets and diagnostic assessment to identify strengths and weaknesses. The values and ethos of the School are central to our Assessment, Recording and Reporting policy. Recording assessments accurately enables a more personalised approach to students’ learning by identifying areas requiring further support and intervention. Effective reporting is vital in ensuring that students, parents, coaches and teachers are well informed of individual progress, expectations and strategies to ensure improved outcomes. In this policy, the term “parents” includes all those having parental responsibility for the student. 

We believe: 

  • The methods used to measure student attainment and progress should be valid, relevant and consistent. The data should also be regularly validated.
  • The use of student data should enable all students to receive the support and intervention they need to maximise their personal achievement.
  • The student should take responsibility for improving his or her own outcomes.
  • The process should be structured and transparent without being bureaucratic.  Information should be reported in a clear and effective manner

1.Formal Assessment and Recording: Semi-Formal Currciulum

Students at Winchelsea will follow either the Formal or the Semi-formal curriculum.  Students following the semi-formal curriculum will be assessed through their Pupil Plan Targets, which are reviewed at the Annual Review meeting.  

  • Students will be assessed through the Levels of Engagement, which will monitor if a student is initially engaging in their learning and then if they are engaged to what extent. This will be monitored by observations throughout the year which will then be analysed in terms of progress made towards fulfilling their PPT target. 
  • Initial information used to create a baseline image of every student is done through an assessment of where the student is at on the Winchelsea Levels, this is done through observation and assessment.
  • Each curriculum area will carry out at least one summative assessment every term (depending on subject and year group) for each student (progress checks). The form this assessment takes will vary from subject to subject.  Students should be informed beforehand of what is required to achieve each level of attainment. These assessments will be shown clearly within schemes of work. 

Formal Curriculum: 

  • Each such assessment should be recorded in the form of: experienced, developing, achieved with evidence in their books and tests results to support this.
  • Students will then be given a level dependent on the work produced.
  • This information will be entered into DCPro at the end of every term, following the data being entered each class teacher will have a progress meeting to discuss student progress and attainment.
  • Accreditation information will be based on recent examination results. Students will sit exams for Functional Skills each term.  This will be reported on through grade achieved in most recent examination as well as evidence of progress made in books. 
  • Entry Level Grade will be shown as: E1 – E3, L1.
  • BTEC: Pass/ Fail – evidence in books and completion of the form.
  • Ascentis/Asdan: Progress through books, recorded on assessment form.

In addition to attainment data, students will also receive a score (1-4) per progress check related to their Attitude for learning in each subject. 

At each assessment point the Curriculum leaders and the Leadership team will make judgements about students in terms of whether they are performing well above, above, in line with, slightly below or well below predictions. They will also compare attainment of different student groups within the school. As a result of these predictions underperforming students will be appropriately supported within class or through intervention.

4.Operational Monitoring

  • Class teachers have access to detailed information relating to the students within their school including attainment, attendance, behaviour and so on. The expectation is that information is collected and analysed for consistency, internal issues that may require intervention (subject areas or individual staff) and student issues that may require intervention (academic or pastoral).
  • Curriculum Leader’s in Maths and English are accountable for students’ achievement within the subject and are responsible for their own operational monitoring, to ensure that standards are maintained and that routine procedures are followed throughout.

5.Feedback to Students

  • Effective feedback to students is essential to the learning process and should: - enable students to improve; - include both achievements and areas for development. This should be clear through marking (see marking and feedback policy).  Marking should be focused, unambiguous and clear and prompt. 
  • We should adopt a variety of means to communicate feedback, including: - written feedback, including comments on how to improve; - oral feedback, either to individuals or the whole class; - exemplar feedback, for example model answers together with a commentary highlighting particular points.

6.Reporting and the Academic Tutor

  • Every term, parents receive a brief progress report generated from the central database summarising their child’s attainment target data and attitude to learning.
  • The student’s class teacher is the first point of contact for parents. They should address any concerns that a parent or student may have at any time.
  • Parent meetings take every term, with a different focus each term: the precise timing and organisation of the meetings is determined by the school.
  • There will be the opportunity for parents to meet directly with their child’s subject teachers at least three times during the course of the academic year
  • Each student works towards personal attainment targets for each of their subjects drawing on a range of personal information and focused particularly on the progress relevant to that child.
  • Where individuals make particularly rapid progress, their targets should be revised upwards accordingly. However, their original target will be used as part of a residual-level analysis to assess the performance of their teachers, subject areas and the School. This analysis will contribute to performance development. The Academy targets will be in line with the targets set for their students.

Links to other policies: Marking and Feedback Policy, Curriculum Policy. 


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