With a growing school population it has become necessary to review and evolve our practices to and align the actions for the year with the values in terms of assessment. Our values are:
Data is captured that provides the users of mark sheets instant feedback on data and allow more powerful analysis to take place by data team and middle leaders.
Data analysis will be prompt and transparent. Middle leaders are trained on how data is analysed to ensure that they can begin to drive the understanding of data within their area.
Reporting to stakeholders
Reports will inform stakeholders with the aspects that will bring about the biggest impact on, it will be appropriate to key stages and a student’s journey through NIA. The reports will have clarity to ensure that there are no barriers to understanding.
Using a consistent flight path that generates standards along a projected line of progress will allow internal and external moderation and standardisation. The data cycles, published at the start of the year will ensure that internal departmental moderation also takes place.
Assessment at NIA
Upon entering NIA pupils are given a GCSE target using their key stage 2 results.
Targets are set along the way from year 7 to 11 to enable us to identify pupils who are on track to their target, those that are above and those that may need further support to get them to attain their potential. These targets come from an EMAT flightpath that allows us to work with Prince William to standardise and moderating work.
Pupils within Year 7 – 9 are assessed at 3 points throughout the year in English, Maths, Science, MFL and Humanities.
These provide 1-9 grades that work in line with the EMAT flight paths to ensure we have a common assessment framework to allow us to identify the percentage on track to target for each cohort.
Formalised assessment at 3 points in the year, allows for summative assessment to happen in between, to inform teachers on how best to plan for their pupils and to recover any misconceptions before the end of term assessments.
In performing arts, art, design technology and PE, pupils are measured against descriptors that measure the competency of them with specific subject areas.
This allows pupils to measure progress in skills that they are using, whilst setting targets to improve.
Descriptions are aligned to the following levels of competency
* Surpasses Age Expected standard
* Working at a greater depth of age expected standard
* At age expected standard
* Working towards age expected standard
* Early development to age expected standard
* No evidence towards age expected standard