Reporting & Assessment

Reporting

We will keep parents fully updated. Aspects of student performance, such as attendance and punctuality, will be available to track online using our VLE. An electronic report card (paper copies will be available to parents/carers without IT access) will be uploaded to the VLE for parents to access. There will also be an early consultation event in October for year 7, focused on pastoral issues. A formal year 7 consultation evening will be held later in the year. In years 8–11, electronic reports will be uploaded to the VLE twice a year, there will also be a parental consultation event for each year group. Parents/carers who cannot attend the events will be contacted by the pastoral team to arrange an alternative appointment or to receive feedback. The VLE will be developed to capture real-time attendance and positive reward points and sanctions. We aim to be transparent in our support for students and engagement with parents. 

 

Assessment

At KS3 the Academy will monitor student progress using four stages, which will be tracked against criteria used in the curriculum maps of each subject. Each student on entry will be given a target stage based primarily on their KS2 SAT's scores. The target stage will reflect potential GCSE grade outcomes. Throughout the year subject teachers will assess your child using one of the four stages which will allow you and your child to see the progress they are making in each subject. Curriculum overviews will be available on the Academy website, this will enable parents/carers and students to focus on specific curricular areas.

Students will be expected to reflect on their progress at each data entry point, and this will be discussed with teachers and tutors, and with parents/carers at consultation events. As students’ progress to KS4, GCSE grades will also be used on some assessments and reports so that parents/carers and students are aware of their progress towards their GCSE targets.

At Edgar Wood Academy, we strongly believe that a student’s attitude towards their studies is the biggest determining factor towards the grade they will achieve at GCSE. Therefore, from year 7 students will also receive Attitude to Learning (A2L) grades on each report card and on some of their assessments. We will indicate four different attitudes to learning and have a set of criteria for classwork and homework for each category:

                                                                                      What does this type of learner do in lessons?

How does this type of learner approach homework and revision?

Independent Learner 

(4)
  • Highly motivated and disciplined: can focus on learning effectively fro extended periods of time.
  • When in 100% students use ambitious academic language in response to questions.
  • Resilient: never gives up when learning is difficult and enjoys challenging learning.
  • Independent: Needs little instruction or close supervision from the teachers. 
  • High levels of initiative and curiosity, wants to learn more and undertakes wider reading and research.
  • Work is always proof read and edited before it is submitted. 
  • Areas for improvement identified by the teacher are thoroughly acted upon. 
  • Clear enthusiasm for learning.
  • Homework represents the very best that a student can do and often demonstrates extension of the task; it is always proof read. 
  • Revision is thorough, planned and effective. 
  • The student's revision timetable includes opportunities to self-test and identify gaps in their learning. 

Engaged Learner

(3)
  • Clearly possesses a positive attitude towards learning. Work is completed with care and pride, and is proof read and edited before it is submitted. It represents a student's 'best work'. 
  • When in 100% students respond to questions using academic language. 
  • Works hard in lessons and is 'on task'.
  • Makes a positive contribution to group and class discussions.
  • Asks thoughtful questions. 
  • Areas for improvement identified by the teacher are acted upon. 
  • Enthusiastic and curious.
  • Homework represents the students 'best work' and is handed in on time. 
  • Homework is proof read before it is submitted. 
  • Revision is undertaken and learning is evident. 
  • Considers teacher feedback and uses knowledge organisers when putting together a revision timetable.

Coasting Learner 

(2)
  • Work is completed but is rarely the student's 'best work'.
  • When in 100% students respond to questions but language needs developing. 
  • Usually 'on task'. Effort may be variable from reasonable to good. 
  • May 'coast' in groups and allow other to do the work.
  • Rarely asks questions: Low levels of curiosity and initiative. 
  • Areas for improvement identified by the teacher are usually acted upon but may lack depth or detail. 
  • Behaviour is compliant. 
  • Struggles to persevere when faced with challenges. 
  • Homework is usually completed, but often does not represent the student's 'best work'. It may be rushed or incomplete. 
  • Revision does not have a major impact on learning. 

Concern

(1)
  • Work is often incomplete. 
  • Effort is poor. Likely to be 'off task' unless closely supervised. 
  • Makes no or negative contribution to group and class work. 
  • Never asks questions / asks irrelevant questions. 
  • When in 100% students rarely respond to questions. 
  • Behaviour is likely to be poor. 
  • Areas for improvement identified by the teacher are rarely acted upon. 
  • Easily distracted adn may distract others from learning. 
  • Gives up easily when making mistakes or when receiving constructive feedback. 
  • Homework is often not completed or completed with the minimum amount of effort. 
  • Never or rarely revises.

 

The following forms of assessment will be used at EWA for students from years 7-11:

 

  • Formative: To identify future targets for individual students and to inform teacher planning at class and student level.

  • Diagnostic: To identify students’ strengths and weaknesses and inform future teaching or identify necessary intervention.

  • Summative: To examine student performance and progress over time and report to parents, SLT, governors and DfE about students, subjects, groups of students and whole academy performance.

                                                                    Progress Description
Above Currently progressing really well showing an understanding that over time will help to achieve above their target grade. Formal and informal assessments show the acquisition of knowledge, showing positive progress that if continues will leading to the student surpassing their target grade.
On Currently progressing well showing an understanding that over time will help to achieve their target grade. Formal and informal assessments show the acquisition of knowledge nad positive progress towards their target grade. 
Below Currently progressing below expectations showing an understanding that over time will lead to achieving below their target grade. Formal and informal assessments show the acquisition of knowledge is limited and therefore showing a risk of their target grade not being achieved.