Curriculum

Assessment Statement

CITY OF LONDON ACADEMY ASSESSMENT POSITION STATEMENT

At City of London Academy (Southwark), we view assessment as a very important tool in delivering outstanding outcomes for students and integral to high quality teaching. Assessment of students is used regularly to inform teaching, provide feedback to students and to communicate children’s progress to parents. Teachers and leaders at all levels use progress and attainment data to gain understanding of the Academy’s performance.

Rationale

  • The National Curriculum Tests and Teacher Assessments at the end of Key Stage One and Key Stage Two will be reported in levels for the last time in the Summer Term 2015, as reported by the DfE.
  • Progress 8 and new accountability measures mean schools need to be more explicit about progress and targets from the beginning of Key Stage 3
  • Opportunity for subject areas to develop criteria that directly supports and reflects their curriculum
  • Opportunity to ensure our system sets personalised targets dependent on Key Stage 2 and baseline data

Why do we focus on assessment?

  • We know that assessment and testing have a strong effect on the lives and careers of our students
  • We accept that decisions based on an assessment have a great impact on the prospects and                 opportunities of our students

Assessment Principles

  • Give reliable information to parents about how their child, and their child’s school, is performing
  • Help drive improvement for students and teachers
  • Make sure that the Academy is keeping up with external best practice and innovation. (Ofsted, 2014)

Formative Assessment

We use a wide range of ‘Assessment for Learning’ strategies in school.   This is “the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. Teachers use formative assessment day-to-day, often informal assessments to explore students’ understanding, so that the teacher can best decide how to help them to develop that understanding. This information is then used to plan and adapt learning effectively, to ensure that all students are challenged in their learning.

Summative Assessment

Summative assessment is the process by which teachers gather evidence in a planned and systematic way, in order to draw inference about students’ learning, based on professional judgement. This assessment may take the form of Key Stage test, Unit test, end of year test with a grade/level awarded.

Reporting

  • We track the progress of students rigorously against their targets
  • Tracking points will occur four times a year
  • Each tracking point will be reported to parents
  • Reports will be issued after every assessment in November, January, March and June
  • A report will also be issued at the end of the year with examination results

At the City of London Academy (Southwark), we are currently reviewing our curriculum delivery and assessment system. Our new system will reflect the changes of the New National Curriculum and support students and parents to have a clear understanding of how well they are performing in school. In September 2015, students will continue to be assessed in line with the current curriculum. As the new curriculum embeds, school staff are preparing to trial a new assessment model. From the academic year 2016-2017, schools will move from an absolute measure of progress (i.e. three or four levels of progress required between Key Stage 2 and Key Stage 4) to a relative measure.  At the same time, progress will also be measured using the scaled score and a conversion between each student’s end of Key Stage 2 scaled score and Key Stage 4 scaled score.