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Teaching, Learning, Marking, Assessment and Reporting Policy

This policy is in line with the Mission Statement of the school:

‘To work together in a supportive, secure and pleasant learning environment that promotes high standards

for all, a love and ownership of learning; spiritual growth, best standards of conduct founded on Islamic

morals and British values and prepare them for their role as caring and contributing Muslimahs in modern

Britain.’

Last reviewed by:

Kulsum Vali

Ratified by governing body:

October 2018

Next Review date:

July 2020

Displayed:

Website

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Introduction

Learning and Teaching are at the core of everything we do at BMGS. All our decision making processes

centre around the question of what impact will be made on learning and teaching. We promote resilient

learning in a secure Islamic environment, where our vision is ‘Success for all’.

As learning and teaching are entwined with setting targets, assessing progress and reporting on curriculum

statements of achievement; this policy encompasses them all.

Aims of this policy

The Learning, Teaching, Marking, Assessment and Reporting Policy of BMGS is designed to:

Establish agreed protocols with regards learning, teaching, assessment and reporting to improve the

quality of the learning experiences of all learners regardless of ability and background.

To ensure a consistent approach across the whole school with regards to learning & teaching,

assessment and marking.

This policy is based around the 8 teacher standards, where a teacher must:

1. Set high expectations which inspire, motivate and challenge learners

2. Promote good progress and outcomes by learners

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well-structured lessons

5. Adapt teaching to respond to the strengths and needs of all learners

6. Make accurate and productive use of assessment

7. Manage behaviour effectively to ensure a good and safe learning environment

8. Fulfil wider professional responsibilities

BMGS expects all staff to demonstrate consistently high standards of personal and professional conduct.

The following statements define the behaviour and attitudes which set the required standard for conduct

throughout a teacher’s career.

Treating learners with dignity, building relationships rooted in mutual respect, and at all times

observing proper boundaries appropriate to a teacher’s professional position

Having regard for the need to safeguard learners’ wellbeing, in accordance with statutory provisions

Showing tolerance of and respect for the rights of others

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Not undermining fundamental British values, including democracy, the rule of law, individual liberty

and mutual respect, and tolerance of those with different faiths and beliefs

Ensuring that personal beliefs are not expressed in ways which exploit learners’ vulnerability or

might lead them to break the law

Teachers must have proper and professional regard for the ethos, policies and practices of the school, and

maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out

their professional duties and responsibilities.

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Roles and responsibilities

The role of governors

Governors will receive reports from the Senior Leadership Team and Middle Leaders and act upon areas

identified as areas for development.

Governors may visit the school to increase their knowledge of classroom activity. (Please read this policy in

conjunction with the Governors policy on visits to the school). When visiting, governors may:

Observe lessons.

View recordings of lessons as appropriate.

View samples of learners’ work.

Talk to learners about their experiences.

Talk to teachers about their experiences.

Report their findings to the entire governing body.

The role of the senior leadership team

The senior leadership team will:

Evaluate learning, teaching, assessment and reporting in school by visiting classes, talking to

staff and learners, looking at books and reviewing reports and data

Ensure the needs of all learners and parents are met to a high standard

Ensure evaluation feeds into the Whole School Development Plan, Performance Appraisal and

the SEF

Support Middle Leaders to implement a consistent whole school approach which is monitored

and developed

The role of the Middle Leader

The Middle Leader will:

Develop and review curriculum policies and schemes of work in collaboration with colleagues.

Take accountability for the progress of children and the quality of learning, teaching and

assessment in their given subject.

Report on the effectiveness of the curriculum and the learning, teaching and assessment to the

senior leadership team and the governing body where appropriate.

Provide professional advice to the governors’ curriculum sub-committee.

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Evaluate learning, teaching, assessment and reporting in their subject area by visiting classes,

talking to staff and learners, looking at books and reviewing reports and data

Diagnose strengths and areas for development across their department through formal and

informal monitoring of learning, teaching and assessment practise and follow through with in

house support , mentoring and development

Ensure department policies enables the whole school learning, teaching and assessment policy

to be effectively implemented

Provide teams with support in the form of coaching and training to implement a consistent whole

school approach which is monitored and developed

The role of teachers

Teachers will:

Set high expectations and plan and deliver quality first teaching

Monitor and evaluate their teaching.

