Assessment & Reporting

At Chadwell Heath Academy, assessment is used to identify strengths, address misconceptions, monitor progress, and inform teaching. Through a combination of formative and summative assessment, teachers adapt their practice to meet pupils’ needs, provide targeted support and challenge, and ensure that learning remains ambitious and purposeful. Regular assessment also enables pupils and parents to understand current attainment, recognise areas for development, and work in partnership with the school to maximise achievement and preparedness for future study and employment

Pupils are formally assessed at the end of four eight-week modules. The second of these modules assesses aspects of the material studied in Modules 1 and 2. Assessments are made against standards laid down in departmental schemes of work and set out in the module sheets.

A report is issued to parents at the end of each module reporting on attainment, effort, homework, and behaviour.

Attainment is reported as Working Beyond+, Beyond, Achieving, or Working Towards the expected standard for this stage of Key Stage 3. These standards are set in relation to the level of progress needed to be on track to achieve a Grade 5 at GCSE by the end of Year 11.

Attainment Level	Projected GCSE Grade	Sixth Form
Beyond+	Grade 9
Beyond+	Grade 8
Beyond	Grade 7
Beyond	Grade 6
Achieving	Grades 5
Achieving	Grade 4	A-Level Entry
Towards	Grade 3	Vocational Entry
Towards	Grade 3
Towards	Grade 2
Towards	Grade 1

In addition, performance indicators (grades 1 to 4) will be reported for Effort, Homework, and Behaviour. The following criteria are used to award grades:

GRADE	EFFORT	HOMEWORK	BEHAVIOUR
1	Consistently demonstrates exceptional commitment to learning. Actively participates, shows resilience, and goes above and beyond expectations.	Homework is always completed on time, to a high standard, and shows independent thought or extra effort.	Consistently respectful and responsible. Follows all rules and expectations.
2	Generally works hard and stays focused. Participates well and completes tasks to a good standard.	Homework is usually completed on time and meets expectations.	Generally well-behaved and respectful. Occasionally needs reminders but responds appropriately.
3	Effort is inconsistent or lacking. Often off-task, reluctant to engage, and does not meet expectations.	Homework is often late, incomplete, or lacks sufficient effort.	Behaviour is frequently disruptive or disrespectful. Needs regular reminders to follow expectations.
4	Rarely puts in effort. Frequently disengaged, avoids work, and shows little interest in improving.	Homework is rarely completed or not submitted at all. Persistent lack of engagement.	Behaviour is consistently poor. Disrupts learning, shows disregard for rules, and may require intervention.

The fifth module is an examination module, followed by a report that summarises the performance indicators and attainment for the year along with written comments from the student’s form tutor summarising effort and attainment.

Year 9 sit Standard Assessment Tests in English, Mathematics and Science. These are graded from Level 8 to Level 1. The end of year report will also contain a Teacher Assessment grade Working Beyond, Achieving or Working Towards for all other subjects.

KEY STAGE 4 (YEARS 10 & 11)

Students are set a target grade for each of their chosen GCSE subjects based on the KS2 scaled scores they achieved. If students achieve these target grades, they will have made the expected progress.

Every eight weeks parents will receive a report including the grade the student is currently working at, based on their most recent assessments, classwork, and homework. This grade reflects the level they are performing at that point in time, if they were to sit the final GCSE exams then. This helps the school, and parents, understand the student’s progress, identifying areas for support or challenge going forward.

Students will also receive grades 1-4 for their Effort, Homework and Behaviour during as in KS3.

Parents of KS4 students will also receive a report with the trial exam grades achieved following the Year 10 trial exams in March and Year 11 trials in January.

KEY STAGE 5: YEARS 12 & 13 (SIXTH FORM)

At the start of Year 12 Target Grades (A* to E, or Pass, Merit, Distinction) are generated for pupils for each subject studied at Level 3. These Target Grades are generated using ALPS and based on the average GCSE score achieved.

The target for all students re-sitting GCSE examinations in English and Mathematics as well as those students on the Level 2 pathway is Grade 4 or a Level 2 Pass in each subject.

These targets remain fixed, and reporting is against this standard.

Attainment and Performance Indicator reports are produced on four occasions during the year and will contain the following information:

Example report for an A level student:

Example report for a vocational student:

The following criteria are used when awarding performance indicator grades at KS5:

Commitment

Criteria for Assessment

Grade 1*

Commitment is EXCEPTIONAL – inside and outside the classroom.

· Attendance is 100% or work is caught up after absence.

· Behaviour is self-disciplined.

· Deadlines are met.

· The quantity and quality of work produced – both during school and as homework – go significantly beyond the requirements of the qualification.

The student is working at or beyond their Target Grade.

Grade 1

Commitment is EXCELLENT – inside and outside the classroom.

· Attendance is 100% or work is caught up after absence.

· Behaviour is self-disciplined.

· Deadlines are met.

· The quantity and quality of work produced – both during school and as homework – meet fully the requirements of the qualification.

The student is working no more than one grade below their Target Grade.

Grade 2

Commitment is GOOD – inside and outside the classroom.

· Attendance is 100% or work is usually caught up after absence.

· Behaviour is self-disciplined.

· Deadlines are generally met.

· The quantity and quality of work produced – both during school and as homework – largely meet the requirements of the qualification.

The student is working no more than one grade below their Target Grade.

Grade 3

The teacher must indicate areas of deficiency

Commitment is UNSATISFACTORY – inside and/or outside the classroom.

· Attendance may be below 100% and work is not caught up.

· Behaviour may lack self-discipline.

· Deadlines may not be met.

· The quantity and quality of work produced – both during school and as homework – fail to meet the requirements of the qualification.

The student is working at or below their Target Grade. The student will be allocated Compulsory Study if below target.

Grade 4

The teacher must indicate areas of deficiency

Commitment is POOR – inside and/or outside the classroom.

· Attendance may be below 100% and work not caught up.

· Behaviour may lack self-discipline.

· Deadlines may not be met.

· The quantity and quality of work produced – both during school and as homework – fail repeatedly to meet the requirements of the qualification.

The student is making no progress. The Current Grade awarded is U. The student will be allocated Compulsory Study and their place on the course reviewed.