Following regular formal assessments in Key Stage 3, students will receive a percentage score and specific feedback on areas that went well and what needs to be improved. Students are expected to respond to their feedback as appropriate, perhaps by redrafting a section of their work or trying another question as set by the teacher.

Regular and ongoing feedback does not necessarily take the form of written marking in students’ books. It can be verbal, written or electronic in format, or students may work in groups to assess each other’s work. Parents should not expect to see teacher comments and writing on every piece of work completed by students.

Three times during the year, students in Key Stage 3 are assessed by their teacher against the following categories:

• Organisation and Preparation for Learning
• Effort
• Behaviour
• PPR (Homework)
• Academic Progress

This assessment is reported to parents on a traffic light (red, amber, green) scale.

In the summer term of each year of Key Stage 3, students will sit their summer examinations. Results in each subject will be reported to students and parents as a percentage, together with relative information about the performance of the year group as a whole and performance relative to the students’ starting points.

In Key Stage 4, students’ work may be assessed using examination board mark schemes or mark grids. Areas for improvement will be given. Feedback does not necessarily take the form of written marking in students’ books. It can be verbal, written or electronic in format, or students may work in groups to assess each other’s work. Parents should not expect to see grades, teacher comments and writing on every piece of work completed by students.

Each student has a target grade based on the Key Stage 2 score they received at the end of their primary school education. Achieving their target will place the student in the top 25% nationally for their ability level.

Tests and formal classroom assessments are used in subjects to determine progress and attainment, or to contribute to their summative assessment grade. Mock examinations are held at regular intervals during Key Stage 4: once in year 10 and twice in year 11.

Parents receive progress reports three times per year. These contain details of progress made towards the expected grade to be reached based on the student’s prior attainment, relevant mock exam results as well as information on behaviour and study habits. 

An indication of the predicted grade will be given (grades 9–1 for GCSE). Sometimes ‘fine grades’ are used, which divide each grade into three levels, e.g. 5:1, 5:2, 5:3, where 5:1 is a strong grade 5, or nearly a 6.

In Key Stage 5, students' work may be assessed using examination board mark schemes or mark grids.

Each student has an ALPS (A Level Performance System) target in the 6th Form. This is their target grade for all subjects. and is based on their prior attainment at GCSE. Achieving their target will place the student in the top 25% nationally for their ability level.

Parents receive progress reports three times per year. These contain details of the predicted grade for the student for each subject. Mock examinations are held in January of year 13 and June of year 12, though exam-based assessment will continue throughout the course. An indication of the predicted grade should be given (A*-E for A Level). Areas for improvement will be given. Sometimes ‘fine grades’ are used which divide each grade into three levels, e.g. C1, C2, C3, where C1 is a strong C, or nearly a B.

If you have comments or concerns regarding marking or assessment, please contact your son / daughter’s year co-ordinator in the first instance.