Close

Download our FREE smartphone app today!

Get the app

Twitter

25/09/20

Watch a recording of our live Virtual Open Day event on 24th Sept, hosted by Principal Peter Groves. See for yourself what makes the character of our school special https://t.co/vlGVc0Ve9l

24/09/20

Thank you to the MANY parents who came to our live Open Admissions Event this eve and were so positive! Register for further live events with our pastoral team, students and SENCO at https://t.co/rKA0mX8IMt https://t.co/GnB8CBywFL

21/09/20

Still time to register for our Virtual Admissions Open Event, Thurs 24th Sept, 6pm. Find out more about our school and meet Principal Peter Groves. Full details at https://t.co/rKA0mX8IMt https://t.co/Qbm7j6Y2Mh

17/09/20

Camron in Year 7 collects his first book from our new pop-up on the ground floor. Our main library is currently closed to students but we are operating a Click and Collect service from our online library catalogue, because we https://t.co/yn15q3AXo6

17/09/20

Year 6 parents are warmly invited to attend our Virtual Open Evening on Thursday 24th September, 6pm. Meet our Principal and learn more about our academy. To register, simply visit https://t.co/e9O3ATVilP https://t.co/LTaBZawJdJ

15/09/20

Do you have a son in Year 6? Join us for our Virtual Admissions Open Event, Thurs 24th Sept, 6pm. Meet our staff, find out more about our school, and ask questions too. Hosted by Peter Groves, Principal. We look forward to welcoming you. Find out more https://t.co/rKA0mX8IMt https://t.co/QRsL4SXw6m

02/09/20

Hi Svea, who at HBAED have you contacted please? Could I suggest you try calling the school on 020 8299 5300 and asking about the best person to talk to? DM if you get stuck. Hope that helps.

01/09/20

We are very proud of our Year 11 boys and the exam results they achieved in August 2020 and wish them well with the next stage of their education. They showed huge resilience in difficult circumstances and deserve huge credit. Pictured: Arthur, Hari, Balla and Steven. https://t.co/BObS4OIISX

25/08/20

Starting Year 7 at Harris Dulwich Boys in September? Check out our Year 7 FAQs with lots of useful information about the start of term. We can't wait to meet you! https://t.co/JzV5AakQKl https://t.co/T0Dl2FZVBh

24/08/20

We are delighted to be opening the Academy to all our students in September. For the latest details about our September reopening (including staggered start times and dates) please visit https://t.co/uQljS6qL7K. We look forward to seeing you soon!

13/08/20

Students have achieved strong results for A-Levels, Sport and vocational subjects this year. 52 per cent of A-Level grades were an A-B, while around 91% of all students taking technical qualifications received a distinction or distinction*. Well done! https://t.co/AWCPkdVsi8 https://t.co/091Nz9ziLM

17/07/20

Everyone looks forward to the summer holidays, but after a couple of weeks most of us start to get bored. So, we’ve set you some challenges to keep your brain ticking over, and win loads of Harris Points! 🏆Have a go at them here➡️ https://t.co/zfuU9DbsRM https://t.co/PZhVjL8f7l

17/07/20

A truly big THANK YOU to all our students, parents and staff for your support over the past few months. Have a great summer and see you all again in Sept!🙂. Signing off with our special showcase video! https://t.co/PCIxDFFQLy

16/07/20

Retweetd From Miriam L-U

This is a really cool tree👍🙂, it is great to see the students valuing the positives experienced in this tough time and appreciate such things .

16/07/20

Messages from our HBAED Tree of Appreciation. "I am thankful for my friends and family who cheer me up when things go wrong." "I am thankful that everyone has been kind and supported me while learning at home." https://t.co/eEip4K9Ct3

16/07/20

Messages from our HBAED Tree of Appreciation. "I can spend more time with my dad. It's very fun. We have intelligent debates." "For having the confidence to talk about my feelings." "For my family since we are spending more time with them." https://t.co/EF6vs2JauD

16/07/20

This is our HBAED Tree of Appreciation. We asked students in Years 7-9 students to say what they were for as part of their lessons. We thought you'd like to see some of their messages. "I am grateful that my family has come closer together during lockdown." https://t.co/KjCzJNaG84

15/07/20

Retweetd From Southwark Police

have kindly supplied Another 2 weeks worth of breakfasts thanks to funding from their charity. 234 Students families are coming in to collect breakfast bags with beans wheatabix bread fruit & milk Big thanks to & our Safer Schools Police Officers for packing https://t.co/aWt85Vp3iv

14/07/20

Parents/carers... you can now download "Raising Little Allies-To-Be: An Incomplete Guide" from our resources page. A beautiful resource to explore and with children. Download it at https://t.co/6uPWkddxmr https://t.co/F9UQPWpzDG

14/07/20

You can now download a resource pack on from our resources page. Includes a list of books, films, TV shows, articles, videos and podcasts to help get you educated. Download at https://t.co/6uPWkddxmr https://t.co/WGHtBp22ed

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

Clapham

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.