Seek professional dialogue and constructive criticism from their head of department.

Review and evaluate their planning and assessment practice regularly.

Set appropriate and challenging verbal and written targets for learners based on ability.

Collaborate with colleagues to standardise assessments, share resources and expertise

Contribute to updating parents and other professionals in the monitoring and reporting process

by completing tracking and responding to queries face to face, via email or telephone.

Maintain accurate records of key assessment data in SIMs

Be open to support in the form of coaching and training to implement a consistent whole school

approach which is monitored and developed

The role of learners

Learners are expected to:

Be on time for school.

Be prepared to learn.

Be attentive.

Listen to and follow all reasonable instructions.

Treat everyone with respect.

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External monitoring

A named School Improvement Partner (SIP) will work on an annual cycle to monitor teaching

performance.

The SIP will scrutinise all available data and discuss the school’s self-evaluation, along with all

matters arising from it, with the LGB.

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Learning and teaching

Schemes of work

All subjects will have long term and medium term plans which outline clearly: the topics that will be covered

and when; the learning objectives and outcomes to be addressed; suggested activities and resources; links

to literacy, numeracy & SMSC; and the identification of key assessment pieces and homework. Each

subject area will aim to provide fully resourced and high quality schemes of work made available to all staff

in the department. Key information from the medium term plans will be made available on the school

website for parents and learners of the school.

Planning & teaching

It is a requirement that teachers plan and teach high quality lessons drawing on strong subject knowledge

and pedagogy, a range of learning, teaching and assessment strategies and establish a highly disciplined

and engaging classroom environment based on mutual respect and a love of learning.

There is no requirement for teachers to demonstrate their planning using planners or lesson plans.

However, it is the expectation that planning is made evident through lesson delivery. As such, the

expectation is that the following six points will be evident in lessons at BMGS:

1) Starting and closing prayer

All staff are expected to maintain an orderly classroom as this is a prerequisite to making good progress.

Staff should ensure learners are ready to learn upon arrival to their class by setting high expectations. This

means arriving on time, having their planners, equipment and books ready on tables and being ready to get

started on the first task/activity in silence. Once learners are ready, the lesson should be started with the

opening prayer performed in unison and with due respect. Similarly the closing prayer at the end of the

lesson should be performed once learners have packed away in unison and with respect

2) Connect and share the big picture

Staff should aim to complete the register within the first five minutes by doing a headcount or a quick roll

call. Staff should share the big picture i.e. the lesson objective and the differentiated lesson outcomes or

get started on the connect activity as soon as possible. Examples of connect activities are: review

questions, a card sort, a memory game, a True or False activity, an analysis of a learner response/model

answer, multiple choice diagnostic quiz, 5 Ws based on a picture or piece of writing etc.

Staff must be precise about what it is they intend the learners to learn and share learning objectives to

ensure learners recognise what they are learning and why. Staff must be explicit about learning outcomes

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and share these to ensure learners recognise the measurable skills/abilities/knowledge/values that they will

be able to demonstrate – the success criteria. Learning outcomes should be differentiated preferably into

Gold, silver and bronze outcomes and reflected in the resources and activities for the lesson to ensure that

there is a good level of support, stretch and challenge for all learners. Key words should be emphasised

and shared with learners with reference being made to them throughout the lesson and during the review.

Teachers should recognise that intelligence is malleable and enhanced by high quality

teaching and as such all learners should be stretched and challenged to aspire for ‘Gold’

standard.

3) Activate

Teachers should introduce new learning with carefully constructed explanations, high quality examples and

astute modelling to enable learners to overcome common misconceptions and make learning stick.

Teachers must have a strong understanding of the material being taught, understand the ways learners

think about the content, be able to evaluate the thinking behind learners’ own methods and identify

misconceptions.

