Reporting & Assessment

Teachers constantly assess students; in every lesson, teachers will be gaining a greater understanding of what student know and can do.  Teachers at Leventhorpe will make what we call "low stakes" assessments all the time while students are in class.  A "low stakes" assessment might be a quiz, a test, a piece of writing, a question 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 enables us to compare students and decide on their progress through the year.  This more substantial assessment will feed into our three annual reports.

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.  We also hold one parents’ consultation a year, where a verbal report is given on progress.  As well as this, we communicate students’ successes through our merit point system, which creates a record that can be viewed through parents’ accounts on Arbor.

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 progress 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.

Reporting Attitude to Learning

At Leventhorpe we believe that the most important thing is a student's attitude to learning.  If this is right, achievement will follow.  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.

 

Reporting Progress at Leventhorpe School

The attitude to learning grades work 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.