Assessment and Reporting

Target Setting

Students at Moor End Academy are set highly aspirational – yet realistic – target grades for each subject. These are broadly in line with FFT 20; this is a national benchmark used by schools to achieve progress outcomes in the top 20th percentile of all schools.
Target grades are calculated using students’ KS2 scores. Students will be given specific targets for English and maths, and targets for other subjects will be derived from the mean score – which averages all KS2 scaled scores.
Target grades are reviewed regularly to ensure that students are always being appropriately challenged – it is important to us that our students continue to strive to ‘be the best’, and work alongside our exceptional team to achieve their full potential so that they can become the ‘leaders of tomorrow’.

Assessment

Assessment at Moor End Academy is an ongoing, formative process. Our teachers use a range of strategies every lesson to assess student understanding and development, and to address any misconceptions or needs.
Students receive this feedback in a number of ways: through student-teacher dialogue; through livemarking in exercise books; from their peers; by engaging with mark schemes and criteria themselves; or through formal ‘STAR Marking’ which they will reflect, and act, upon.
Although the curriculum is structured carefully, with logical progression in both skills and knowledge, it is also flexible enough to allow teachers to respond to identified needs.

Data Collection

We collect student attainment and attitude to learning data twice a year in every year group, and this is based on a combination of teacher-assessment and standardised assessments. Students will sit terminal examinations in English and maths in years 7 and 8, and this will include science in Y9.
Through years 10 and 11, there will be mock examinations which will cover all options subjects.
At Moor End Academy, we believe that success is measured in more ways than just exam results; therefore, all students should strive to be engaged and independent learners.

Attitudes to Learning

Underpinning all academic success are the attitudes to learning that our students demonstrate in lessons. In addition to informing parents about whether their child’s progress is in-line with expectation, we inform our students and parents of the kind of learner they are and how they can become engaged and independent learners. The aim of this is to raise ambition and enable our students to strive to become ‘independent learners’, who are ‘highly motivated’ and ‘enthusiastic’ about their progress.

What Does This Type of Learner do in Lesson?

Highly motivated and disciplined in all lessons, with the ability to focus effectively on learning for extended periods of time: they demonstrate ambition for themselves, and strive to be the best.
Work is independent and does not rely on teacher guidance. Learner takes responsibility for proof-reading, editing and improving work – both independently, and in response to peer or teacher feedback.
Respect is shown at all times to peers and staff, and enthusiasm for learning is clear through their high levels of initiative and resilience.

‘On task’ in lessons, and able to demonstrate their ambition to achieve by working hard and completing work with care and pride.

Takes responsibility for their learning and progress by acting on teacher areas of feedback, and positively contributing to class and group discussions.
Respect is clear through their positive attitude, and the intelligent questions they pose.

Usually ‘on task’, however effort varies from reasonable to good and they do not demonstrate the necessary ambition to consistently complete work to the very best of their ability.
Does not always show respect to teachers and peers, by allowing others to do the work and remaining passive; lacks initiative and will not ask questions to further their learning.
Usually complies with behaviour expectations but doesn’t take responsibility for learning enough to engage fully and immerse themselves in the learning.

Shows little ambition to succeed, and is often ‘off task’ unless closely supervised; this means work is often incomplete or low quality.
No responsibility is taken for their learning, and feedback from the teacher is rarely acted upon.
Respect for others is not displayed, and behaviour is likely to be poor – with negative contributions to class and group work. Learner is often found to be distracting, and being distracted by, others.