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This document outlines how students are assessed and graded in Key Stage 3 (Years 7-9), how target grades are set and how progress is monitored and reported.
Flight Paths
Upon arrival at the school, we use baseline assessment information to place students into one of the subject's “Flight Paths” shown in the table.
Flight Path
Description
Mastering
Baseline assessments suggest the student is ‘exceeding’ age related expectations.
Reaching
Baseline assessments suggest the student is ‘meeting’ age related expectations, or should be aiming to meet them.
Developing
Baseline assessments suggest the student is ‘working towards’ age related expectations, or should be aiming to exceed them.
Student flight paths are normally based upon Key Stage 2 SATs data. In the absence of Key Stage 2 data (for example, SATs assessments were cancelled, or the pupil has come from abroad) the student's flight path will be based on assessments we run with the student when they arrive at St Dunstan's. This will usually be the CAT4 assessment.
Most subjects also run baseline assessments, these initial assessments are set to check the student's retention of knowledge. This process is in line with all other schools in the Midsomer Norton Schools Partnership Trust. Each of the flight paths is further split into three grades showing whether the pupil is working at the top, middle or bottom of the flight path as shown in the table below.
Flight path overview
Within each flight path there 3 subgrades - see the table below for a description.
Target Grade
Description of grade
Possible GCSE outcome
M+
Working at the top of the Mastering flight path
GCSE Grades 7-9
M
Working in the middle of the Mastering flight path
M-
Working at the bottom of the Mastering flight path
R+
Working at the top of the Reaching flight path
GCSE Grades 4-6
R
Working in the middle of the Reaching flight path
R-
Working at the bottom of the Reaching flight path
D+
Working at the top of the Developing flight path
GCSE Grades 1-3
D
Working in the middle of the Developing flight path
D-
Working at the bottom of the Developin flight path
Key Stage 3 Target grades
The data used to provide the flight path and target grade for each subject is shown below:
English
Key Stage 2 Reading equivalent score generated from SATs/CATS data, alongside Year 6 teacher feedback and any other relevant data.
Maths
Key Stage 2 Maths equivalent score generated from SATS/CATS data, alongside Year 6 teacher feedback and any other relevant data.
Humanities
Subjects such as French, Geography, History and Philosophy and Belief, use the average of the Key Stage 2 English reading and Maths equivalent score generated from SATS/CATS data, alongside Year 6 teacher feedback and any other relevant data.
Creative Subjects
Subjects such as Art, Drama, Music, Sport and Technology, use their own bespoke baseline assessments to create aspiration targets for our students.
For pupils who have completed SATS, the school is provided with Key Stage 2 scores in Reading and Maths. The CATS tests provide a standardised score that is converted to a retrospective Key Stage 2 equivalent score in Reading and Maths. We use the Year 6 teacher feedback and any other relevant data, benchmarked with historic St Dunstan’s data to ensure our students have an accurate baseline. It is important to have the CATs scores as an anchor for the flight paths to allow comparison with other year groups particularly if there is not any National Prior Attainment data for this cohort.
Assessments and marking
During Key Stage 3, subjects that have four or more lessons per fortnight will carry out six summative assessments per year (1 per term). Subjects with three or fewer lessons per fortnight will carry out at least three summative assessments per year. Prior to these assessments, subjects will provide students with one of the following items: a personalised learning checklist, a knowledge organiser, or detailed success criteria, to ensure students have the chance to prepare thoroughly for each assessment.
Once the assessments have been completed, teachers will mark them in red pen and provide students with feedback which will include the following:
Following this, pupils will be given an opportunity to go back and improve, correct or further develop their work. This will be completed with a purple pen.
Tracking progress
Once completed, pupils will record the grade they achieve on their flight path sticker, which is to be found at the front of their exercise books, so pupils and parents can see how they are progressing over time.
What represents “good” progress?
Each assessment during Years 7-9 will be graded according to criteria, which are adapted to reflect the standard expected at that point in the subject’s curriculum journey. As such, pupils achieving the same grade at each assessment point (for example, an R+ in Year 7, Year 8 and Year 9) will be making good progress. This is because the assessments will be more challenging in later years and based upon new and more demanding content. The table below shows how this progress may look over several years and gives an indication of possible GCSE outcomes based on current attainment. It is important to note that progress is not always linear and it is common to see movement between grades throughout a pupil’s school journey.
Year 7
Year 8
Year 9
Working towards GCSE Grade ....
Grade 9
Grade 8
Grade 7
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
Changing Target Grades
It is important to note that identifying a baseline and a flight path does not fix a student into an attainment bracket. Students who are making a consistently higher rate of progress (for two consecutive reports) and performing above their flight path will be moved to the next flight path. A letter will be sent home to congratulate the students and indicate that they have moved to a higher target. We review all students’ progress at the end of the academic year and issue updated flightpaths and targets in September, which reflect any change.
Reporting
Progress Reports include the following information:
This is the flight path grade, which the pupil has been set as a target in each subject. It is an achievable but aspirational target designed to motivate students to achieve their best. It is not expected that this grade will always be reached, but if it is consistently met or exceeded, it may be increased.