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Secondary Standards, Attainment & Progress

Assessment and reporting

Teachers assess pupils in lessons on an ongoing basis. We are working on a mastery curriculum where we want our pupils to really know what they have learnt, instead of nearly knowing it.

Our emphasis for all year groups is on individual effort. We continually remind our pupils that the amount of effort they put into learning in lessons and the homework they are set, is the most important factor in how well they achieve.

Years 7-9

Formal assessments take place in English and Mathematics at least twice during the year and in other subjects as deemed appropriate to support learning and progress. Reports are sent home to parents twice a year and show a pupil’s attainment (%) against the year average.

We use the information we gather to celebrate success and challenge pupils to make even further progress, but also to intervene to support any individual pupils or groups of pupils who are making less progress than they should, or are not reaching the high standards of which they are capable.

Year 10 and 11

During the GCSE years exams become more formal across all the subjects pupils are studying for GCSE. There is a formal exam week in the summer term for Year 10 pupils where they can get used to exam conditions with trained invigilators. In year 11 formal mock GCSEs are at the end of the autumn term with the actual exams in May/June.

For year 10 pupils will still have a percentage result but they will be given an indicator of what their results mean in relation to GCSE 9-1 grades. The first time pupils will be given a formal GCSE grade is in their mocks in Year 11. This will be when they have studied the majority of their GCSE curriculum and means the result is a meaningful one.

In 2020, the school will be publishing our first set of KS4 GCSE results.

 

Ofsted Quotes 2018

“Staff, parents and pupils have confidence in the leadership of the school and feel valued and listened to”

“Leaders have created high expectations regarding behaviour. Pupils’ behaviour and conduct in lessons and around the school are good”   
“Leaders have carefully designed a curriculum that supports pupils’ academic development well, and offers pupils access to a broad range of extra-curricular experiences”
“Teachers have high expectations regarding pupils’ readiness to learn. This has resulted in almost all pupils having positive attitudes to learning. Relationships are respectful, and most pupils respond willingly to teachers’ directions”  
“Most teachers know their pupils and their individual needs well. They generally use this information to provide pupils with any additional help they need”
“The school is a friendly, inclusive community. Pupils told inspectors that it is a place where it is all right to be different. Pupils respect the varied cultural backgrounds of their peers and celebrate the wide variety of home languages” 

 

gov-uk-compare-school-performance

 

Click on the links below to be directed to the DfE’s School Performance website where you can compare school performances:-

South site          North site