Assessment and Reporting
Assessment
Assessment underpins teaching and learning at Leeds East Academy. Within the classroom teachers use diagnostic questions to systematically check pupil progress and adjust teaching accordingly. This ensures that pupils are given the appropriate time and support required to master ambitious content and explore topics in depth.
Iterative quizzes are used to retrieve knowledge to strength pupils’ long-term memory and create conditions for effective learning. This enable teachers to identify misconceptions and provide targeted support promptly so that pupils can continue to build on their knowledge.
For pupils to make strong progress it is essential that they understand the knowledge that they have retained, how they are performing currently and what they need to do to progress further.
At three points during the year all pupils complete a formal assessment in each subject that they study to review all of the content that they have covered to that point. These assessments, along with classwork, will then be used to provide progress information for each pupil. We use this information to monitor progress against a pupil’s individual targets to identify strengths and the interventions required to ensure all pupils are successful. This information is then reported home to parents and carers so that we can work in partnership to celebrate successes and improve outcomes for our pupils.
Assessment techniques and processes are based on high quality research, training and quality assurance.
Reporting
Subject areas will use tracking databases to log all data collected from assessment throughout the year.
Following internal data collection points, reports will be sent home to provide you with information on your child’s progress and how to develop knowledge in subject areas further.
Key Stage 3 Reporting
In Years 7, 8 and 9 pupil progress will be reported based on their acquisition of the knowledge and skills they have learnt.
| Exceeding |
Pupils have a depth of understanding beyond the knowledge and skills against which they have been assessed and can apply their understanding confidently in extended response and through reasoning and problem solving.
|
| Mastered | Pupils have a strong and deep understanding of the knowledge and skills against which they have been assessed and can apply their understanding in extended response with confidence and fluency. |
| Developing | Pupils have acquired some understanding of the knowledge and skills against which they have been assessed and can apply their understanding with examples or support. |
| Emerging | Pupils are beginning to acquire a basic understanding of the knowledge and skills against which they have been assessed and can apply their understanding with guided support. |
Key Stage 4 Reporting
In years 10 and 11 pupils will be tracked using the GCSE grading scale so that progress can be monitored against their target grade. Each grade is divided into 3 subgrades to support closer tracking of progress.
| 4+ | Working at the top of a grade 4, the pupil has mastered the skills and knowledge associated with grade 4. |
| 4= | Working in the middle of a grade 4, the pupil has secured the skills and knowledge associated with grade 4. |
| 4- | Working at the bottom of a grade 4, the pupil is developing the skills and knowledge associated with grade 4. |
Targets and Flightpaths
At the start of Year 7 all pupils complete CATs. These assess pupils’ cognitive ability and outcomes are used to set aspirational targets. From this information we create personalised progress flightpaths. These enable us to check that pupils are on track to achieve their targets and implement intervention early to target gaps in understanding.
Attitude to Learning
At each data collection point teachers will provide pupils with an ‘Attitude to Learning’ grade. This is measured by a single value from 1 to 4 and encompasses classwork, homework, and attendance, using a best fit approach. Where a pupil is awarded a grade 3 or 4, further information will be provided identifying the areas for development.
Attendance
Attendance has a significant impact on pupil progress and therefore is reported with progress information. Our Curriculum is carefully sequenced so that new learning builds on prior knowledge and understanding. Where pupils have gaps in their attendance it makes it more difficult for them to connect new ideas Our GCSE outcomes have proven that pupils who have an attendance of 97% and above achieve on average half a grade higher in every subject than pupils nationally. At Leeds East Academy we strive for attendance to be 97%+.
Exam Information
For information on examinations please visit our Revision Guidance & Year 11 Support page.