Useful Links

Useful Links

The Howard Partnership Trust (THPT) is a Multi-Academy Trust created in November 2013 and led by Howard of Effingham School, an outstanding school which is also a designated Academy Sponsor. Visit website

Part of The Howard Partnership Trust

Assessment

New GCSE Grading

Please click on the below links to read the latest government information regarding the new GCSE grading from summer 2017.

Get the facts: GCSE reform

GCSE new grading scale: factsheets

Assessment for Learning

We believe that high-quality and consistent feedback in exercise books, assignments and assessments is key to maximising student progress. Strategies for success will be presented through ‘Green Pen Action (GPA)’ statements in line with our feedback policy.

 

Feedback Policy

Feedback is an essential part of teaching as it informs the student what they have done well and how they can improve. Feedback will support the student to challenge their thinking in order to make rapid and sustained progress to improve further. This policy aims to:

  • Raise the achievement and self-esteem of students by providing them with prompt, regular  and diagnostic feedback about their work
  • Provide an opportunity to celebrate and acknowledge students’ achievement, progress and effort
  • Establish a prompt and regular written or spoken dialogue with the student
  • Ensure students are aware of how to develop their work to accelerate their learning further
  • Enable teachers to utilise the marking of students’ work to inform their future lesson planning
  • Enable all students to build up a body of high quality work that assists in revision and preparation for exams.

Feedback should:

  • Utilise verbal and written form
  • Take account of success criteria where appropriate
  • Highlight good features of learning as well as identify areas for development
  • Provide clear actions for the student to complete to move them forward in their learning
  • Utilise structured peer and self-assessment using given success criteria. 

Assessment Periods

In Key Stage 3 students are assessed during lesson times, which may include more formal assessments/testing. GCSE and A level Students will have scheduled Pre Public Exam (PPE) weeks in addition to classroom-based assessments. This is to support the development of exam skills and to help prepare students for their actual exams. A small number of subjects at Key Stage 4 will continue to use Controlled Assessments as a method of assessment; however, these forms of assessment are being phased out.

Reports

Academic Reports are completed termly and are emailed home to parents/carers. Students are currently provided with a paper student version of the report for their reference. From 2017 we will be uploading the reports to Frog (our Virtual Learning Environment - VLE). The report gives you an overview of your child’s progress in each subject area as well as pastoral summary. As we continue to encourage our students to take more ownership for their own learning and progress we would ask that you raise any initial concerns with your son/daughter. As a result of the improved feedback they are receiving in class they should be able to identify areas where they are achieving well, as well as areas for further improvement. If however you have any further concerns or queries about the report or your child’s progress, please contact your son/daughter’s tutor in the first instance.

Student Progress Grades & Minimum Expected Grades

In order to support students in their progress from Key Stage 3 through to their GCSEs we are using a flightpath model, which involves the use of the new GCSE grading system. Curriculums and assessments in the school have been updated to support this change and help students develop the skills necessary for success at GCSE. Students’ progress is based on assessment and teachers’ professional judgement. Progress against year-related expectations takes into account students’ prior attainment (Key Stage 2 results) and expected rates of progress in their subjects. Scores indicate progress toward the end of Key Stage 4.  Scores take into account the student’s current academic year, average attainment in the subject and an indicator of progress, for example:

5+ 5: Grade at the end of Key Stage 4 if current progress is sustained

+/-: indicates how secure and consistent the grade is

 

Colours will be used from Spring 2018 to indicate whether students are below, meeting or exceeding expected progress:

Exceeding expectations of progress
Meeting expectations of progress
Not yet meeting expectations of progress

 

Examples:

‘5’: is surpassing the expectations of progress for students in Year 10 with similar prior attainment.  If this rate of progress is sustained then it is likely student will meet or exceed Minimum Expected Grade.

‘5’: is meeting expectations of progress for students in Year 10 with similar prior attainment.  If this rate of progress is sustained then it is likely student will achieve Minimum Expected Grade.  Note that the absence of a – or a + means that the student is on target.

‘5’: is not yet making the progress expected of Year 10 students with similar prior attainment. If this rate of progress is sustained then it is unlikely student will achieve Minimum Expected Grade.Minimum Expected Grade:

Each student is assigned a Minimum Expected Grade based on benchmarks that are supplied by Fischer Family Trust (FFT). FFT is the organisation that co-ordinates and processes all Key Stage 2 data for the Department for Education (DfE), they use this data and GSCE results collected over a number of years to map the most likely grades for each child in a range of subjects. There is nothing to limit or stop a student from exceeding these grades. Students with a progress grade that matches the Minimum Expected Grade are making good progress. More information about FFT can be found by following this link: Fischer Family Trust (FFT)

Attitude/Homework Descriptors

ATL (Attitude to Learning) Descriptors

O- Outstanding Learner

A highly committed learner who is resilient and perseveres when faced with challenges:

  • Self-motivated and takes full ownership of their learning
  • Engages enthusiastically with all tasks
  • Actively seeks feedback which they then act on to develop their learning further
  • Works independently and collaboratively with peers very effectively
  • Well organised and fully equipped for all lessons

G- Good Learner

Motivated and generally resilient, though may need some encouragement:

  • Motivated and keen to take responsibility for their learning
  • Engages positively with all tasks
  • Will act on feedback to develop their learning further
  • Works independently and collaboratively with peers
  • Well organised and fully equipped for all lessons

R- Requires Improvement

Shows some resilience and satisfactory levels of commitment but has the potential to achieve more:

  • Shows inconsistent levels of motivation and is less willing to take responsibility for their learning
  • Engages with some tasks and can be co-operative
  • Will sometimes act on feedback but may need encouragement from the teacher
  • May find it difficult to work independently or effectively with their peers
  • Mostly well organised and equipped for lessons

C- Concern

Satisfactory levels of commitment and motivation are rarely evident:

  • Lacks motivation and a willingness to learn
  • Is reluctant to engage with learning
  • Work submitted is below expectations
  • Struggles to work independently or effectively with peers
  • May disrupt the rights of others to learn
  • Frequently fails to bring correct equipment and misses deadlines

Homework Descriptors

Grade

Description

Criteria

O

Homework is Outstanding

Homework is always completed thoroughly and submitted on time. The quality of the homework consistently meets or exceeds expected standard.

G

Homework is Good

Homework is completed and deadlines are rarely missed. The quality of the homework usually meets or exceeds expected standard.

R

Homework Requires Improvement

Homework is usually completed but is either inconsistent in quality or it is frequently not completed with enough care and effort.

C

Homework is a Concern

Homework is not always completed and when done it is sometimes rushed and of a poor standard.

 

Parents Evenings

Parents Evenings are held once a year for each year group. There are additional intervention and information evenings for KS4 and 6th Form throughout the year. A Parents Evening form will be sent out to you via email and a paper copy will be handed to students prior to the evening. If you have any subject specific matters you wish to discuss, please take this opportunity to make an appointment. For more immediate concerns or queries about your child’s progress, please contact the form tutor in the first instance.

Academic Mentoring

Academic tutoring takes place in tutor times and all Three Rivers Academy students will participate in two academic tutoring days.  The benefits of academic tutoring are:

  • Enables the tutor to gain an oversight of the overall achievements of a student
  • Helps to ensure that students are accountable for their own progress
  • Guides students through the process of target setting
  • Allows students to discuss and explore barriers to learning on a one-to-one basis
  • Provides an opportunity to discuss future aspirations.

Students are only expected to be in school for the time of their interview, academic tutoring sessions for siblings, as far as possible are schedule at similar times. Students receive a letter from their tutors informing them of the time of their appointment. The appointment times will be between 8.30 and 12.10 and will last for 10 minutes. During the afternoon all Three Rivers Academy staff will have INSET and the school will be closed to students.

 

Feedback Policy