1. Assessment, Levels, Reporting, Appraisal, QA … What now?!?

2.  SATs levels do not exist any more at either KS2 or KS3  This Sept is the last time KS2 SATs levels have been reported  Students next year will come up with a score +/- 100 – we don’t know what this means yet, there are no parallels or matrixes to work with  We have been planning for the changes for almost 2 years, but do not have all the information on which to base long-term decisions yet! What we do know

3.  The assessment calendar, QA and Middle Leader Line Management Schedule identified a ‘cycle’ linking meetings with assessments and moderation and quality assurance: What we put in place for this year Judgements: Student progress Quality of learning & teaching Planning assessment meeting Carry out assessment every 6 weeks Mark assessments centrally Moderate quality of assessment and outcomes Report judgements: Data collection Self-evaluation governors

4. Week 1-2Week 3-4Week 5-6Week 7-8 HTHT Week 9- 10 Week 11-12Week 13-14Week 15 Targets set for years 8-13 Exam analysis by subject leaders CATs tests years 7 & 10 Plan first summative assessment for all years SLT Appraisal Reviews completed Exam Analysis submitted Students complete summative assessments, which are marked across departments (i.e. teachers do not mark own scripts) Moderation meeting to moderate summative assessment outcomes Data collection informed by summative assessment years 8-11 ELT Appraisal Reviews completed Exam Analysis meetings SISRA data uploaded from data collection years 8-11 Plan second summative assessment years 8-13 Year 8-11 SISRA analysis by subject leaders All Staff Appraisal Reviews Completed Exam analysis meetings Baseline targets set for year 7 Y12/13 SISRA analysis by subject leaders SLT discuss strategic overview of SISRA Analysis All Appraisal Objectives Set Review of SIP based on self-evaluation findings All Appraisal Objectives moderated SISRA Analysis – Vulnerable Groups Students complete summative assessments, which are marked across departments (i.e. teachers do not mark own scripts) Whole school data analysis and completion of self-evaluation (SEF) Self-evaluation shared with governors at Full Governing Body Meeting Moderation meeting to moderate summative assessment outcomes Data collection informed by summative assessment all years Plan second summative assessment for Y7 Plan third summative assessment for years 8-9 Plan third summative assessment cycle for years 10-13 Y7-9 SISRA analysis by subject leaders FIP review and update based on self- evaluation findings This has been put into one document to make it easier to see:

5.  How do we record progress?  How does this link to judgements about the quality of learning and teaching (including links to assessment, appraisal and self-evaluation)?  How will this help us to show progress to governors, parents, RSC, Ofsted…?

6.  Short and focused every half-term  Meeting time used to devise appropriate assessments – all staff involved  Faculties devise appropriate scores/marks/percentages/grades…  No additional workload – work is on-going on the use of stamps – marking smarter  Build on the excellent work in many Golden Tickets Assessments – what will happen

7.  Moderated assessments provide evidence of impact on student progress, identify intervention at individual and class level and create opportunities to share good practice  Support accurate predictions  Enable frequent recall opportunities for students  Give us some security (in a still-changing educational landscape) in order to report on progress with more confidence Assessments (Tests!) – the outcomes

8.  Supporting parents/students to understand the changing way progress is being measured  We are working on the premise: We will track back from predicted GCSE outcomes (currently in grades but moving to 1-8 and then 1-9) to identify points where we can evaluate whether students are on track to make expected (or better progress). Data and reporting

9.  Until we have progress ‘markers’ on the way to the eventual GCSE outcome, reliability of progress indicators is a concern. Fine for years 9-11 as this is what we do now, but for Y7 and Y8?  We have the opportunity to develop subject specific criteria in line with new specifications to identify skills/knowledge needed to progress to the eventual GCSE outcome Problems/opportunities

10.  Based on a triangulation of work in class, formative assessment and summative assessments we will decide whether students are:  Amber – not looking like they will reach their end target  Green – looking like they will reach their end target  Blue – looking like they will exceed their end target Data collection: Years 7-8 ‘AGE’

11.  We will do as we do now and put in the grade we feel the students will eventually get – for this year in terms of A*-G and then moving to the numbers 1-8 and 1-9.  New specifications have been designed to be ‘harder’ so we will need to know assessment criteria in the specifications to make a judgement – English and maths are leading the way as the new specifications in these subjects come in a year earlier Data Collection – KS4 (Y9-11)

12.  Looking at ‘AGE’ stamps (or something else?) in books  Golden tickets identify skills/knowledge but not ‘grades’ – a ‘learning ladder’  Half-termly moderated assessments are put in books  Departments work out how to grade e.g. %, scores, numbers, grades..  Summative ‘grid’ at the end of each half-term – still to work out the details…. Marking