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Assessment and Reporting

Assessment

Assessment underpins teaching and learning at Leeds East Academy.  Within the classroom teachers use diagnostic questions to systematically check pupil progress and adjust teaching accordingly.  This ensures that pupils are given the appropriate time and support required to master ambitious content and explore topics in depth.  

Iterative quizzes are used to retrieve knowledge to strength pupils’ long-term memory and create conditions for effective learning.  This enable teachers to identify misconceptions and provide targeted support promptly so that pupils can continue to build on their knowledge.  

For pupils to make strong progress it is essential that they understand the knowledge that they have retained, how they are performing currently and what they need to do to progress further.  

At three points during the year all pupils complete a formal assessment in each subject that they study to review all of the content that they have covered to that point.  These assessments, along with classwork, will then be used to provide progress information for each pupil.  We use this information to monitor progress against a pupil’s individual targets to identify strengths and the interventions required to ensure all pupils are successful.  This information is then reported home to parents and carers so that we can work in partnership to celebrate successes and improve outcomes for our pupils.

Assessment techniques and processes are based on high quality research, training and quality assurance. 

Reporting

Subject areas will use tracking databases to log all data collected from assessment throughout the year. 

Following internal data collection points, reports will be sent home to provide you with information on your child’s progress and how to develop knowledge in subject areas further.

Key Stage 3 Reporting 

In Years 7, 8 and 9 pupil progress will be reported based on their acquisition of the knowledge and skills they have learnt.

Exceeding

Pupils have a depth of understanding beyond the knowledge and skills against which they have been assessed and can apply their understanding confidently in extended response and through reasoning and problem solving.

 

Mastered Pupils have a strong and deep understanding of the knowledge and skills against which they have been assessed and can apply their understanding in extended response with confidence and fluency.
Developing Pupils have acquired some understanding of the knowledge and skills against which they have been assessed and can apply their understanding with examples or support.
Emerging Pupils are beginning to acquire a basic understanding of the knowledge and skills against which they have been assessed and can apply their understanding with guided support.

Key Stage 4 Reporting 

In years 10 and 11 pupils will be tracked using the GCSE grading scale so that progress can be monitored against their target grade.   Each grade is divided into 3 subgrades to support closer tracking of progress. 

4+ Working at the top of a grade 4, the pupil has mastered the skills and knowledge associated with grade 4.
4= Working in the middle of a grade 4, the pupil has secured the skills and knowledge associated with grade 4.
4- Working at the bottom of a grade 4, the pupil is developing the skills and knowledge associated with grade 4.

 

Targets and Flightpaths 

At the start of Year 7 all pupils complete CATs. These assess pupils’ cognitive ability and outcomes are used to set aspirational targets. From this information we create personalised progress flightpaths. These enable us to check that pupils are on track to achieve their targets and implement intervention early to target gaps in understanding.

Attitude to Learning

At each data collection point teachers will provide pupils with an ‘Attitude to Learning’ grade. This is measured by a single value from 1 to 4 and encompasses classwork, homework, and attendance, using a best fit approach. Where a pupil is awarded a grade 3 or 4, further information will be provided identifying the areas for development.

Descriptor/Grade 

Classwork

Home Learning

Behaviour

1
Exceptional

The learner always showcases the core value of ambition through their self-motivation, curiosity and commitment to learning by working to best of their ability every lesson. All work is completed conscientiously and to a high standard. The learner is able to collaborate
with others by making excellent and regular contributions to group work and class discussions. The learner always showcases the core value of resilience through their ability to overcome setbacks, remaining confident, flexible and focussed in their approach to learning. They always act on feedback to improve their work, develop their learning and further their progress.

The learner consistently showcases the core values of ambition and resilience. The learner completes all home learning on time, producing work of exceptional quality to maximum ability. The learner develops what they have learned in lesson in their own time by enquiring through wider reading and completing extension activities. The learner
is able to self-regulate and is proactive in developing their areas of improvement outside the classroom.

The learner is always ready to
learn and is organised. They arrive punctually and have the correct equipment. The learner consistently presents as ALERT. They showcase the core values of integrity and trust in every lesson by being hard working. They are fully focused, attentive, and cooperative at all times. They have a positive influence on the learning of others through engaging in discussion, listening to peer ideas and being open-minded, empathetic and supportive where appropriate.

