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10/07/20

Welcome meeting for our new Year 7s. You can now watch a recording of the full session, including Q&A. https://t.co/9QeVeOeFKh

10/07/20

Summer's Not Cancelled is an online summer programme to help young people aged 16-25 in develop their and skills. Find out more and sign up at https://t.co/Ft80HLpkl2

10/07/20

Can you spare 16 hours over July and August? Will you donate them to a project in this area? Sign up for the "One Million Hours" programme and find out about volunteering opportunities near you this summer. https://t.co/5VLuLv9bTs https://t.co/vSlXc7DO72

09/07/20

FREE online mini-modules to help mums develop their tech skills over the summer. https://t.co/vzbuOw5TbG

08/07/20

Aged 15-19? You can apply for Words for Work, a virtual internship programme from . Complete a large scale creative project, take part in employability training, receive 1:1 mentoring, and creative masterclasses led by industry experts. https://t.co/g73m9m68Ku

08/07/20

Retweetd From HarrisDulwichGirls

Looking for summer activities? Find out more about this 'Summer of Food and Fun' programme for children and families in and . https://t.co/eP6j251HmX https://t.co/tZqQBM0voN

07/07/20

How will your son travel to school in Sept? In light of government advice, we want to encourage all students to make their way to school safely when we reopen. Please help us by completing this one-minute travel survey by Weds 15 July. Thank you. https://t.co/sCx9MwbYW2

06/07/20

This week's competition - What have you enjoyed during lockdown? Send us a review of one film or a selection of different ones that have helped you through lockdown - and if they are linked to a book that you have read, even better! Details https://t.co/N0XcjkrUsB https://t.co/i4yK1DSXye

06/07/20

Retweetd From HarrisDulwichGirls

Southwark Libraries have some great events, videos and fun activities for young people as part of their . Big thanks to our for everything they are doing for young people in . https://t.co/54j1OkjYPX

03/07/20

Retweetd From Manor Estate TRA

Massive to & for arranging a today ❤️ These bags were used as a top up for our neighbours in need, already receiving freshly prepared meals. We are so pleased to pass on the parcels from to https://t.co/DdUaILMyXz

02/07/20

Calling all film-makers! Storyboard your movie idea and enter the Puffin Big Dreams on Screen competition. The winner gets their idea made into a movie plus there are lots of runners up prizes. Closes 3 August. https://t.co/mTeiWGzyjk

02/07/20

We are absolutely delighted the government has said all pupils can come back to school in September. We are today sending parents and carers a letter with an update on our plans for reopening in Sept. You can also read the letter at https://t.co/tJvBcUZ2Jm

02/07/20

Retweetd From Harris Federation

Thank you to all our academies who shared their strategies for supporting the most vulnerable pupils during lockdown by getting them into school https://t.co/PbhI870oSH

01/07/20

Thanks to the charity School Food Matters for making these breakfast packages possible through their funding. Families are coming in tomorrow to collect the breakfast bags (beans, wheatabix, bread, fruit and milk). https://t.co/kbRL2JsUhP

01/07/20

School food really matters. 280 students will receive two weeks’ worth of breakfasts. Many thanks to the Safer School Officers who came to help us get the breakfast packages together. https://t.co/pHTKEXoTXc

01/07/20

Have your say on the themes and issues emerging from the Black Lives Matter movement. Write a story in 500 words for the competition. Categories for 5-9 and 10-13 year olds. Closes 3rd July. You can do it! https://t.co/CprttbnXcG https://t.co/88urcLcXOc

01/07/20

One of Mrs Okai's is The Curious Incident of the Dog in the Night-time. "It's a fantastic story that allows you to gain a deeper understanding of Asperger’s syndrome. I love it so much I have seen the theatre piece 5 times." Mrs Okai https://t.co/shafl5Wo1C https://t.co/7ni0XiLfmq

30/06/20

You're v welcome. Be great to have you back, once author visits get underway again!

30/06/20

'A Parent's Guide to Black Lives Matter' - resources, activities and tips for families to empower children to work towards racial equality. View and download at https://t.co/qV2guXnJgW https://t.co/pzFjcXik7C

30/06/20

All this week we're celebrating the 'books that make us'. Author Bali Rai is popular with our boys and visited our school in 2017 (pictured). Find out which books encouraged to become a writer at https://t.co/shafl5Wo1C https://t.co/BnOjiKqYIy

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Bromley

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

Assessment

All students in the academy are assessed regularly, with a formal assessment at least once each term.

