Reporting & Assessment

Teachers at Leventhorpe will make what we call "low stakes" assessments all the time that students are in the school.  A "low stakes" assessment might be a quiz, a test, a piece of writing, or even an observation.  These "low stakes" assessments help teachers to know whether students are remembering what they are taught.  We call them "low stakes" assessments, because the outcome will not have an impact on each student personally, they simply help the teacher adjust their teaching to the class.  Less frequently, we will do more significant assessments, that we use to decide on a students' progress through the year.

We report on students’ progress three times per year in two interim reports and a final written report.  Each report gives information on attitude to learning and academic progress.

In each subject, students will have been given an academic progress grade based on the work that they have done so far in the current year.  Each subject is very different and so this current grade will come from a variety of sources: a single big project; the average of a number of tests; a single large test; a practical performance, an overall teacher summary of performance or a combination of these put together.

We also report on students’ attitude to learning. We call this being “Ready to Learn” and a Leventhorpe student who is “Ready to Learn” will have three distinct qualities: being prepared, being focused and being engaged.

Prepared

A student will be ready to learn if they have "prepared" by doing their homework, bringing the right equipment and arriving on time in a calm and positive way.

Focused

A student will be ready to learn if they are "focused" in the lesson, listening to their teacher and fellow students, so that they know what to do.

Engaged

A student will be ready to learn if they "engage" by doing all that is expected of them to the best of their ability.

Students receive a grade for each following this scheme:

Completely 30%-35% of students Model students who are a real asset in the classroom.
Nearly Always 50%-55% of students Students who are learning well and making the best of their abilities.  Slip-ups are very rare accidents.
Sometimes 10%-15% of students Students who are inconsistent and who are not always making the best of their opportunities.
Rarely 5% of students Students who are often not ready for learning and who may be slowing the progress of others too.

The attitude to learning grade works in the same way for students of all ages, but the current academic grade varies according to the assessment scheme used for the year group a student is in.

Assessment at Leventhorpe School

At Leventhorpe we use three modes of assessment dependent on a student’s school age.

In years 7, 8 and 9 we use “Leventhorpe Levels” a school based system that assesses students based on their confidence against knowledge, understanding and skill descriptors in the different curriculum areas.

In years 10 and 11 we use GCSE and BTEC grade descriptors on the new 1-9 grade scale.  The grades awarded link to the grades descriptors and mark schemes published by the public examination bodies.

In years 12 and 13 we use the A Level and BTEC grade descriptors on the post-16 grade scales.  The grades awarded link to the grades descriptors and mark schemes published by the public examination bodies.

Leventhorpe Levels in Years 7, 8 and 9

Leventhorpe Levels work on the same scale in every curriculum area.  The scale rises from level 1 up to level 6.  Each level is sub-divided into three sub-sections emerging, competent, confident, for example 3.1 is emerging level 3, whilst 3.3 is confident level 3.  In Year 7, the range of levels awarded ranges from level 1-4, with levels 2-5 in Year 8 and 3-6 in Year 9.  Students will on average progress by about a level during the course of a school year. For more detailed subject specific information regarding levels and level descriptors, please click here.

Our Leventhorpe Levels are not designed to relate exactly to the GCSE levels awarded at the end of Year 11, but there is a typical rate of progress indicated in the table below.

- End of Year 7 End of Year 8 End of Year 9 End of Year 10 End of Year 11
Steve 4:2 5:2 6:2 Grade 7 Grades 8 and 9
Sarah 3:2 4:2 5:2 Grades 5 and 6 Grades 6 and 7
Doris 2:2 3:2 4:2 Grades 4 and 5 Grades 5 and 6
David 1:3 2:3 3:2 Grades 3 and 4 Grade 4
Level Target/ Year End Target Grades

In Years 7, 8 and 9 we set every student an end of year goal or target that is related in their attainment at the end of primary school.  Students progress at different rates and so this end of year goal is only a broad indication of what average progress looks like.

In Year 7 every student is set an end of year target or goal which is based on how they did at the end of primary school.  To set this target, we make an average of a student’s score in the primary reading, grammar and mathematics tests and then use this to set broad targets on our Leventhorpe Level scale.  For Year 7, the range of targets goes from level 1:2 up to level 4:2.  In terms of proportions, the targets look approximately like this:

Reporting & Assessment table 11

When a student begins Year 8 their end of year goal is raised by a level, and this is done once more at the beginning of Year 9 to indicate the average progression that is expected.

We try to make sure that the average grades awarded in each subject are similar, so that if, for instance, a student scores a Level 4 they are in the top 20% in Year 7 for that subject.  The table below indicates the distribution of grades in a typical report for Year 7 in the autumn term.  It is important to note that different subject areas assess in different ways, so it not possible for levels to be distributed in exactly the same way, even if they are broadly similar overall.

Reporting & Assessment 2
Note there is some rounding down to 0% where there are very small numbers.

GCSE and BTEC grades in Years 10 and 11

Most of the options offered in Years 10 and 11 are GCSEs qualifications.  Following recent reforms, all of our GCSE subjects award grades on the 1-9 grade scale.  We use this scale to assess students’ progress and report on it in our three annual reports.

BTEC qualifications offered (Enterprise and iMedia) use a different grade scale consisting of levels one and two graded with: Pass, Merit, Distinction and Distinction Star.  The equivalence of these grades to GCSEs is as follows:

GCSE Grade BTEC Equivalent
Grade 9 -
8.5 points Level 2 Distinction *
Grade 8 -
Grade 7 Level 2 Distinction
Grade 6 -
5.5 points Level 2 Merit
Grade 5 -
Grade 4 Level 2 Pass
Grade 3 Level 1 Distinction
Grade 2 Level 1 Merit
1.25 points Level 1 Pass
Grade 1 -

End of GCSE Target Grades

At the start of Year 10 we set all students an end of course target for their course of study expressed as either a GCSE or BTEC grade outcome.  Initially we set these targets based on the Department for Education estimates, but the target may be raised by class teachers when they have enough assessment information to raise the grade target to one that is both realistic but stretching for the individual student.

A Level and BTEC grades in Years 12 and 13

Most of the options offered in Years 12 and 13 are A Level qualifications.  Following recent reforms, all of our A Level subjects award grades on the 1-9 grade scale.  We use this scale to assess students’ progress and report on it in our three annual reports.

BTEC qualifications offered (Sport and Exercise, Enterprise and ICT) use a different grade scale consisting of: Pass, Merit, Distinction and Distinction Star.  The equivalence of these grades to A Levels is as follows:

A Level Grades BTEC Equivalent
A* (60 points) -
A (50 points) Distinction *
B (40 points) -
35 points Distinction
C (30 points) -
25 points Merit
D (20 points) -
15 points Pass
E (10 points) -

End of A Level Target Grades

At the start of Year 12 we set all students an end of course target for their course of study expressed as either an A Level or BTEC grade outcome.  Initially we set these targets based on the Department for Education estimates, but the target may be raised by class teachers when they have enough assessment information to raise the grade target to one that is both realistic but stretching for the individual student.

 

 

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