Assessment at Cardinal Newman Catholic School aims to let students understand where they are on their learning journey and what subject specific knowledge, understanding and skills they need to make progress in each subject.
The assessing of students is an ongoing process and gathers evidence from a variety of sources including: classroom observation, written work in the classroom, homework, school tests and assessments, predictions based upon prior attainment, KS2 National Curriculum tests or GCSE/BTEC/NVQ examinations
A Progress Pathway is calculated from the progress a student has made in English and Mathematics by the end of KS2. The pathway is a representation of the national data for average progress made by students from the end of KS2 to the end of KS4. We will use this data to support students to make progress that is above this national average by the end of their time here at Cardinal Newman. The students who make the best progress have attendance at school above 96%, and a positive growth mind set.
(KS2 level 3)
|The student can generate limited ideas, communicate and write in a simple form. Remembering relevant details and recalling learning from the past may be hard. Spending time improving literacy skills and basic numeracy skills is really important.|
(KS2 Level 4b, 4c)
(KS2 Level 5c, 4a)
(KS2 Level 5a-5b)
|The student can extend and apply ideas and often extends their learning beyond what is expected of them. They often generate their own ideas. They are able to apply their knowledge and skills to other contexts and problems|
We want to set high expectations and raise our students’ ambitions and aspirations and encourage them to take a positive and responsible attitude to learning. We use the following model where teachers score the key aspects of attitude to learning.
|Excellent||Good||Requires Improvement||Cause for Concern|
|Attitude to Learning||Excellent concentration remains on task throughout lessons, learns from mistakes,
sees effort as the key to success.
|Is keen to do well, applies herself thoroughly in lessons Sees that effort makes a difference, responds well to feedback and challenges.||Shows some interest, can work effectively but lack commitment and /or confidence in improving the quality of the work.||Can struggle to stay on task and is easily distracted.|
|Classroom effort||Tackles challenging activities with energy and is keen to extend and improve learning.||Motivated, engaged and tries to produce their best work; usually shows interest and enthusiasm about learning.||Generally works steadily but sometimes with low enthusiasm and interest, some learning time is wasted.||Struggles to show commitment to learning in lessons. Wastes a lot of learning time.|
|Homework Effort||Completes all assignments set to the best of their ability and undertakes independent additional study.||Completes all assignments set to the best of their ability.||Completes most of the assignments set but not to the best of their ability.||Does not complete the assignments that are set.|
|Organisation||Arrives at lessons with all equipment and settles down quickly, eager to learn.||Arrives at lessons and usually has the equipment needed and settles down quickly to learn.||Arrives at some lessons without equipment which hinders the start of learning||Is frequently unprepared for lessons which prevent learning.|
Each student receives a full written report annually; in addition, the results of the ‘Progress Checks’ are reported to parents/carers. The Progress Check Report shows the amount of progress made in each subject and the current Progression Profile as well as the attendance. Parents/carers will receive a full written report once a year and have the opportunity to discuss their child’s performance, in the different subject areas, at the consultation evening for each year group.
Students are awarded ACE points for excellent effort or/and performance. There are rewards when 50, 100 and multiples of 50 ACE points are received. In addition, letters are sent home as a commendation for a particular piece of work or good deed.