4) Demonstrate

Teachers should give adequate time for deliberate practice to embed knowledge, skills and understanding

securely. Deliberate practice enables teachers to gauge if effective learning has taken place. Learning

cannot always be seen and it is therefore vital that teachers confidently and accurately use techniques to

gather a secure overview of whether learning has stuck or not by giving learners an opportunity to

demonstrate their learning. The resources used should not be ‘more of the same’ i.e. 10 almost identical

questions but should instead incorporate stretch & challenge, enable misconceptions to be demystified and

provide opportunities to extend learning.

All our learners must have the expectation that when they come to their lessons they will think and

work hard for sustained periods. This does not mean that whole class teaching is discouraged, or that

teachers are expected to be a facilitator but over time the learners must work harder than teachers.

Setting learners on tasks of a good length to demonstrate learning provides teachers an opportunity to

target learners who need in class support and provide timely in class verbal and written feedback.

Teachers should maximise opportunities in the classroom to diagnose areas of strengths

and weakness and provide learners with verbal diagnostic feedback.

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5) Consolidate

Teaching does not mean something has been learned. All teachers should test whether ‘learning has stuck’

using systematic and incisive techniques, frequently based on questioning. Learners should be given an

opportunity to reflect on their learning journey, the learning processes they went through and strategies

they used. Learning objectives and outcomes and keywords should be reviewed during and/or towards the

end of the lesson and a progress check undertaken in preparation for the next lesson.

6) A link to the Islamic ethos or values, SMSC or British values

All teachers should have a professional regard for the Islamic ethos of the school and a commitment to

developing spiritual growth, best standards of conduct founded on Islamic morals and British values to help

prepare our learners for their role as caring and contributing Muslimahs in modern Britain. Teachers should

aim to share a link each lesson in the form of a short hadith, Quranic ayah, a parable etc with the aim of

promoting SMSC development.

Teachers may adapt the format to meet the needs of their learners and the learning and teaching being

delivered. A PPT template with the above points included is available should staff wish to use it. Staff are

free to adapt the template, duplicate or delete slides to suit their lesson and their teaching style.

Sometimes lessons do not work out the way they were intended. Sometimes knowledge and skills do not

stick, activities need to be shortened/lengthened or done in a different order.

The point of a lesson is to maximise learning and teachers have full freedom to adapt their

lessons to ensure learning takes place.

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Dead time

It is essential that teachers ensure there is no dead time and that the lesson includes a flying start with

learners promptly engaged and hooked into their learning. To minimise dead time teachers should ensure

the following:

Leave the room on time, and tidy, for the next person.

Meet and greet at the beginning of the lesson; end and send at the end of the lesson.

No waiting for others to arrive.

Consider the amount of ‘teacher talk’ time.

Little or no copying, particularly lesson objectives.

Utilise time efficient methods, e.g. cutting and pasting can be very time-consuming.

Consider the transition from one activity to the next.

Check learning effectively and avoid wasting time on things already learned.

Use timings for activities and parts of activities

Appropriate pace, depending on what you want them to learn and the activity in hand.

Seating plans

The teacher will consciously decide upon and plan the seating arrangements for learners in order to

maximise educational attainment. Every class should have a seating plan on class charts that accounts for

their profile.

It offers differentiation possibilities and is therefore a wave one intervention for quality first teaching.

It is evidence that a teacher has processed the data available for the class.

Where learners sit should always be up to the teacher, it is part of establishing authority over a new

class. “We always work better when we sit together sir/miss” is most frequently an indication that they

do not.

Changing the plan at the start of each term is easy in class charts, new dynamics can keep it fresh.

It is easily accessed by another member of staff/cover staff whom you may need to help with the class,

such as your Head of Department.

Class charts can show you things you may have inadvertently missed such as whether all your pupil

premium learners are sitting together at the back, and can also act as a permanent reminder where the

gifted and talented learner who wants you to forget about their high prior attainment is sitting.

We are all teachers of Literacy and Numeracy

Teachers should take responsibility for promoting high standards of literacy, articulacy and the correct use

of standard English, whatever the teacher’s specialist subject. Teachers should promote the Literacy foci

for each term.

