Assessment and Reporting

Assessment

Assessment and feedback are central to our teaching and learning. We use assessment to secure strong foundations, ensuring every student has the essential knowledge and understanding they need before moving forward. Our assessments are purposeful and carefully planned: they help teachers identify any emerging gaps in learning early, allowing us to respond quickly with targeted support, making sure students remain on track and confident in the curriculum.

Formative Assessment - Formative assessment takes place in every lesson. Teachers continually check students’ knowledge and understanding, helping them to identify misconceptions, adapt their teaching in the moment, and ensure students are secure in the key knowledge before moving on.

Formative assessment is a central part of our approach to teaching and learning and is embedded throughout our 8 Elements of Practice, which guide high-quality classroom practice across the school. Several elements show how important these ongoing assessment routines are in helping students keep up with the curriculum. Further information about our Teaching and Learning approach can be found here.

Summative Assessment - Summative assessments give us a clear picture of how well students have secured key knowledge and skills at specific points in the year. These assessments help us understand how confidently students are meeting curriculum expectations and inform our planning, reporting, and any additional support that may be needed.

• Classroom-Based Assessments - Most summative assessments take place in the classroom. Teachers share dates in advance and provide guidance on what will be assessed. In every subject, Knowledge Organisers are used to support preparation by setting out the essential content students are expected to know. These are available to students throughout the year and are also shared with parents and carers via Frog. Teachers also ensure that any required access arrangements are in place, for example, additional time, so that all students can complete assessments fairly and with the support they are entitled to.
• Regular Knowledge Checks - Alongside classroom assessments, students complete regular knowledge checks in every subject. These short assessments focus on the foundational knowledge for each unit and help teachers identify any gaps or misconceptions at an early stage. Teachers respond to this information immediately in lessons, and subject leaders use the outcomes to refine curriculum planning. This approach supports our commitment to ensuring students keep up, rather than finding themselves having to catch up later.
• Key Progress Assessments (KPAs) - Key Progress Assessments are formal assessments carried out in the examination hall. These are designed to prepare students for the demands and routines of external examinations by the end of Year 11. Dates for KPAs are shared well in advance, and students are supported to revise effectively.  Students in Years 7, 8 and 9 complete KPAs in the core subjects (English, Maths and Science). In Years 10 and 11, KPAs take place in all subjects and form an important part of GCSE preparation.

Literacy and Numeracy Assessments - Ensuring strong foundations in literacy and numeracy is essential for students to succeed across the curriculum. We use a range of assessments to help us understand each student’s starting point and to identify where early support may be needed.

• Reading Assessments - As part of the transition process from Year 6 to Year 7, all students complete the NGRT reading assessment. This provides us with an up-to-date reading age and helps us identify any students who may need targeted support in September. Throughout the year, additional reading assessments are completed where needed so that we can monitor progress closely and respond quickly with appropriate intervention.  Further details about our whole-school approach to reading and literacy intervention can be found here.
• Numeracy Assessments - At the start of Year 7, students complete a numeracy assessment designed to highlight strengths and any gaps in foundational mathematical knowledge. This helps teachers plan appropriate support and ensures that students are well-prepared to access the secondary curriculum.

Reporting to Parents

Working in partnership with families is an important part of supporting each student’s progress. Parents and carers receive two Progress Reports each year, as well as the opportunity to discuss their child’s learning at annual Parents’ Evenings. Parents and carers are also welcome to contact the school at any point if they have questions or concerns.

Progress Reports

Progress Reports are issued twice a year for all year groups. These provide a clear overview of how students are progressing in each of their subjects.

• Years 7–9: Reports indicate whether students are working towards, in line with, or beyond curriculum expectations. This information is based on summative assessments completed throughout the year.
• Years 10–11: Reports include a current GCSE grade for each subject, reflecting how students are performing in relation to their final examination standards.

Across all year groups, Progress Reports also include an Attitude to Learning grade, which describes how well students are engaging with their learning, completing work, and meeting expectations. This helps to give parents and carers a fuller picture of their child’s progress and approach to learning.

Reports may also highlight next steps for improvement, giving students clear guidance on how to strengthen their knowledge, skills, or study habits as they move forward.

Parent Tutor Evening

In the autumn term, we hold an online Parent Tutor Evening. This provides an early opportunity for parents and carers to meet their child’s form tutor and discuss how they have settled into the new school year. The focus of these meetings is pastoral: wellbeing, routines, attendance, organisation, and general transition.

Parents’ Evenings

Each year group has one face-to-face Parents’ Evening each academic year. These evenings allow parents and carers to meet their child’s subject teachers and discuss their progress, strengths, and next steps in each subject.

Dates and booking information for Parents’ Evenings can be found on our dedicated page https://sedgefield.laidlawschoolstrust.co.uk/82/parents039-evening-bookings