Assessment, Recording & Reporting

Intent

That every student understands the level at which they are performing and receives the support that enables them to reach their full potential. We carry out the ARR process in order to:

  • inform us about students' standards at the beginning, their progress through, and their attainment at the end of a key stage in relation to expectations and in relation to their peers;
  • inform our teaching intervention and support;
  • inform the information and advice which we give to students and parents about progress.

Implementation

QEHS has a clear and structured approach to assessment recording and reporting (ARR). Our full ARR policy is available in the policies section of the website (The School dropdown menu). Our policy has been written to meet the current guidance from the Department of Education, a link to which is at the bottom of this page.

Click here to view the current Parent Student Recording and Reporting Calendar 2021-22.

Learner Standards 

We provide students and parents with a Learner Standard grade card at the end of every short term. The criteria for each of the three learner standards are shown in the table below:

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Student progress

Student progress is assessed using common assessments for each subject. Teachers will use mark schemes and level descriptors to assess the level at which the student is currently performing and to give support, advice and guidance on how to reach the next level. A list of topics assessed for each subject may be reached the curriculum maps under the curriculum tab of this website. Progress is reported to students and parents at the end of every long term. 

Flightpath

We encourage students to plot their current performance grades on the QEHS flightpath to assess how well they are performing in relation to their end of key stage target grade for each subject. The colour coding on grade cards for students in years 7 – 9 reflects the coloured bands of the flightpath.  The flightpath is shown below:

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Intervention and support

In addition to support given by classroom teachers we follow a whole school system for intervention and support based on a student’s grades for progress and the Learner Standards:

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