Monitoring and Reporting

For information about monitoring and reporting please see our Grouping, Monitoring and Reporting Policy.  

Reporting and Assessment at Chew Valley School 'At a Glance'

Here at Chew Valley we have devised an assessment system which provides the following:

  • For students:
    • Clear assessment of strengths and areas for development
    • Clear feedback on areas of success and next steps
  • For teachers:
    • The ability to track progress through the curriculum
    • The ability to identify areas of learning which need development and plan accordingly
    • A manageable process which is central to teaching and learning
  • For parents and families:
    • Clear information about progress and attainment within the curriculum

Our assessment system is based on the curriculum which is taught here at Chew Valley. This curriculum has been substantially revised over the past year to meet the demands of the new national curriculum and to ensure that students are adequately prepared for the more demanding GCSEs, A-levels and other qualifications they will take.

How do we assess students?

The fundamental question we ask when we assess students is:

“to what extent has the student demonstrated that they know, can apply and understand the matters, skills and processes they have studied?”

Those students who can demonstrate that they know, can apply and understand the matters, skills and processes in each subject’s programme of study for their year will be assessed at a grade “C”. Students who have exceeded the expectations of their year group will be assessed above C. Those who have not yet met the expectations of their year group will be assessed below C.

The “C” grade indicates that students are working at the expected standard for their year group in a subject; grades above C indicate that they are working above the expected standard, and grades below C indicate that they are working below the expected standard. These expectations have been set by staff at Chew Valley in line with the national curriculum to ensure students have the knowledge, skills and processes required to be successful in the relevant GCSE or equivalent programme of study in Year 10 and 11, and in preparation for further study at A-level and beyond.

Feedback to students

The graded assessments are based on a body of work completed by students in class and for homework, including in some subjects formal tests and examinations. Teachers will not routinely provide grades on individual pieces of work. Instead, they will provide feedback to students, either verbally or through written marks and comments, to identify strengths and areas which need development. They will also provide opportunities for students to work on those areas for development to ensure that they can demonstrate mastery of the matters, skills and processes within the curriculum. This approach has been developed in line with research on best practice in feedback summarised by the Education Endowment Foundation.

Monitoring progress

Students are expected to make progress over time in line with the expectations of the curriculum. If a student reaches the threshold assessment level (C grade) in a particular subject in Year 7, they would be expected to maintain that performance in Year 8 and beyond. This will be carefully tracked in school and included on reports to families.

Assessing attitudes to learning

Students in the main school are assessed in each subject on the attitudes they have shown to learning, their response to feedback, their independence and their behaviour for learning. They will be given a grade of E (Excellent), G (Good), I (Insufficient) or P (Poor) for each of the four attitudes. The criteria we will be using to award these grades can be found attached to this letter, and these have been shared with students through their enrichment programme by their tutors. The grades are used to create an “attitude summary” score: all “E” grades would be 100%, all “P” grades would be 0%. This score is included on each report and used to track and monitor students’ attitudes to learning over time. We look forward to your support in encouraging these positive attitudes to learning in the students at Chew Valley.

The attitudes to learning are as follows: