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Assessment, Flight Paths and Targets
People have the courage to try new things and we share success. Ofsted 2018
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
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 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.
Progress and Attitude to Learning is reported three times a year, or once a term.
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.
Throughout the year, students will be given direct feedback which should be used to improve their work and understanding. Up to four pieces of work in the year will be completed by students in a separate book which will be marked formatively. Teachers will give written feedback on these pieces of work and will then give students the opportunity to re-draft and improve their work. These books will be sent home so that parents can review the learning that is taking place in lessons.
More detail can be found in the Feedback Policy.
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 10 and Target Ranges for Year 11, in 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.