ASSESSMENT AND DATA POLICY

Date of Last Review: August 2019

Date of Next Review: August 2020

Created By: Mr. S. Muzio

Ratified by Mrs Futcher-Smith: Chair of Governors:

2

Summative Assessment and

Data Management Policy

Contents Intention Page 3 Target Setting / flightpath Page 4 Schedule of assessments Page 5 Capturing Data Page 6 Responding to Data Page 8 Reporting / Communicating Data Page 9

3

Intention This policy outlines how the school will implement effective assessment procedures that result in the production of data that can be used to identify student’s strengths and areas for improvement. An effective use of assessment is defined as all data having meaning, being manageable and motivational for all stakeholders in the school. Stakeholders are defined as;

- Students - Parents - Teachers - School Middle Leaders - School Senior Leaders - School Governors - Education for the 21st Century Trustees

This policy is focused on the use of summative assessment and the data generated from summative assessment. However, it is recognised that formative assessment forms a key part of any whole school assessment plan as effective use of formative assessment will result in improved outcomes for all students. The expectations surrounding the use of formative assessment are outlined in the whole school teaching and learning policy. The assessment policy compliments the ethos of the whole school curriculum by providing teachers the opportunity to create an environment where they can extended and develop student knowledge, skill and understanding helping students make cross-curricular links, providing a curriculum that prepares students for the 21st century. This policy has been developed keeping in mind the important findings of the reports around teacher workload commissioned by the DfE in 2016. In particular this policy reflects Eliminating unnecessary workload associated with data management and Eliminating unnecessary workload around marking. It also draws on the suggest practice highlighted in the most recent Ofsted guidance from 2019, which highlights;

Schools choosing to use more than two or three data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection, and the time that is taken to set assessments, collate, analyse and interpret the data created from this, and then act on the findings.

The school also acknowledges that data is the starting point to begin identifying the key strengths and areas for development within the performance of students. Data collection and analysis forms part of a triangulated approach that looks holistically at student performance to establish how improvements can be made and how best practice can be shared.

An accountability system that is over-dependent on performance data is a barrier to further improvement.

Ofsted, Education Inspection Framework Consulation Questionaire, January 2019

4

Target setting / flightpath Minimum expected grades Each student receives a minimum expected grade (MEG) based on their outcomes from their key stage 2 assessments. These are calculated based on the data provided to the school from the Department for Education. The minimum expected grade for each student results in each student achieving a positive progress score at the end of key stage 4 based on their key stage 2 starting point. Minimum expected grades refined using CAT4. These tests are also used to identify any key areas in numeracy and literacy that students may need extra support with. A programme of support is implemented when they join the school helping to address any areas that require improvement and enabling students to better access curriculum in all subject areas. Appendix A outlines the minimum expected grades for each student based on their key stage 2 data. Teacher target grades When students enter into year 9 teachers will set a target grade for each student which will be in line with their minimum expected grade or higher. This data can be used to identify potential in each subject area and can assist in the options process as student’s transition into key stage 4. Flightpath Each student is placed on a flightpath based on their minimum expected grade. Students are assessed at key points along the flightpath to monitor their progress towards their final target grade. Appendix A gives an example of this flightpath. Student grades are reviewed annually by the by the Senior Leadership Team to make sure the minimum expected grades and target grades remain aspirational and motivational for all.

5

Scheduling of assessments Assessments build throughout each academic year for students, culminating in an end of year assessment for each subject area. Data is captured based at the end of each term whilst building towards the end of academic year assessments. These data captures are used to monitor student progress and identify any areas students may be falling behind in. Appropriate intervention is then put in place to help all students achieve their full potential. The data that is collected is based upon a summative assessment completed at the end of each term in the following subject areas.

- English - Maths - Science - Geography - History - Language (French and/or Spanish)

Data will also be collected from Citizenship and Computing each term, however, these grades are based on the work completed to date. Students will complete assessment style work each term that will be used to inform their current working at grade in these subject areas. Data is collected from the creative arts carousel of subjects at the end of the academic year. At the end of the academic year students will have a two revision window which they will have been building towards throughout the whole academic year. This will then be followed by a two week assessment window where they will complete the following assessments. English (two assessments, one literature and one language) Maths (two assessments, one calculator and one non-calculator) Science Geography History Language (French and/or Spanish) Computing Citizenship The results from their creative arts carousel subjects will also be collected at this point. The end of term assessments will be scheduled in the Main Hall and will be conducted under strict examination conditions, helping to develop good exam etiquette in all students.

