Assessment - Harris Boys' Academy East Dulwich
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19/07/18

We built a rocket in Science lessons during Cultural Horizons Fortnight. See it in action at https://t.co/uMH1I48LNY. And we made survival equipment so we can survive on a desert island (should we get stuck on one over the hols). Read a full report https://t.co/t5Es3EjQMF

19/07/18

During Humanities lessons, boys learned about the highs and lows of the reign of Elizabeth I by creating a board game. "You have just robbed a Spanish ship. Have another go." https://t.co/y9rUWFRJh7

19/07/18

Two days at Downe Activity Centre included fun activities to develop skills such as communication, teamwork, leadership and also conquering fears. Boys climbed a 30 foot pole, but could they make the jump at the end?! https://t.co/UIgcgaatXZ

19/07/18

Cultural Horizons Fortnight included trips to , and local museums too. Over 400 boys went on trips during the two weeks. https://t.co/urwZ3D6Boi

19/07/18

Our ‘Viva Espana’ days celebrated culture, and to raise boys' global horizons. And they made these rather impressive traditional pinatas (animal figures) too... https://t.co/vITjaR9Hmc

19/07/18

It's been Cultural Horizons Fortnight here, with boys getting involved in loads of engaging creative, cultural activities and trips to end a great school year... Read a full report at https://t.co/t5Es3EjQMF https://t.co/7S68QArJtk

18/07/18

"Could you please pass on our thanks to all those who have been involved in our son’s education. I am certain that he will achieve what he needs to for the next step in his education and that is in no small part because of the professionalism and hard work of HBAED staff." Parent

18/07/18

"I'm just emailing to say how impressed I was with the manners of one of your pupils (I'd guess year 9 or 10) who opened the shop door and held it open for me to leave. It was polite and considerate and I felt compelled to email." Local resident

18/07/18

We're getting some lovely messages from parents as the end of year approaches. Thank you soooo much. "To all the staff at HBAED... You are brilliant. Thank you for all your help in turning our son into a sensible, responsible and kind young man." Parent

18/07/18

Our athletes came third in the most competitive ever Sports Day last week, with a record medal haul. Well done boys! There's a great feeling of pride in our community for your fantastic achievement. Full results at https://t.co/NS7ihVNAqI. Take a bow! https://t.co/qHnPI0WKb9

18/07/18

"I feel really proud of myself." Well done to all 51 boys recognised for their exceptional achievement at our Celebration of Success Evening 2018. Full report and pics at https://t.co/OpiqauKv1p https://t.co/iU22obGQLn

17/07/18

Thanks Diego for the batch of cakes you made to say to our teachers. Much appreciated by Mr Ingham! Teachers like ... https://t.co/Fx8Wu9qQSO

13/07/18

The cast and crew of our production of Twelve Angry Men enjoy a celebratory breakfast following their rave reviews for their performances earlier this week. https://t.co/7fBoLGc5fr

12/07/18

Retweetd From Mikey Williams

Cracking day out at Crystal Palace Sports Centre. did them selves proud winning medals and sticking to the task. Whilst spectators were immaculately behaved through out. Well done all!

12/07/18

Leo, Rowland, Hari and Rizwan love a challenge. Well done to them for competing so well in the Numeracy Challenge, with rounds on and more. They didn't make the top 3 but we're so proud of them! Read more at https://t.co/bOBh138J3N https://t.co/lQZqipV7AE

12/07/18

Retweetd From HarrisDulwichGirls

Good luck to all the competitors at the 2018 Sports Day today, and all the fantastic students supporting them! https://t.co/jjHCJOKwNY

10/07/18

So proud to be Spelling Champions 2018. Huge thanks to for hosting and all 20 schools that took part. With Guglielmo needing to spell “bourgeoisie” to clinch the title, it was tenser than a penalty shoot out! Read full story https://t.co/IzoNLpiud4 https://t.co/xgwqpL3zWo

04/07/18

Our summer newsletter is out today. Read about first school production (12 Angry Men), the winners in the UK Maths Challege from , parent survey results, Club, TWO national awards from , and lots more. Read it now at https://t.co/OLUHqJsARR https://t.co/vPqXSWDWA2

03/07/18

Sadiq Kahn has invited us to join his Schools for Success programme to be "a shining example of others of what can be achieved". We're one of just 46 schools invited to join for two years in a row https://t.co/7TJB24nJKl . Great work everyone! https://t.co/XQj0h4EsHk

28/06/18

Retweetd From MKF_educators

Please retweet - Have you seen this exciting new development programme ‘BBC Pathways’ for Yr 12 (16yrs) interested in and . Discovery days in Oct in and TBC – Register: https://t.co/eNqFICkQzw

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.

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Assessment

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