The Trinity Handbook
This policy is written with reference to the Trinity Catholic School Mission Statement:
Baseline Testing and Key Stage 3
During their time at Trinity pupils will be formally assessed and their progress monitored. They will be tested on arrival using published, subject appropriate standard diagnostic tests. Key Stage 2 SATs, teacher assessments and other data provided by the Primary Schools, will be used to help identify which sets pupils should be assigned to in the first instance. Special Education Needs will be taken into account and support implemented in order to ensure that pupils are able to make maximum progress.
Diagnostic tests will be used throughout pupils' time in Key Stage 3 to monitor progress to indicate possible areas of concern and to enable the implementation of interventions where appropriate.Pupils will sit internal examinations in each subject studied. In Year 7 these assessments are classroom based. In Years 8 and 9 these are in the form of end of year examinations in the Sports Hall as per the public examinations - this is in order to prepare pupils for public examinations.
Key Stage 4 Assessment
The internal examinations in Years 10 and 11 will serve as mock examinations to prepare pupils for the type of examination that they will have to undergo for the GCSEs. In order to prepare adequately all pupils for these public examinations, each year from Year 8 to 11 will sit their examinations in conditions as closely related to those that operate for public examination. This will hopefully alleviate the nervousness of pupils at critical times of their education by them having experience of working in examination conditions in spaced desks in an examination hall.
In addition to internal exams each subject will conduct frequent class test on topics already studies and end of module tests. These are used to inform setting, entry level for public exams and to track progress.
There will be annual examinations in Year 12 and 13 with the Year 13 acting as mocks for the A2 year.
Teachers will submit their predictions for pupil attainment in KS4 to the Headteacher (via Interim Reports and Full Reports in KS4). These results are entered into 4Matrix via Sims in order to provide statistical analysis or individuals and groups. Interventions may be used accordingly to maximise success of each individual pupil.
For internal examinations, typically, staff that have been released from lessons are used for invigilation.Staff should familiarise themselves with the policy on invigilation.
There are a number of articles in the handbook dedicated to public exams and their implementation. Understandably there is a tight regime controlling their administration. For further information please see the Examinations Policy.
The school is committed to administering public examinations to the highest possible standard under the guidance of the Examinations Officer, The Senior Leadership Team and Headteacher with the support of the Invigilation Team and Lead Invigilator.
A rigorous post-result analysis is performed by the Data Manager and the Deputy Headteacher to analyse successes and areas for improvement in each subject. The Subject Leader or Subject Manager will meet with the Deputy Headteacher and/or Headteacher to carry out a review and submit action points for the following year. In this review analysis of predictions and comparisons to actual achievements will be made.
As the curriculum evolves the school's assessment programme will be regularly reviewed by the Senior Leadership Team and the Governors' Sub Committee. Amendments to the programme will be made accordingly as and when they are required.
Reporting to Parents
Written reports and assessments are given in good faith as a professional summary of our teaching and learning programme. The assessment is not a guarantee of future external examination results but can be viewed as part of our process of continuous assessment designed to help parents monitor their child's progress effectively.
Teachers must undertake to write report such that pupils are able to make progress by acting on advice offered. They should recognise strengths, achievements and areas for improvement.
Marking and Feedback
Classwork and homework should be marked in accordance with departmental policy. The use of electronic systems for providing marking and feedback is acceptable provided that departments are able to demonstrate that these are providing pupils with stimulating and challenging tasks as well as providing sufficient information to teachers about pupil progress.
Date: July 2019