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Numeracy includes significant aspects of what is taught in mathematics but also includes the ability to use

numbers and solve problems in other subjects and in real life. A strong mathematical grounding is

beneficial for a wide range of subjects, including the STEM subjects (Science, Technology, Engineering

and Mathematics) but also geography, computing, art, PE, economics and so on. When you are teaching

something numeracy related, you should make it explicit you are doing so, to enable learners to see the

relationships between subjects. Numeracy includes: reasoning problem solving decision making shapes

use of space measures calculations and data handling as well as anything which is taught within the

mathematics curriculum.

Homework

Homework is part of curriculum planning, including schemes of work and is an extension to the learners'

learning day and contributes to raising achievement. Homework is also an opportunity for learners to

develop their ability to work independently, to research and to extend their learning.

Homework can take the form of separate tasks set each week, and it can also consist of a project, or a

menu of tasks to be completed over a defined period of time. The amount of homework expected to be set

by departments is in proportion to curriculum time. As a rough guide, KS3 should expect to spend up to 1

hour on homework each day and KS4 between 1.5- 2 hours.

The default expectation is that learners have up to one week to complete a homework. This enables

learners to organise their own time and avoid bottlenecks where multiple tasks have to be completed on the

same day. In Key stage 4 homework deadlines will sometimes be shorter than one week. This will prepare

learners for further and higher education and the world of work, where competing urgent deadlines can

sometimes conflict. Teachers should ensure that learners at least make reference to the homework set in

their planner as a prompt, even if they do not always write it in full. Homework should be published on class

charts and be set in accordance with the schools published homework calendar.

In-class support

Teaching assistants should be actively involved in the lesson to aid learners’ learning. Teachers should

identify and communicate the role of the TA in the lesson to the TA in advance of the lesson as far as

possible. TAs should have access to the day to day resources being used in the lesson and the medium

term scheme of work in advance of the lesson. It should be clear if the TA is working with a focus group or

utilised on a one-to-one basis with a child in need of additional help. The teacher and TA should evaluate

the impact that the intervention/support has had on the learner(s), and adjust any future planning

accordingly.

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Classroom Management in Lessons

To maintain a high standard of discipline and behaviour in lessons, all teachers will:

• Ensure that the learning needs of learners are addressed in each lesson.

• There is appropriate focus, pace and challenge to the lesson.

• Foster and establish a calm and secure atmosphere in the classroom conducive to learning.

• Maintain high standards of protocols for communication through targeted questioning, raised hands, use

of terms of courtesy such as ‘please’ and ‘excuse me’ and fostering of active listening skills that ensure all

learners are engaged.

• Use praise and the school’s reward strategies to exemplify high standards of discipline and achievement

and to motivate other learners.

• Use sanctions from the school’s sanction strategies appropriately and consistently, and proportionately,

where the sanction is communicated calmly to the learner and linked explicitly to the poor standard of

behaviour or indiscipline exemplified.

• Maintain calm, professional and courteous manner at all times, modelling the high standards expected of

learners at all times.

Monitoring of Learning and Teaching

Learning and Teaching will be monitored by

Formal quality assurance cycle which includes two drop ins by HODS for each year group during

published weeks with feedback given at a departmental level and on an individual level only if is there is

a cause for concern. Informal and formal monitoring will take place as agreed with subject teachers and

HODs.

Informal pop ins by SLT ( SLT will pop in to evaluate the standards of teaching and to check that high

standards of professional performance are established and maintained. Sometimes members of SLT

will pop in as part of the QA cycle to support the HOD as they may be teaching simultaneously and

sometimes SLT will pop in to triangulate judgements made by the HOD. The visits may range from

anything between 5 -20 minutes. All staff can expect to be visited once a half term. No written record of

feedback is kept. Should verbal feedback be requested it will be given.)

Monitoring of learner planners and class charts by Heads of Key Stage to ensure that the school’s

homework policy is being applied consistently and rigorously across the school.

Learning and Teaching discussions as a permanent item on the agenda of each faculty.

Integration of learning and teaching into the Continuous Professional Development review and

Performance Management review processes of BMGS so that at least one development target refers to

learning and teaching.

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The Learning environment

It is imperative that the learning environment maximises opportunities to learn. Displays should reflect key

words, exemplar pieces of work, how to progress up the grade/level ladder and any information which will

aid learning across either key stages. Displays should be updated and presented professionally.