These tests aim to develop students' exam technique and enable them to demonstrate depth of knowledge, critical thought and, for many subjects, their practical skills. Most importantly, they are used to help gauge progress and to take action to improve your son’s learning and progress.

In order to keep you informed about your son’s/ward's progress, we will report back to you at three points during the academic year - one report for every term. These reports will summarise the academic (based on the termly assessments) and non-academic progress your son has made.

What a report looks like

You can download an annotated version of a sample Year 7 report (pictured below) which highlights the key elements.

Year 7 sample report 24.3.16

The report has seven main components:

(a)    The first is the literacy scores your son has achieved against four key literacy criteria, on a scale of 1-4 with 4 being ‘outstanding’ and 1 being ‘cause for concern.’  This is then presented as an overall literacy score out of 16.

(b)    The second is the ‘Attitude to Learning’ score which reflects the commitment, resilience, optimism, reflectiveness, resourcefulness, reciprocity towards their own learning.

(c)   The third element is an attendance and punctuality summary. The goal for 2015-16 is that every student achieves at least 98% attendance and is always punctual.

(d)   The fourth element is a summary of Harris points which reflects the points accrued in the full array of positive student actions including gentlemanly behaviour, bringing the right equipment to every lesson, and showing a thirst for learning.

(e)     The fifth element is a summary of the behaviour points accrued, a summary of sanctions your son has received and the boundary that they are within – which summarises the support they are receiving to correct any unacceptable behaviour.

(f)    The sixth element is your son’s academic progress. This is presented as a test % which converts into a ‘most likely grade’ (MLG) which is based purely on the test % (NOTE: the grade boundaries will vary from subject to subject and from one assessment to the next dependent on the course).

This is then compared to their target grade (which is formulated from their KS2 level – and the expectation that they will make one grade progress above the national average) and the minimum attainment baseline which stems from the data published by the Department for Education (DfE) for the pupils to make the average (or average expected) progress. On reports, pupils have a progress status that is made against the DfE data.

If their progress status is above 0, that means they are making progress above what would be expected, which is good. If their progress status is +0.29 and above, their progress is much higher than the national average which is outstanding. The teacher also records a ‘Teacher Most Likely Grade’ (TMLG) which is a prediction of the grade the teacher believes the student is likely to achieve at the end of Y11 based upon their assessments, classwork and homework. The grades for these students on their courses will be presented as letters and/or numbers dependent upon their year group and course due to them taking the ‘new’ GCSEs. There will also be pass, merit and distinction grades for our approved vocational courses.

(g) The final element is a teacher comment which will provide a target for improvement. Each student will receive at least one target from each subject once per academic year.


What grade should my son be achieving?

The minimum expected grade is complicated as it is based on the actual marks in KS2 tests (or CATs tests for pupils who did not sit KS2 test) rather than the levels. Our target grades are based on the latest DfE tables, with the target being formulated by our expectation that pupils can achieve one grade higher than the national average. 

Your son’s target grade reflects our expectation that they can meet or exceed at least a grade higher than the national average. Results from previous years show that the majority of HBAED pupils far exceed the national expectations and so these targets are aspirational but realistic.

As the tests are designed to cover material that has been taught, we would expect pupils to be able to achieve their target grade at each assessment point. Therefore, maintaining their target grade in a following assessment point would demonstrate that they have made progress because they will have achieved that grade having been tested on a greater quantity of topics. Exceeding their target grade would be exceptional as it would show that they are achieving well beyond expectations.


What happens after the assessments have taken place?

After the assessments have taken place, teachers will review progress in teams and with pupils. Teachers will share the grades as well as strengths and areas to improve with pupils. We expect all pupils to take time to reflect on their progress and to ensure they take the actions needed to improve.

At HBAED, we have a fluid banding (setting) cycle which works in tandem with the assessment cycle. After the assessment point, teachers sit down with Directors in English, Mathematics and Science and review the current ability bands pupils are in. They use the assessment data but will also discuss classwork and homework in making decisions about any banding changes. The curriculum has been designed so that the blocks for English, Maths and Science are independent of one another. We understand that learning is not linear and this system allows for pupils to change the band they are in 2-3 times a year and for different subjects. The aim of this is to ensure the pace of the lesson best suits their learning needs and it maximises the chances of them achieving excellent grades by the end of Year 11.   


Our assessment and grading systems explained

Due to the changes in GCSE specifications we have adapted our assessments and grading systems so that they adhere to the new specification requirements. We have worked with the Harris Federation and, having consulted exam boards, we are moving towards a model where all of our termly assessments are externally set, standardised and graded. The table below summarises the externally set and graded assessments currently. See below for an explanation of the table.