2
Good

The learner regularly showcases the core value of ambition through their commitment to learning. They are often self-motivated, curious and work to best of their ability. Most work is completed conscientiously and to a high standard. The leaner is often collaborative with others and makes excellent contributions to group work and class discussions. The learner regularly showcases the core value of resilience independently or with teacher support in overcoming setbacks. They strive to be confident, flexible
and focussed in their approach to learning. They regularly act on feedback to improve their work, develop their learning and further their progress.

The learner consistently showcases the core values of ambition and resilience. The learner completes most home learning on time, producing work of good quality. The learner occasionally develops what they have learnt in lesson in their own time by enquiring through wider reading and completing extension activities. The learner is sometimes able
to self-regulate and can be proactive in developing their areas of improvement outside the classroom.

The learner is always ready to learn and is organised. They arrive punctually and have the correct equipment. The learner consistently presents as ALERT. They showcase the core values of integrity and trust most lessons by being hard working. They are mostly fully focused, attentive, and cooperative. They have a positive influence on the learning of others through engaging in discussion, listening to peer ideas and being open-minded, empathetic and supportive where appropriate.

 

3
Requires Improvement

The learner occasionally showcases the core value of ambition through their commitment to learning. They often require regular verbal support and prompts to apply themselves and complete work to a satisfactory level. The learner intermittently works collaboratively by making some contributions to group work and
class discussions. The learner often requires adult support to showcase the core value of resilience when they experience setbacks in their learning they sometimes choose to ‘opt out’. They act on feedback when prompted by an adult to improve their work, but can often lose focus when feedback is given.

The learner occasionally showcases the core values of ambition and resilience.
The learner occasionally completes home learning however it is not always on time or to a satisfactory standard. The learner rarely develops their enquiry skills by taking what they have learned in lesson into their own time through wider reading or by completing extension activities.

The learner is usually ready to learn but their organisation needs further development to ensure they have the appropriate equipment and are punctual to all lessons. The learner occasionally requires prompts and verbal support from adults to present as ALERT and to showcase the core values of integrity and trust to ensure that all students in the lesson can continue to learn and make progress.
The learner needs additional support and structure to demonstrate tolerance and empathy towards others.

4
Inadequate 

The learner often requires regular prompts and support from adults to showcase the core value of ambition through their commitment to learning. Significant guidance is required for students to apply themselves or complete work. The learner rarely makes contributions to group work and class discussions. The learner often requires teacher support to showcase the core value of resilience when they find learning challenging, often choosing to ‘opt out’. They act on feedback when supported by an adult to improve their work, develop their learning and further their progress.

The learner rarely showcases
the core values of ambition
and resilience. The learner rarely completes home learning on time or to a satisfactory standard. The learner never develops what they have learnt in lesson in their own time through wider reading or by completing extension activities.

The learner is rarely ready to learn. Their organisation needs further development to ensure they have the appropriate equipment and are punctual to all lessons. The learner regularly requires prompts and verbal support from adults to present as ALERT. Further development and strategies are required to support the learner to showcase the core values of integrity and trust as their actions can have a negative influence on the learning and progress of themselves and others.

 

Attendance

Attendance has a significant impact on pupil progress and therefore is reported with progress information. Our Curriculum is carefully sequenced so that new learning builds on prior knowledge and understanding.  Where pupils have gaps in their attendance it makes it more difficult for them to connect new ideas Our GCSE outcomes have proven that pupils who have an attendance of 97% and above achieve on average half a grade higher in every subject than pupils nationally. At Leeds East Academy we strive for attendance to be 97%+.

Exam Information

Subject 

Exam Board 

Assessment 

Maths 

OCR 

3 exam papers 

English Language 

AQA 

2 exam papers 

English Literature 

AQA 

2 exam papers 

Science Combined 

Edexcel 

6 exam papers 

Citizenship 

Edexcel 

2 exam papers 

Geography 

AQA 

3 exam papers 

History 

WJEC 

4 exam papers 

Spanish 

AQA 

3 exam papers and a speaking exam 

Art/Graphics 

AQA 

Coursework & 10 hour controlled assessment 

Drama 

Edexcel BTEC 

2 controlled assessments & 1 exam paper 

Music 

BTEC

3 controlled assessments 

Health & Social 

Edexcel BTEC 

2 controlled assessments & 1 exam paper 

Sport 

OCR Cambridge National BTEC 

3 controlled assessments & 1 exam paper