Desks and cupboard surfaces in classrooms should be free from clutter and arranged in a manner

providing suitable space for all. As far as possible, all class books, text books and resources should be

stored in cupboards and where this is not possible neatly in boxes.

The room should be well-ventilated and maintained at a suitable temperature. All learners are allowed to

drink water during lessons (except in science lessons where water could create a risk).

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Assessment

Assessment must

Must support teaching and promote learning.

Must help close the learning gap between current and expected learning.

Must be meaningful and manageable.

Must raise aspiration and encourage learners to work hard.

Assessment must support teaching and promote learning.

To achieve this staff will:

Ensure a variety of strategies are used for day to day in school formative assessment e.g. Mini white

board Q & A, short recap quizzes, scanning learners work, observing learners at work, asking probing

questions in class, self and peer assessment etc.

On a day to day basis, opportunities should be provided to learners to review progress towards

objectives and outcomes.

Ensuring success criteria/revision topics for key assessments/cumulative assessments are shared in

advance with learners and ensuring these assessments and success criteria link clearly to topics in the

scheme of work covered.

Ensuring that in Y7-9 there is at least one cumulative exam and in Y10 & 11 two cumulative exams

which are common across the year/band/group and replicate standardised exam conditions as far as

possible.

Use regular low stakes assessments to monitor and respond to learners’ on-going acquisition of

knowledge/skills/application.

Use verbal and written feedback which requires learners’ to respond to improve their performance and

standards of work (MRI: My Response Is).

Use the analysis of an assessment to inform the further development of schemes of learning and future

improvements in teaching.

Assessment must help close the learning gap between current and expected learning

To achieve this staff will:

Analyse responses and data from formative and summative assessments, diagnose areas for

development and act on this information to close the gap between a learner’s current learning and the

expected learning.

Set SMART targets and follow through progress.

Grade descriptors/success criteria to be shared with learners in books and via displays so that learners

know what they should be able to do to meet their target grades/teacher expectations.

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Ensure re-teaching at a whole class or individual level takes place to address diagnostic feedback and

gaps in learning in understanding and ensure that feedback is used by learners to improve the quality of

their work.

Ensure further deliberate practise is built in to lessons as a response to diagnostic feedback and

analysis from assessments to reduce the gap and strengthen knowledge, skills and understanding.

Supplement gaps in learning by setting additional or providing out of class support if required i.e. GCSE

Pod, PIXL independent booklets etc.

Build time into schemes of learning to allow for whole class re-teaching and learners’ response to

feedback.

Reviewing progress across classes and broken down by subgroups to identify trends and identify

strategies to support learners to ensure all groups of learners make good progress

Assessment must be meaningful and manageable

This will be achieved by:

Developing assessments i.e. key assessment pieces, topic tests, cumulative exams at a subject level to

provide data, at a grain size appropriate to the subject and age of the learners, which is capable of

being analysed and acted on to improve teaching and learning.

Analysis of data following assessments to monitor learners’ progress during the year.

Ensuring a smart approach to marking and feedback which require learners to think and work

harder in responding to marking and feedback than it took teachers to produce it. Using self,

peer and computer generated assessment and marking effectively.

Appropriate timescales agreed and set at a school and department level for feedback to learners and

collation of data following key and summative assessments

Schemes of work to identify clearly when key assessments and summative assessments will take place

and what will be assessed with consideration given to timescales across the different year groups

Recording only that data from key assessment pieces and summative assessments which is useful as

agreed on a departmental level with appropriate timescales in SIMs

Using analysis from summative and cumulative exams to analyse teacher performance, strengths and

areas for development in learning and teaching

Assessment must raise aspiration and encourage learners to work hard

This will be achieved by:

Setting aspirational targets based on FFT rank 5 at the upper end of what is achievable, which promote

high aspiration and hard work by learners in order to achieve them.

Teachers reviewing targets set and feeding back to SLT where targets are considered to be not

aspirational enough or too aspiratioinal.

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Identifying SMART targets and tracking progress towards them

Focusing on feedback and deliberate practise to narrow the gap as opposed to summative grades

after key assessment and cumulative assessments.