6

Capturing data MILESTONE ASSESSMENTS is the term used to describe end of year examinations helping to develop a common language across the school with all stakeholders. Any data captured from internal assessments run by departments will be called DEPARTMENT ASSESSMENTS. The school will also capture effort data throughout the academic year. These data collection points will be referred to as APPLICATION TO STUDY. For MILESTONE ASSESSMENTS and DEPARTMENT ASSESSMENTS staff will enter a fine grade. A fine grade is defined as a grade from 9 – 1 with a + or – next to the grade to indicate a student security in each grade.

Fine Grade 9+ 9 9- 8+ 8 8- 7+ 7 7- 6+ 6 6- 5+ 5 5- 4+ 4 4- 3+ 3 3- 2+ 2 2- 1+ 1 1-

7

A fine grade will be used with all year groups in key stage 3 and key stage 4, helping to develop a continuity of language from year 7 to year 11. The effective reporting of this data home will ensure parents understand their child is on a five year journey and grades may move upwards or downwards throughout their journey but they should look generally more positive as they progress through their education. See page … of this report for how data is communicated. For each data window, a student will receive an application to study grade (grade A – D) for each subject. See appendix B for the criteria teachers use to judge a student’s application to study. Quality Assurance It is the responsibility of the Head of the Department and line managers of departments to ensure the data entered is quality assured and has validity. This can be done through work scrutiny audits, internal/external moderation of assessments and learning walks. There is an expectation for all departments to have their internal assessments moderated each academic year. This should involve the following;

- A review of each of the assessments sat for each year group - A review of the mark scheme and grade boundary used for each year group - A review of the application of the mark scheme by each teacher in the department

8

Responding to Data After each data capture a report will be sent home to students and parents. A data analysis spreadsheet will be generated for the following stakeholders.

- Classroom teacher - Middle Leaders - Senior Leaders and School Governors

Each data analysis spreadsheet triangulates pastoral data with attainment and progress data. An example of how the data is presented to each stakeholder can be seen in appendix C - E. The ultimate responsibility for acting upon the data is with the classroom teacher. However, to ensure the most meaningful and manageable response to the data the subject lead for each department will meet with each subject leader to establish how they will be responding to the data. The actions decided upon at this meeting will be documented so impact on the agreed interventions can be measured. Through line management of the pastoral system Heads of Year’s will target key individuals who are under performing across a number of subject areas and discuss the reasons for under performance with the students, parents and relevant subject teachers to support the student in raising their achievement. The pastoral team will be able to request funds from the schools pupil premium funding are made available to support the student should they meet the relevant criteria. Through the senior leadership line management of each department the quality of response to the data will be evaluated and the key priorities for each department will be made clear. This will be documented and form part of the whole school report on progress and achievement that is presented to school governors and E21C trustees. The termly summative assessment data collection points throughout the academic year provide the catalyst to ensure all students are making progress within their learning. However, the use of formative assessment through the day to day teaching of students is the most informative assessment strategy to ensure all are making sufficient progress. The use of effective formative assessment will ensure all students receive the support and guidance they need to achieve their full potential.

9

Reporting / Communicating Data The focus for the communication of all data should be to motivate students, teachers, parents/carers and any other stakeholders. Data will be sent home after each termly data collection window. The individual student progress and achievement report will be accompanied by a booklet to help students and parents/carers understand how to interpret the report. Reporting in years 7 and year 8 will include the following;

- Year 11 minimum expected grade - Year 9 minimum expected grade - Year 7 / Year 8 minimum expected grade - My latest assessment grade - Application to study grade - Attendance / Punctuality - Achievement Points - Behaviour Logs

Reporting in years 9 will include the following;

- Year 11 minimum expected grade - Year 9 minimum expected grade - Year 9 minimum expected grade - My latest assessment grade - Application to study grade - Individual subject target grade - Attendance / Punctuality - Achievement Points - Behaviour Logs

10

Appendix A – Minimum Expected Grades based on KS2 fine point scores

Appendix B – Application to Study Criteria

11

Appendix C – Class context sheets

12

Appendix D – Department tracking sheets

13

Appendix E – Examples of Whole School Data Analysis Sheets

14