Parents

Tracking and Reporting

 

Assessment, Tracking and Reporting

Teachers must be able to identify pupil performance within each area of their learning.  A teacher creates a starting point (also known as the baseline).  This point is usually at the start of a new module of work.  The teacher can assess the level of current understanding that each pupil has at this early stage.  Then, using teacher professional judgement alongside this assessment data, teachers can set appropriate individual targets for each pupil. Throughout the module of work, teachers will provide regular assessment (formative assessments) to identify pupil performance, and of course, areas of the course where the pupil may appear to need more support.  

Teachers also provide summative assessments to rigorously identify pupil understanding and compare the data from their performance in these assessments against the target grades which the teacher had previously set.  This helps to determine whether or not a pupil is working above target, on target or below target.  Teachers then share their views about pupil performance with other staff, the pupil of great importance, the parents of each child.

This three-stage process is known as Assessment, Tracking and Reporting.  Ultimately, teachers will hope that they can stretch each pupil to perform as highly as possible within each subject area.  Where it is deemed that a pupil is underperforming, teachers will then put into place support to enhance understanding and performance.

Tracking of Pupil Performance

Pupil progress is tracked four times per year for years 8 to 11 and three times per year for years 12 to 14. Teachers provide an assessment of academic attainment and an indication of attitude to learning. Tracking reports are published to the SIMS parent app.

Years 8 – 10

In Years 8 to 10, we assess students using four grades A, B, C and D.

A
B
C
D
Exceptional
Proficient
Core
Support

Years 11 – 14

In Years 11 to 14 our students are graded using the grading structure of their qualification of study. GCSEs are graded A* to G and A-Levels are graded A to E. Vocational subjects are graded Distinction, Merit and Pass at levels 1, 2 and 3.

For GCSE and A-Level courses, each grade is subdivided into fine grades 1 (high), 2 (mid) and 3 (low). The fine grades indicate how secure the student’s performance is at that grade. For example, a grade of C1 means a high grade C. Whereas a grade C3 means a low grade C. In the event of a child achieving a C3, there is a high risk that they could be at the point of dropping to a grade D1. Therefore, the message to the pupil and their parent is that they are currently working at a low grade C and would be at risk of gaining a grade D on exam day.

Tracking Reports Reflection Time

 

After each tracking report is issued, students are encouraged to reflect upon their progress and they are supported to identify areas in which they have performed well and areas in which they can focus upon to improve performance.

Parents provide an essential support in this process by helping their child reflect honestly about their progress and set themselves suitable targets for improvement.

As with everything in Glengormley High School, communication is key to progress. We make sure that pupils and parents are regularly updated on pupil performance so that we can all work together as one team to get the best chance of a high performance.