Reviewing data and progress at a class, year group, department and school level

Praising and acknowledging improvements in learners assessments following feedback and targets

Determining current grade assessment data (Y10 & 11) and teacher estimates (KS4) to be reported to

parents and governors.

Reporting to parents on effort, behaviour and progress across topics, targets for improvement for all

learners and current working at and estimated predictions (at KS4).

Formal Assessments

All learners at BMGS will take the following formal assessments in school and under exam

conditions:

CATs tests: Y7 and end of Y8, Progress tests in Maths & English (Y7-10) and Reading tests (Y7-10) to

establish prior attainment data in the first two weeks of the start of the academic year (On the first day

of admission for new starters). These give an objective assessment of progress made year on year,

alongside the teacher assessments as well as giving indicators for GCSE performance.

Key assessment pieces: twice a half term for core subjects, once a half term for non- core

Annual examinations for all year groups in Y7-9 (cumulative) and Biannual exams in Y10 & 11 (based

on GCSE papers)

GCSE/non GCSE formal exams as appropriate

Individual learning

Individual learning plans (ILPs)

ILPs are available for learners who are not progressing as expected, to allow learners to lead their own

achievement. ILPs are reviewed [annually/termly/monthly] to ensure that they are still effective.

EHC plans

Some young people with SEND may require additional support from professionals outside of the school

setting. In these cases, the views of parents, psychologists and further specialists will be sought. Based

on these views, and in collaboration with the pupil, an education, health and care (EHC) plan will be

sought.

EHC plans replace statements of special educational needs. They include special educational

provision, health provision and social care provision. More information can be sought form the

SENDCO.

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Marking and feedback

Marking has two purposes:

Learners act on feedback to make progress over time

It informs future planning and teaching

Teachers must have a secure overview of the starting points, progress and context of all

A secure overview means that;

Teachers review prior attainment data i.e. KS2 scores, Reading test data (includes reading age), CATs

data and progress test data. Teachers review how the learner is doing in your subject compared to

others (KS4 via SISRA) and where applicable how the learner has done in the subject prior to you

teaching them etc.

Teachers should understand the learner’s overall strengths and weaknesses. In examined courses it is

recommended to have a Personalised Learning Checklist (PLC).

Teachers should be aware of the context of each class using information from the Inclusion register

Teachers will stay up to date and show consideration with regards to information provided by the

Pastoral team with regards to learner’s welfare and personal circumstances via briefings, emails and

notes.

Utilising intelligence information from class charts

It is important that a learner’s context does not mean you should adjust your aspirations of what

they can achieve. Sometimes there are events in a learner’s life that makes it very hard to learn.

These learners are the exception and not the rule.

Without a secure overview, it is impossible for classroom teachers to form the first wave of intervention and

deliver ‘Quality First’ teaching.

Marking must be primarily formative, should be selective, and include opportunities for learners to

improve their work based on the feedback provided/shared

Primarily formative means that the focus of your marking must be showing learners how they can

improve and this should be followed up with giving learners an opportunity to improve. A summative

mark/level/grade often means learners spend their time comparing how they have done with their

classmates and not on improving their mark. Summative marks/grades should as far as possible only

be shared for cumulative assessments at KS4. Formative feedback on key assessment pieces must

make it evident to learners what they need to do to improve. This can take a variety of formats from

written targets or tick boxes against prewritten targets/success criteria to a question level analysis.

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Marking should be selective means that as a minimum teachers should mark key assessment pieces

which have been agreed across the department. This is part of the schools commitment to helping

teachers to ensure marking is manageable in line with DfE workload guidelines. There is no

requirement for teachers to demonstrate any other marking of pieces of work in books. Teachers

should utilise peer and self-assessment strategies to ensure learner’s receive timely and appropriate

feedback on general work completed in class. On a similar note, teachers should use appropriate time

saving strategies to ensure homework set is marked with learners receiving timely and appropriate

feedback which helps them to improve in their work. The purpose of selective marking is to enable a

more precise focus on areas for development, and ensure progress within them. Targets set on one key

assessment piece should be, if relevant, be visible to learners when completing the second assessment

piece so that learners make a concerted effort to improve further. When learners have many corrections

to make it can be difficult for them to know where to start, and they need guidance to work through it.

