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Assessment, Feedback and Reporting

Assessment is integral to high quality teaching and learning at Oxted School. As stated by the EEF, “providing high-quality feedback to pupils is integral to effective teaching. Equally, gathering feedback on how well pupils have learned a topic is important in enabling teachers to address any misunderstanding and provide the right level of challenge in future lessons.”

Broadly, assessment takes two forms – formative and summative. 

Formative assessment takes place on a day-to-day basis during lessons, allowing teachers and students to assess attainment and progress more frequently. Formative assessments may be questions, tasks, quizzes or more formal assessments. 

Summative assessment sums up what a pupil has achieved at the end of a period of time, relative to the learning aims and the relevant national standards. There may be an assessment at the end of a topic, at the end of a term or half-term, or at the end of a year.  A summative assessment may be a written test or a task. Summative assessments show what has been achieved and provide individual and cohort data that will be useful for tracking progress and for informing stakeholders (e.g. parents, governors, etc).

Each faculty has their own policy for how assessment takes place in their faculty.  When creating this policy, leaders have considered the opportunity costs of assessment – recognising that the time and effort spent on assessment must be as valuable – if not more so – than other ‘opportunities’ such as teaching time. 

Oxted School Feedback

Feedback and marking should be meaningful, manageable and motivating. At Oxted School we believe that the methods and timing of feedback should be left to a teacher’s professional judgement. When and how to offer feedback is most appropriately answered by the teacher responding to the particular learning context of an individual student. 

Feedback should focus on moving learning forward. Feedback can focus on the task, the subject and self-regulation strategies. It is important that feedback is used and acted upon by students in order for it to be impactful. Teachers can carry out a range of post-feedback activities. When responding to feedback, students write in a different colour pen so that it is easily identified. 

Reporting

Progress and Attitude to Learning is reported during each academic year as follows:

 

Autumn

Spring

Summer

Year 7

Pastoral Report

Academic Report

Academic Report and
Progress Review Evening

Year 8

Pastoral Report

Academic Report

Academic Report and
Progress Review Evening

Year 9

Pastoral Report

Academic Report and
Progress Review Evening

Academic Report

Year 10

Pastoral Report

Academic Report and
Progress Review Evening

Academic Report

Year 11

Pastoral Report

Academic Report and
Progress Review Evening

Academic Report

Year 12

Pastoral Report

Academic Report and
Progress Review Evening

Academic Report

Year 13

Academic Report and
Progress Review Evening

Academic Report

Academic Report

Pastoral Reports

The pastoral report shares information on attendance, achievement and behaviour points, approach to learning and homework (for KS4 and KS5).

The Approach to Learning grade indicates a student’s general approach towards their studies, with a focus on effort and learning skills. The descriptors are:  

 O : Outstanding

  • Highly-motivated and determined learner
  • Settles to work quickly, listens attentively and follows instructions right away. Classwork is always completed to the highest standard
  • Fully able to work independently or collaboratively with others
  • Successfully reflects upon their work in order to understand ways to improve
  • Arrives on time and fully equipped

 G : Good

  • Motivated and generally resilient learner
  • Settles to work, listens attentively and follows instructions. Classwork is completed to a good standard
  • Works independently or collaborates with others when required  
  • Can reflect upon work and generally knows how work can be improved 
  • Arrives on time and lack of equipment is a rarity

 R : Requires improvement

  • Shows some resilience and motivation, though needs to persevere with challenging work
  • At times can be slow to settle to work in lessons. Classwork is completed but not always to the best of their ability
  • Independent work and collaborative work is completed after being prompted  
  • Accepts advice but rarely seeks it and reflection on work can be forced
  • Requires improvements in organisation of equipment and books

 C : Concern 

  • Levels of commitment and motivation are rarely evident
  • Slow to settle to work in lessons and instructions often need to be repeated before being followed
  • Independent work is minimal and collaborative work can be a struggle
  • Sees learning as something forced upon them and finds reflecting upon their work difficult to do 
  • Classwork is rarely completed
  • There is a lack of equipment or books in most lessons

The Homework grade indicates a student’s approach towards homework. The descriptors for KS4 and KS5 are:  

 O : Outstanding

  • Homework is always completed to the highest standards
  • Homework is always handed in on time

 G : Good

  • Homework is completed to a good standard
  • Homework is usually handed in on time

 R : Requires improvement

  • Homework is EITHER completed but not always to the best of their ability OR only sometimes completed 
  • Homework is not always handed in on time 

 C : Concern 

  • Homework is rarely completed
  • Homework is rarely handed in on time

Academic Reports in Year 10, Year 11, Year 12 and Year 13

The academic report includes all information in the pastoral report, as well as the following: 

The Flight Path Grade (FPG) is a professional prediction by the teacher and is the final grade the student is likely to achieve at the end of their KS4 or KS5 course if they continue to work as they currently are. FPGs take into account the recent mock exams, as well as a holistic view of classwork and assessments over a longer period of time.

All Flight Path Grades at KS4 and KS5 are ‘fine graded’. Each ‘fine grade’ (a grade with a +, -, or = sign next to it) indicates how secure the grade is. For example:

  • 6- indicates that a student has the potential to drop to a Grade 5
  • 6= indicates that the grade 6 is secure
  • 6+ indicates that a student could improve to a Grade 7 

FPGs are graded on the 9-1 scale. This diagram shows how the new 9-1 grades equate to the old system. 

The Student Target Grade (STG) is a target grade which the student themselves has set, informed by statistical information on their achievement at the end of KS2 and following conversations with teachers and parents/carers. The target grades should be aspirational yet realistic. In 2023-24, students complete this target-setting activity as follows: 

Year

Term

Year 10

Autumn B

Year 11

Autumn A

Year 12

Spring A

Year 13

Autumn A

Academic Reports in Year 9

The academic report includes all information in the pastoral report, as well as the following: 

The Flight Path Grade (FPG) is a professional prediction by the teacher and is the final grade the student is likely to achieve at the end of their KS4 course if they continue to work as they currently are. FPGs take into account a holistic view of classwork and assessments over a longer period of time. 

FPGs are graded on the 9-1 scale. This diagram shows how the new 9-1 grades equate to the old system. 

Progress

Our Progress grades report on how a student is progressing based on their prior attainment at KS2. The descriptors are: 

 + : Exceeding expected progress

  • Attainment is higher than what would be expected based on prior attainment at KS2

 = : Making expected progress

  • Attainment is in line with what would be expected based on prior attainment at KS2

 -  : Not making expected progress

  • Attainment is lower than what would be expected based on prior attainment at KS2

Academic Reports in Year 7 and Year 8

The academic report includes all information in the pastoral report, as well as the following: 

Attainment

In Year 7 and 8 we report student attainment as a percentage for English, Maths, Science, Geography, History and French/Spanish. This percentage will be an average of all assessments up until the point of reporting. The cohort average is also shared to give context. 

Progress

Our Progress grades report on how a student is progressing based on their prior attainment at KS2.  The descriptors are: 

 + : Exceeding expected progress

  • Attainment is higher than what would be expected based on prior attainment at KS2

 = : Making expected progress

  • Attainment is in line with what would be expected based on prior attainment at KS2

 -  : Not making expected progress

  • Attainment is lower than what would be expected based on prior attainment at KS2

We do not report GCSE predictions in Year 7 and Year 8.  Instead we report on what students are learning now. We want to promote resilient and reflective learners, focusing on building firm foundations for learning.