Assessment

The Assessment and Reporting systems in place at Boston Spa Academy are used at all secondary academies across The GORSE Academies Trust; as such, we benefit from being able to analyse the data we collect on a wider scale to identify strengths and areas for development to ultimately ensure our students make maximum progress. In order to achieve this it is imperative that students understand their current position in each subject; students need to be clear about why they are performing at that grade, how this has been decided and what they need to do to progress to the next level. At Boston Spa Academy we believe that it is important for parents and carers to have a clear idea of their child’s current performance and what they need to do to develop their skills, knowledge and understanding further. We are keen to engage in dialogue with students, parents and carers; we recognise the importance of working together as partners in learning in improving outcomes for our students.

TARGET SETTING

Each student is set an end of Key Stage target in each subject: an Achievable Target Grade (ATG). These are driven by a student’s KS2 data (SATs in reading and mathematics) and, in the case of Year 8 to 11, adjusted according to progress they have made since starting secondary school. This target is designed to be challenging in order to achieve the goal of the academy being ranked in the top 1% of secondary schools.

Assessment

There are three Assessment Points for each year group during the course of the academic year. At each, teachers will use a range of evidence (classwork, homework and Iterative Tests) to decide upon a current working grade for each student – this is known as the Assessment Point grade (AP1, AP2 and AP3). Recent changes to the national landscape of assessment (removal of National Curriculum Levels in favour of scaled scores at KS2, and new, more challenging GCSE specifications at KS4) have influenced the grading system we now use in all year groups.

Students are awarded grade from 9 to 1 (with 9 being the highest grade possible at GCSE, equivalent to above an old grade A*) with added grades from a to d included to indicate students working towards a grade 1.

EACH GRADE IS DIVIDED INTO THREE SUB-GRADES: eg. 5-, 5 AND 5+

Working at the top of a grade 5, the student has mastered the skills and knowledge associated with grade 5.

Working in the middle of a grade 5, the student has secured the skills and knowledge associated with grade 5.

Working at the bottom of a grade 5, the student is developing the skills and knowledge associated with grade 5.

Reporting and Effort Grades

TGAT 11-16 SECONDARY ASSESSMENT SYSTEM
	Year 7	Year 8	Year 9	Year 10	Year 11
	Baseline Assessment Period
Interim Assessments AP1	Attitude to Education Level (ATEL) Attitude to Education Focus (ATEF) Achievable Target Grade (ATG)	Attitude to Education Level (ATEL) Attitude to Education Focus (ATEF) Achievable Target Grade (ATG)	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF ATG
Interim Assessments AP2	Current Grade (9-d)* Awarded by Core subjects only ATEL ATEF ATG	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF ATG
Masters Assessments AP3	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) ATEL ATEF ATG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF ATG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF ATG
AP4					Predicted Grade (9-U)

Parents and carers will receive information as above at different Assessments Points throughout the year. Students will receive Attitude to Education Level (ATEL) grades at each assessment point, in addition they will receive Attitude to Education Focus (ATEF) targets that will inform them of their current effort and indicate how they can improve.

ATTITUDE TO EDUCATION LEVEL DESCRIPTORS

At each Assessment Point, both teachers and form tutors will provide students with an Attitude to Education Level (ATEL) and an Attitude to Education Focus (ATEF). When awarding the ATEL, teachers and form tutors should adopt a best-fit approach using the descriptors provided below. An ATEF should be set to support students with securing the next level up, unless they are an outstanding learner, in which case an ATEF from the outstanding descriptors should be set.

An Outstanding Learner

An outstanding learner exemplifies what all students aspire to achieve. An outstanding learner displays all the qualities of a good learner and much of the following. They:

Os1. independently take responsibility for their learning and behaviour, and know how to study effectively;
Os2. are excellent self-managers, use their own initiative and are able to apply newly acquired knowledge into bigger concepts;
Os3. lead their own learning, develop their interests and talents, and go beyond the expectations of homework set by the teacher, for example, by carrying out extra reading or research;
Os4. are resilient and go above and beyond, by actively seeking to improve the quality of their work;
Os5. participate in the wider school community, showing respect and an understanding of others;
Os6. carefully consider diverse viewpoints and utilise these to make decisions or conclusions and support others with decision making;
Os7. consistently recognise right and wrong, understand consequences and take the opportunity, where appropriate, to investigate moral and ethical issues.

A Good Learner

A good learner is a responsible and committed student. They:

Gd1. usually take responsibility for their learning and behaviour;
Gd2. consistently try hard both inside and outside the classroom to develop detailed knowledge and skills;
Gd3. meet homework/coursework deadlines;
Gd4. are often resilient and try hard to improve the accuracy of their work;
Gd5. respond to teacher or peer feedback and ensure targets are met;
Gd6. consistently recognise right and wrong, understand consequence and when investigating moral and ethical issues offer some reasoned views;
Gd7. demonstrate an understanding of the Modern British Values of democracy, the rule of law, individual liberty, respect and tolerance.

A Requiring Improvement learner

A RI learner is likely to be a coasting learner who is not reaching their full potential. They are getting the basics right but need to push themselves to fulfil the characteristics of good and outstanding learners. RI learners:

Ri1. are inconsistent in taking responsibility for their learning and behaviour;
Ri2. spend an adequate amount of time on tasks and present their work adequately;
Ri3. meet some homework/coursework deadlines;
Ri4. usually attend lessons on time and with correct equipment;
Ri5. make some contributions during discussion work;
Ri6. usually act upon feedback to improve performance;
Ri7. can identify and describe the Modern British Values of democracy, the rule of law, individual liberty, respect and tolerance, but do not always demonstrate or exemplify these.

An Unsatisfactory learner

An unsatisfactory learner demonstrates a poor attitude towards learning. Unsatisfactory learners:

U1. take little responsibility for their own learning and behaviour;
U2. leave work incomplete or do not complete it to an appropriate standard
U3. frequently fail to meet homework/coursework deadlines;
U4. may be late to lessons or absent for unacceptable reasons;
U5. disrupt learning of others;
U6. fail to bring appropriate equipment to lessons;
U7. fail to adequately consider different viewpoints or to demonstrate an understanding of Modern British Values of democracy, the rule of law, individual liberty, respect and tolerance.