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Assessment and Targets

Assessment at Waingels is of two types; 

1. Assessment of learning: what progress has the student made, from their starting point towards an end goal.

2. Assessment for learning: supporting learners through feedback, helping the student identify areas of knowledge, skills or understanding that need to be improved.  

We also have included below an explanation of how we set Flight Paths and Targets to suit your child.

Assessment of Learning

Class teachers will assess students’ progress by taking into account their performance over a range of work. This can include a formal test, some homework or classwork, a guided essay, a project or investigation, a performance or field work. 

Progress is then reported three times a year, or once a term. Two out of three reports will summarise the key information; one report each year will be a full report that includes teachers’ comments on achievement and a focus for improvement. 

In Years 7 to 9, the report will assess a student’s progress towards the GCSE grade that corresponds to the lower end of their Flight Path (expected grade). The grade used will be a word or phrase listed below:

Outstanding: 2 grades above (the lower end of their Flight Path)

Excellent: 1 grade above

Good: in line

Working towards: 1 grade below

Concern: 2 grades below

In Years 10 to 11, we report the predicted grade that we believe the student will achieve, at the end of Year 11. It is based on the work completed to date and performance in internal assessments and other tasks. 

We report progress grades for the Sixth Form on a similar basis; ie the predicted grade at the end of Year 13. Again, it is based on the standard of work completed to date, and students who make improvements can see their predicted grade move up over time.

Assessment for Learning

Teachers will assess the student’s understanding of their subject throughout each lesson and will structure relevant feedback in a number of ways; self and peer assessment and written or verbal feedback. Our teachers will strive to give a combination of these forms of feedback in order to help the students make optimum progress; verbal feedback will be the most common form.

There will be two types of marking; maintenance marking which will focus on effort, literacy and presentation, and detailed marking which will clearly identify the strengths and areas for improvement which students will then be given time to act upon. After certain key assessments students will be expected to record the advice given to them by their teacher into their Learning Diary. This will allow them to make reference to it before the next piece of assessed work.

More details on our feedback is provided in our Assessment and Reporting Policy, available on the website.

Flight Paths and Targets

The purpose of Flight Paths and targets is to guide each student towards an outcome that is demanding but achievable.

Flight Paths and Targets are based on national statistics, showing the progress made between Key Stage 2 tests at the end of Year 6 and GCSE qualifications at the end of Year 11. They are calculated on progress made by similar students in schools like Waingels, which are in the top 25% of schools in the country.

We call them Flight Paths for Years 7 to 9 and Target Ranges for Years 10 to 11, and in all cases we quote two numbers; eg 5-6. The lower number is the expected grade that the student should achieve, assuming that they work at all times with enthusiasm and determination. Some of students will do even better than this, so we also set a higher number, being an aspirational grade that all students should strive towards.

We apply a similar philosophy to A-level targets, again quoting a range; eg B-A, the lower number representing the expected grade and the higher number the aspirational grade. Again, the targets are based on progress made in schools like Waingels, that are consistently in the top 25% of schools in the country.

More details on assessment and targets is provided in our Assessment and Data Policy, available on the website.