Key Stage 3
On entry to William Howard School, students are assessed to determine their current level of progress. This is based upon contextual, current and previous attainment data. SATs results and/or teacher assessment from primary schools are used to determine whether students are working ‘beyond’, ‘at’ or ‘towards’ the expected age-related standard. In the first term, students will also take Cognitive Ability Tests (CATs), enabling an assessment of academic ability to ensure correct setting and support for learning.
Following a full assessment of ability and current progress level, students are allocated an age-related benchmark as outlined below:
- Working Beyond – SAT Score 107+ typically achieve a grade 7 or better at GSCE.
- Working At – SAT score 100-106 typically achieve around a grade 5 at GCSE level.
- Working Towards – SAT score below 99 typically achieve around a grade 3 at GCSE level.
Students in Year 7 also complete a PASS test which assesses social and emotional wellbeing. Through this assessment we are able to identify the students’ level of engagement and satisfaction in school, and ensure pastoral support is provided at the right level. The PASS test is repeated in Year 8.
In English, students also undertake spelling and reading age tests, which are periodically taken throughout KS3.
Through use of key assessment information, it is the aim for all students to be working ‘at’ or ‘beyond’ the age-related expectation by the end of KS3.
Key Stage 3 Assessment System
The assessment system is based on 9 Key Learning Indicators (KLIs) for each subject. These are centred on the knowledge and skills required to make the expected progress in each subject.
Students are assessed against whether they are working ‘towards’, ‘at’ or ‘beyond’ the age-related expected standard. Students may also be assessed to be working at pre-Key Stage 3 standard. The aim is for all students to be attaining working ‘at’ or ‘beyond’ the expected standard.
All students know the Key Learning Indicators and subsequent success criteria against which they are assessed in every subject. The use of Key Learning Indicators in the classroom allows students to understand their current level of learning and what they need to do to improve further.
Key Stage 3 Reporting
We believe that parents who are well informed about the assessment process will most likely support student progress beyond the classroom. Following every reporting cycle, it is imperative to ensure students’ progress is celebrated and supported further by parents and teachers. Reports are not sent home to simply provide information, they are sent home to ensure success is acknowledged and future improvements are discussed and implemented.
Reporting Behaviour for Learning
Behaviour for Learning is included on every report and is determined using the criteria below. The Behaviour for Learning criteria is based on our core values of Respect, Responsibility and Resilience. We strongly believe that positive behaviour correlates with academic and wider school success.
| BEHAVIOUR FOR LEARNING CRITERIA |
| Exceptional |
You display high levels of Respect at all times by:
- Actively listening to your teacher and your classmates, as well as engaging positively in class discussion
- Showing your curiosity through answering and asking questions in a polite and considerate manner
- Always responding positively to instructions from staff, starting tasks immediately once they are explained and understood.
- Displaying good manners at all times
You take Responsibility for your learning by:
- Attending all lessons on time, unless with good reason.
- Always having the correct equipment ready on your desk to participate fully in lessons and being highly organised for your lessons.
- Always being a positive role model to other students, through high engagement, exemplary behaviour and excellent attitude to your work.
- Completing well-presented work of the highest quality possible that always reflects the best of your ability
You are Resilient and make progress by:
- Not giving up until you have a solution and you move on to the next challenge without prompting
- Seeking support from your teacher and others when you are stuck but also offering support to others who may require help.
- Responding to feedback and seeking to improve your work further never accepting anything less that your best
|
| Expected |
You display high levels of Respect at all times by:
Actively listening to your teacher and your classmates
- Answering and asking questions in a polite and considerate manner
- Responding positively to instructions
- Displaying good manners
You take Responsibility for your learning by:
- Attending all lessons on time, unless with good reason.
- Having the correct equipment ready on your desk to participate fully in lessons.
- Being a positive influence in lessons through creating a calm environment.
- Attempting and presenting all work to the best of your ability
You are Resilient and make progress by:
- Not giving up until you have a solution
- Seeking support from your teacher and others when you are stuck.
- Learning from mistakes by responding positively to feedback.
|
| Working towards Expected |
To display high levels of Respect at all times you need to:
- Listen actively to your teacher and your classmates.
- Answer and ask questions in a polite and considerate manner.
- Respond positively to instructions at the first time of asking.
- Display good manners
To take Responsibility for your learning you need to:
- Attend all lessons on time, unless with good reason.
- Have the correct equipment ready on your desk to participate fully in lessons.
- Be a positive influence in lessons through creating a calm environment.
- Take pride in your work, by attempting and presenting all work to the best of your ability.
To be Resilient and make the progress you are capable of:
- Do not give up until you have a solution
- Seek support from your teacher and others when you are stuck.
- Learn from mistakes by responding positively to feedback.
|
First Behaviour for Learning Report
At the end of the first half term you will have the opportunity to meet your child’s House Tutor to discuss their Behaviour for Learning report. This report will show how your child has approached their learning since the start of the new academic year.
Interim Data Report
The second report in the cycle, halfway through the academic year, is an interim data report. The report will outline whether your child is working towards, at or beyond the expected standard in each individual subject. Behaviour for learning is also reported for each subject. We encourage all parents to analyse the report with their child to celebrate successes and discuss ways to improve further. Attendance and punctuality are also key features of the report. We expect all parents to discuss the importance of high levels of attendance and punctuality with their child.
Year 8 and 9 will receive one extra interim data report inline with the CET assessment policy.
Final Comment Report
The final report will contain the same type of data as the interim report but will also have a written statement identifying strengths in each subject, along with focused action points for improvement. The comments will relate to the Key Learning Indicators and the expected standard of progress. Classwork, homework and class assessments are used to determine whether the student is working towards, at or beyond age-related expectations.
