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Assessment and Reporting

The purpose of assessment within the school is to maximise progress and enable all pupils to become better learners. Assessment involves an understanding of both the formative process, when we ask what, why, when and where do pupils learn and the summative process when we recognise what they have learnt. In order to achieve these aims The Assessment and Feedback Policy adheres to the principles outlined below. These principles recognise the needs of the different groups of people who will be using the system, namely the pupils, teachers and parents. Whilst different subject areas will have their own particular requirements that determine certain aspects of marking and assessment, there are some common principles and practices to which all departments and individual teachers should adhere.

All the students will have a full report and two interim grade reports each year, with the opportunity to discuss student progress with subject teachers each year. Students will be expected to undertake assessment each term in all subjects and there will be formal examinations at the end of each academic year

Marking & Feedback Policy

Common Principles of Assessment and Feedback

a) It should be regular and frequent; b) It should accentuate, where possible, the positive; c) It should offer constructive advice which will enable successful future learning and inform decisions about the teaching of individuals and groups; d) It should be meaningful to pupils; e) It should take account of the needs of pupils at different stages in their school careers

This document refers to two kinds of assessment:

Formative assessment (Assessment for Everyday Learning), which supports on-going learning and teacher planning and it will help inform decisions when tracking of pupils’ attainment/progress.

Summative assessment (Assessment of Learning) is concerned with summarising assessments at a particular point in time and supports a range of further purposes including tracking pupil progress, reporting, evaluation, planning and target setting.

Formative Assessment (Assessment for Everyday Learning) On-going learning in the classroom is supported by assessment that provides pupils with the information that they need in order to progress and teachers with the information that they need to support this learning. Examples of formative assessment include written work; homework; questioning; presentations; short recall tests; practical projects; research.

How will the school track individual student’s progress?

When students join Murray Park in Year 7 they are allocated to one of five pathways. These pathways each define the skills, knowledge and understanding, of an appropriate challenge, which maps each pupil’s learning from the end of KS2 towards their final outcomes at GCSE.

The five pathways are shown below as well as each student’s starting point at the end of KS2 and their expected GCSE grades at the end of KS4.

S2 Levels (old) KS2 Scaled Score (new) MP KS3 Aspirational Target MP KS4 Aspirational Target new GCSE grades
5a and above 111 and above Mastery (+) 9
5b and 5c 106 – 110 Secure 7 – 8
4a, b and c 100 – 105 Developing 5 – 6
3a, b and c Less than 90 - 99 Foundation 3 - 4
2a and below 89 or less Emerging 2

What do we mean by ‘old’ and ‘new’?

From 2016 students are given a scaled score at the end of KS2. Students who completed KS2 before 2016 were graded on the ‘old’ levels.

Students awarded a score of 100 on the ‘new’ Scaled Score or a Level 4b on the ‘old’ system are deemed to be performing at national expectations for their age.

You may already be aware that GCSE grades are changing from the ‘old’ letters to ‘new’ numbers. You can see from the grid below that the old C grade appears in both a 4 and 5. There isn’t an exact equivalence between old GCSE grades and the new number system. For instance the new number 9 is higher than current A* and for the middle grades there is some overlap – the old B grade is shared in both numbers 6 and 5. As the system develops we will have more clarity. The first sets of numbers will be awarded to students at GCSE in 2017 in Maths and English other subjects follow in 2018 and 2019.

Students awarded an old grade C or a new grade 4 are deemed to be performing at national expectations for their age.


How do we know students are making progress within each pathway?

Students are expected to become proficient or expert in the range of skills, knowledge and understanding associated with each pathway. Essentially progress will be shown by students becoming more independent and resilient. These are qualities that will ensure success in their GCSE’s when progress is increasingly dependent upon the learning of new knowledge and skills, the deepening of understanding and effective time management in the run up to exams.

Whilst the challenge of work increases between the pathways from Emerging through to Mastery, the definitions outlined below remain the same within each. So, for example, a Foundation student at MTEP will be performing above expectation but the work will be appropriately less challenging than for a Mastery student at MTEP. Work is appropriately challenging relative to each student’s end of KS2 starting point.

(More Than Expected Progress)
The student is making more progress than expected from their starting point. They are on course to achieve a higher grade then their GCSE target. They are able to show skills and complete tasks independently, consistently and under pressure in exams and assessments.
(Expected Progress)
The student is making the progress expected of them from their starting point. They are on course to achieve their GCSE target. The student is able to complete tasks independently. Assessments show a secure command of relevant skills and knowledge.
(Less Than Expected Progress)
The student is making less progress than is expected of them from their starting point. They are on course to achieve a grade below their GCSE target. The student is able to complete tasks and demonstrate skills only with help. Their knowledge is not secure.

Are students able to move between pathways?

Yes, students are able to move between pathways. When students are formally assessed three times a year teachers will recommend any necessary changes between pathways. Students eligible for movement to a higher pathway will have been making more than expected progress (MTEP) for at least two terms in the majority of their subjects including English, Maths and Science. Students at risk of being moved into a lower pathway will have been making less than expected progress (LTEP) for at least two terms in the majority of their subjects including English, Maths and Science.

How are students assessed?

Students are continually assessed through the completion of work in class and at home. Every term students are formally assessed. Once a year students are expected to sit an exam in each subject.

When is progress reported to parents?

Progress will be reported to parents after each formal grade collection once a term. These progress reports will indicate each student’s pathway and their relative progress within it (either MTEP, EP or LTEP). One of these termly reports will be in the form of a full written report. When a student is close to changing pathways the school will contact parents directly to offer support and guidance. A full subject report will be issued annually to each year group.