Assessment

In all subjects at all Key Stages, students are formally assessed at least 6 times per year. 

The purpose of assessment is:

  • To help students understand the degree to which their learning is secure; to what extent they have mastered the skills, knowledge and understanding required in each subject
  • To provide students with the guidance and strategies to improve their work
  • To allow teachers and leaders to monitor student progress and target interventions.
  • To provide teachers with accurate and evidence based information to inform planning and to evaluate teaching methods and interventions
  • To support the DTTR (Diagnose, Therapy, Test, Revisit) process – students and teachers can diagnose where gaps in knowledge are through assessment, putting into place therapy to remedy these gaps, test again through questioning, low stakes quizzing or through other forms of assessment to see if the gaps still exist. 


This assessment data is used by staff when reporting home to parents.

Reports – all student reports are loaded onto the students records in ARBOR
and parents/carers are emailed to notify them:

*** 2025 – 2026 ***

Autumn Term 2025 – 2026
Week commencing 29th September 2025 Year 13 reports issued
Week commencing 10th November 2025 Year 11 reports issued
Week commencing 24th November 2025 Years 10 & 12 reports issued
Week commencing 8th December 2025 Years 7, 8 & 9 reports issued
Spring Term 2025 – 2026
Week commencing 12th January 2026 Year 11 and 13 reports issued
Week commencing 23rd February 2026 Years 10 & 12 reports issued
Week commencing 9th March 2026 Years 7, 8 & 9 reports issued
Summer 2025 – 2026
Week commencing 15th June 2026 Years 7, 8 & 9 reports issued. 

Year 12 Mock exam Results issued
Week commencing 7th July 2026 Years 10 Mock Exam Results issued

Target Setting

Students in Years 10 and 11 will be set aspirational target grades for all the subjects they are studying.  The target grades are based on a student’s Key Stage 2 outcomes, the National Key Stage 4 exam results and assessment data.  This target grade will be shared with parents/carers as part of a student’s report home.

Students in Years 12 and 13 are set their targets based on their performance at GCSE using the National subject bench-marking information.

Predicted grades will be added to the reports of students in years 11 and 13.

The Campus will constantly review student’s progress against their target grade. 

Reporting

Understanding the Report Descriptors

KS3

In the key stage 3 reports we have split each of the subjects into key skills or knowledge areas.  The teachers have then identified for each area if your child is:

Developing (Working on the basics of the knowledge or skill area and is currently below the expected age related level) 

Meeting (The basic knowledge or skill is learnt and the student is working at the expected age related level)

Exceeding (The knowledge or skill is secured and your child is working above the expected age related level)

At the bottom of each subject there is a hyperlink that will take you and your child to the ‘next steps’ guidance.  This is designed to support progress further and address any gaps in knowledge or learning.  These are for you to use where you feel it will benefit your child.  Some of the hyperlinks take you to YouTube videos (these could contain adverts – the school does not endorse products contained in any of these videos in adverts)   

KS4

At KS4 all reports will contain subject target grades.  These are aspirational targets for students to aim for.  Year 11 reports will also contain predicted grades.

At the bottom of each subject report will be a hyperlink taking you to  ‘How to be successful in this subject’ information

All students in KS3 and 4 will also be given an effort grade:

Grade Descriptors Grade 1

Exceeding expectations

 Grade 2

Meeting expectations

 Grade 3

Below expectations
Effort Students are fully prepared, committed and working to the best of their ability in every lesson. Their work, including homework, is completed on time and to a high quality in relation to their ability. They are resilient and respond well to challenge. They often show initiative and perseverance, going beyond expectations. Students are prepared and engaged in the lessons, completing work and homework on time and to a good standard in relation to their ability. Students are not always fully prepared or engaged with the lesson. They have an inconsistent approach to work which is below the standard expected in relation to their ability.
X Not enough evidence to give meaningful information at this time.

KS5

At Key Stage 5 the reports contain a target grade, a current working at grade and in year 13 a predicted grade..  Reports comment on the Vespa attributes of students (Vision, Effort, Systems, Practise and Attitude

Grade Descriptors Grade 1

Exceeding expectations

 Grade 2

Meeting expectations

 Grade 3

Below expectations
Vision Students have a very clear vision of what they want to achieve in this subject, they know where they are at and what they need to do to reach their goals. Students understand perfectly how the subject fits into their short, medium and long-term plans. Students have a good understanding of what they want to achieve in this subject. They generally understand how the subject fits into their short, medium and long-term plans. Students do not always show passion for the subject and do not always see how the subject fits into their short, medium and long-term plans.
Effort Students always work incredibly hard. They are completely focused in lessons, responding to the direction and feedback of the teacher. Students take homework seriously, always meet deadlines, and show clear evidence of working independently. Students generally work hard and are focused in lessons. They respond well to teachers and peers in lessons. Students produce homework of good quality and are able to work independently. Students do not always work hard in lessons and may be distracted or can distract others. Students may not take homework seriously. Little or no evidence of independent learning.
Systems Students show a very high level of organisation. Students are aware of course structure, content, & assessment details. Students have clear systems for categorising work in folders. Students know how to work independently, manage their time and where to find resources. Students have good levels of organisation. They understand course structure, content, & assessment details. Folders are kept up-to-date and in order. Students can work independently and can manage their time. Students have poor organisational skills. They have a lack of knowledge about the course and assessment details. Students have no clear system for organising their time or their notes.
Practice Students always use the instruction and guidance of teachers to fully engage in focused, deliberate practice. Students always seek feedback from their teachers and peers, and uses their own self-assessment to make progress. Students use the instruction and guidance of teachers to engage in focused, deliberate practice. Students usually seek feedback from their teachers and peers, and uses their own self-assessment to make progress. Students have difficulty in identifying and working on areas for improvement. Students may not always ask teachers or peers for feedback on how to improve.
Attitude Students have an impeccable level of attendance, punctuality and attitude to learning. In addition, students are always very positive about their learning and their own ability to improve. They have a growth mindset, enabling any difficulties to be overcome. Students have a good attitude to learning, as well as high levels of attendance and punctuality. Students are positive about their learning and their ability to improve. Students demonstrate a poor attitude to their learning. Levels of attendance and punctuality may be a cause for concern. They may be pessimistic about overcoming difficulties.
X Not enough evidence to give meaningful information at this time.