Subject Year 7 Year 8 Year 9 Year 10 Year 11
Art Hybrid Hybrid Hybrid HBAED HBAED
Business      HBAED HBAED HBAED
Computing and ICT HBAED HBAED HBAED HBAED HBAED
Dance Hybrid Hybrid Hybrid Hybrid HBAED
Drama Hybrid Hybrid Hybrid Hybrid HBAED
DT HBAED HBAED HBAED HBAED HBAED
English Language HF HF HF HF HF
English Literature HF HF HF HF HF
French         HBAED
Geography HF HF HF HF HBAED
History HF HF HF HF HBAED
Hospitality and Catering HBAED HBAED HBAED HBAED HBAED
Mathematics HF HF HF HF HF
Media     HBAED HBAED HBAED
Music Hybrid Hybrid Hybrid Hybrid HBAED
Physical Education Hybrid Hybrid HBAED HBAED HBAED
Religious Studies HF HF HF HF HBAED
Science HF HF HF HF HBAED
Additional Science  HF HF HF HF HBAED
Further Additional Science  HF HF HF HF HBAED
Spanish HF HF HF HF HBAED
Travel & Tourism     HBAED HBAED HBAED
Citizenship     HBAED HBAED HBAED

All assessments marked 'HF' in the table above are set by specialist consultants from the Harris Federation and will be unseen by teachers at our academy. Pupils work on a scheme of work that has been specially adapted for the year group and develops the knowledge and skills over time to best prepare them for their terminal assessments in Y11. The % scores for each externally set exam are then standardised and grade boundaries created for each % based on a model which has been developed in consultation with exam boards. This means the grade is an accurate prediction of what the pupil is likely to achieve as the model distributes grades against a national model.

All assessments for years 10 and 11 marked ‘HBAED’ in the table above are past papers from exam boards (or section of papers). The grade boundaries that these are based on are taken from the exam board and converted into grade 1-9 using the Ofqual conversion % guidance. Each GCSE subject therefore has its own tailored grade boundaries which takes into account the trends within the course and national changes.

All assessments marked ‘HBAED’ in other year groups are set by the Director for the subject and for the Spring and Summer exams are verified by the senior leadership team as a quality assurance process. The grade boundaries for these are also based on national grade boundaries (as in years 10 and 11).

Assessments marked ‘Hybrid’ are those that cover our practical courses. These use Assessment Objective criteria set externally by Harris Federation consultants and lead teachers. Pupils need to demonstrate the skills within this criteria to achieve the Assessment Objective. These assessment objectives are than converted into a % which will equate to a grade either set by the Harris Federation grading standardisation process (as with nearly all new GCSEs) or converted against the subject and exam board grade boundaries (as with ‘HBAED’ Y10 and Y11 assessments). 


Defining low, middle and high attainers

Key Stage 4 Performance Tables

Definitions are based on the Key Stage 2 test results attained by pupils on completion of the primary school phase:

  • Low attaining = those below Level 4 in the KS2 tests
  • Middle attaining = those at Level 4 in the KS2 tests
  • High attaining = those above Level 4 in the KS2 tests

Key Stage 2 results used to calculate prior attainment

From 2017 onwards, reading and mathematics test results only will be used in calculating Key Stage 2 prior attainment fine levels for use in Progress 8. For 2016 and for 2015 for schools opting in early to Progress 8, overall English and mathematics Key Stage 2 test results were used to calculate prior attainment. This is summarised in the table below.

Progress 8 measure by year

 

 

KS4 Cohort

KS2 Cohort

KS2 tests used in calculating prior attainment fine level bands

2015

2010

English and mathematics

2016

2011

English and mathematics

2017

2012

Reading and mathematics

2018

2013

Reading and mathematics

For the Key Stage 4 tables, where we are looking at Key Stage 2 prior attainment, we calculate the pupil’s average points score and classify those with a points score of less than 24 as low; those between 24 and 29.99 as middle, and those with 30 or more as high attaining.

Where teacher assessment is used as a proxy for test results, we take the whole level and allocate the appropriate points relating to the mid-range of the level.

The Key Stage 2 data helps us to allocate pupils to appropriate groups when they first arrive to the academy and enables us to support pupils more effectively. For example, lower ability pupils may have extra scaffolding to help them to understand concepts and higher ability pupils may be invited to specialist ‘stretch and challenge’ workshops.


For a more in-depth explanation of our assessment policy, you can download our assessment policy from our teaching and learning page. As this is the second year of our new assessment regime, this policy will be updated regularly as we continue to embed, evaluate and improve the new system.