Assessment & Reporting

Assessment is a fundamental part of teaching and learning and The Hamble School uses assessment data and practices to; inform teaching, engage learning and drive up standards. Assessment is a term which encompasses a wide range of formal and informal activities including both summative and formative information.

Summative assessment (external and internal exams) has a place in providing a summary of achievement. Formative assessment ie Assessment for Learning (AfL) practices are used in all classrooms to impact on both motivation and attainment.

Key Principles

The Hamble School uses prior and current assessment data as an integral part of improving standards.

  • Prior and initial assessment data is used effectively to inform teaching, set targets, group students where appropriate and as a starting point for monitoring progress.
  • Ongoing assessment is conducted to inform teaching, empower and motivate students, monitor progress of individuals/key groups/cohorts, prepare students for terminal assessment and inform parental reporting.
  • Assessment data is reported to communicate achievement and progress with parents, to engage learners and parents, and to inform leaders (including governance) of whole school progress.

Parental Progress Reports

Each year group have five calendared Progress Reports throughout the year. The Hamble School believes that “no assessment data should be entered in isolation” and due to this, assessment data entry is calendared and conducted as departments. Directors of Learning/Subject Leaders are responsible for the moderation and quality assurance of assessment data before entry. All teachers are responsible for providing up to date assessment data as an evidence base for reporting judgement to be made. When these processes are completed the following is reported to parents.

Key Stage 3 (Year 7 & 8)

At each parental Progress Report the following assessment information is communicated per subject area:

  • Current progress statement (Emerging, Developing, Securing & Mastering)
  • An area of strength in each subject
  • An improvement statement to aid further progress
  • Attitude to learning descriptors in Behaviour, Classwork & Homework

For further information on reporting grade descriptors see ‘KS3 Student Progress’ booklet.

Key Stage 4 (Year 9 – 11)

At each parental Progress Report the following assessment information is communicated per subject area:

  • Current grade (reformed or legacy)
  • Predicted grade (reformed or legacy)
  • Attitude to learning descriptors in Behaviour, Classwork & Homework