Indicating twenty spelling/grammar mistakes in one page of an exercise book can be demotivating.

Identifying five within a single section which they get right next time, following deliberate practise as part

of MRI is more effective.

Marking should include opportunities for learners to improve their work/skills/knowledge and

understanding based on the feedback provided/shared. This will only be effective if time is allocated in

class or a specific homework activity is set. If learners do not engage with the feedback there is no

impact.

Marking code

The marking code should be used by all staff. Symbols from the code should be predominantly in the

margin in written work; the key is that learners understand where they are making mistakes or where their

work needs to be improved. The same symbols should be used when marking electronically.

Marking Policy

Code Meaning E.g. Give examples

P Punctuation error. L A new sentence should start here.

Sp Spelling error. // A new paragraph should start here.

CL Capital Letter-have you missed one or

put one in?

NL New Line

R You have repeated a word, Phrase or

point.

T Targets to improve

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Wd Incorrect word choice or you have

missed a word

L A new sentence should start here.

SW Show working U Units

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Internal Tracking

All teachers must complete internal tracking on SIMs there times a year which includes inputting the

following:

A current grade (9-1) that the learner is working at for Y9, 10 & 11

An estimate for attainment at the end of the GCSE course for learners in Y10 & 11

A grade* for progress considering starting points

A grade* for effort

A grade* for behaviour

A judgement grade* of attainment and progress in topics taught

Up to three targets which identify what the learner needs to focus on to bridge the gap

*Outstanding/Exceeding or Good/secure or Requires improvement/Not yet secure

Teachers will use the description in the following table to make a judgement on Progress, behaviour for

learning and effort.

1. Outstanding/Exceeding+ 2. Good/Secure+ 3. Requires improvement/ Not yet secure+

Pro

gre

ss

+

Progress being made is exceptional considering the learners starting point.

For learners at KS4: The learner is on track to achieve their school target grade

Progress being made is good considering the learners starting point. Learners are meeting national and school expected outcomes and working towards exceeding these.

For learners at KS4: The learner is very close to achieving their target grade

Progress being made is a cause for concern. Learner is either coasting at nationally expected progress or is making progress below that expected nationally and at school level considering the learners starting point

For learners at KS4: The learners is well below their target grade

Beh

avio

ur

for

learn

ing

Self-disciplined

Exhibits impeccable conduct

Takes responsibility for self

Always shows respect for others ideas and points of view

Shows kindness, consideration and respect to all

Listens carefully

Responds quickly to instructions

Shows respect for others ideas and points of view

Inconsistent in showing kindness, consideration and respect to all

Requires supervision to ensure instructions are followed

May distract others

May be off-task and sometimes disrupt learning

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Eff

ort

Classwork and homework shows

consistently high standards and reflects excellent learning as well as pride and care in work

Perseverance is demonstrated when facing challenging work

Seeks and responds to all types of feedback

Participates in all tasks and asks inquisitive questions

Shows high levels of self-motivation and determination

Classwork and homework is always complete and usually indicates good learning as well as pride and care in work

Usually perseveres with demanding work and remains on task

Responds carefully and positively to feedback

Demonstrates good organisation and usually self-checks work

Contributes and participates well in class

Responds well to learning opportunities and aims to do their best

Classwork and homework is not always complete and indicates insufficient learning and often a lack of pride and care in work

Often drifts off task when work becomes a struggle

Responds inconsistently to feedback

Needs direction to manage and organise self and often seeks support from others before making own attempt

Sometimes contributes to and participates in lessons

Inconsistently responds to learning opportunities and is more interested in task completion than learning

In addition to the above, teachers will also upload to their mark sheet by the tracking deadlines set for each

term the Key assessment and summative assessment data as agreed by the department on a half termly

basis.

Reporting

Term 1 and 2 reports

These reports are based on the recording (tracking) completed by the subject teacher. It consists of the

information outlines in the internal tracking plus data with regards to attendance, behaviour points and

school target grades (for KS4).

Full Report

Term 3 end of year reports (Term 2 for Y11) include a personalised written statement about the learner by

the LC and the pastoral team/SLT. All three reports will be available by email to parents.