Jump to: Assessment Points | Attitude to Educational Level (Alterative Provision) | Attitude to Education Level Focus (ATEF) Descriptors

The core aims of our assessment structure is to ensure that assessment at The Stephen Longfellow Academy is timely, accurate, purposeful, accessible, and shared. There are three important stages in the assessment process:

The accurate assessment of the students
The collection and processing of data
The analysis and use of the data to inform progression

The Assessment Point (AP) process:

Year 7 to Year 10 have three Assessment Points (APs) during the course of the academic year and Year 11 have four Assessment Points (AP4 being Predicted Grades only).

The diagram below outlines the information that will be collected at each assessment point:

TGAT 11-16 SECONDARY ASSESSMENT SYSTEM
	Year 7	Year 8	Year 9	Year 10	Year 11
	Baseline Assessment Period
Interim Assessments AP1	Attitude to Education Level (ATEL) Attitude to Education Focus (ATEF) Personalised Target Grade (PTG)	Attitude to Education Level (ATEL) Attitude to Education Focus (ATEF) Personalised Target Grade (PTG)	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF PTG
Interim Assessments AP2	Current Grade (9-d)* Awarded by Core subjects only ATEL ATEF PTG	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF PTG
Masters Assessments AP3	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) ATEL ATEF PTG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF PTG	Current Grade (9-d) Predicted Grade (9-U) ATEL ATEF PTG
AP4					Predicted Grade (9-U)

Each grade is divided into three sub-grades: eg. 5-, 5 and 5+.

5+	Working at the top of a grade 5, the student has mastered the skills and knowledge associated with grade 5.
5	Working in the middle of a grade 5, the student has secured the skills and knowledge associated with grade 5.
5-	Working at the bottom of a grade 5, the student is developing the skills and knowledge associated with grade 5.

Current Grades are based on GCSE or equivalent descriptors to accurately reflect students’ progress at that point based on the coverage of the taught curriculum to that point. These descriptors are agreed and aligned across our Trust and it is important to stress that we ensure students are not penalised for untaught content. We also align the specific summative and formative assessments used to ensure the accuracy of these judgements by collaborating with Trust colleagues in moderating the grades awarded.

Predicted Grades are included from Year 10 AP3 and throughout Year 11. These are considered as students’ most likely grades to be achieved at the end of the course based on their current levels of progress. These aid the Academy’s Exam Runway strategy, our intervention plan for preparing our Year 11 students for their linear examinations.

Attitude to Educational Level (Alterative Provision)

At each assessment point a pupil will receive an Attitude to Education Level (ATEL) which refers to a student’s behaviour and effort within each subject at each Assessment Point. The Attitude to Education Focus (ATEF) refers to a key area the student can focus on to improve their ATEL between now and the next Assessment Point. The ATEL and ATEF descriptors can be found below.

Outstanding Learner (Os):

An Outstanding Learner exemplifies what all students aspire to achieve in mainstream academies. They can learn independently and build connections between learning in the classroom to the wider world. They are ambitious and show an active interest in how their learning supports their progression into post-16 study or back into their mainstream school. They positively influence the learning of other students and are highly respectful of different beliefs and opinions. Specifically, they:

1. Are consistently well-behaved with a very high ratio of positives to negatives on Class Charts (>95%), regularly receiving ‘+5’s across a sequence of lessons.
2. Are consistently on-task in lessons and complete all work set. Written or practical work in Purple Zone demonstrate high levels of productivity and responses to teacher’s feedback through Green for Growth are thorough and lead to further progress.
3. Are consistently punctual to lessons and have high rates of attendance to the subject’s lessons.
4. Are regularly engaged with independent study outside the lesson to extend their learning further.

Good Learner (Gd):

A Good Learner is a responsible and committed student. They begin to take interest in their own attainment and progress and seek ways to improve it. They may still require support to help them focus on academic work and occasionally have lapses in behaviour. They begin to recognise how their learning contributes to their progression into post-16 study or the potential return to their mainstream academy/school. They are considerate and respectful of other students’ learning, beliefs and opinions. Specifically, they…

1. Are mostly well-behaved, with a high ratio of positives to negatives on Class Charts (>85%), regularly receiving ‘+2’s in lessons.
2. Are mostly on-task in lessons, with regular attempts at Purple Zone and completion of activities in lessons. They respond well to teacher’s feedback through Green for Growth tasks.
3. Are consistently punctual to lessons and have strong levels of attendance to the subject’s lessons.
4. Show some engagement with home learning, but this may be inconsistent.

Developing Learner (DL):

Developing Learners demonstrate flashes of interest in academic work and have periods of good behaviour, though they may still require verbal warning and a 1st strike in lesson to help them settle and engage. Specifically, they…

1. Show a reduced number of room removals or periods in On-Call and improvement in ratio of positives to negatives on Class Charts, regularly receiving ‘+1’s in lessons.
2. Show improved engagement in lessons, with attempts made in Purple Zone and Green for Growth.
3. Show improved attendance to lessons between now and the last Assessment Point.
4. Show improved punctuality to lessons.

Requires Significant Improvement (RI):

Learners in this category demonstrate significant barriers to learning at present based on their behaviour and engagement in school, poor punctuality and/or high levels of absence, contributing to concerns with regards the student’s progress within the subject. Specifically, they…

1. Require regular room removal or time in On-Call, resulting in ‘-1’s on Class Charts. Management of such behaviour may also require a more bespoke afternoon provision.
2. Do not engage with class work and can be regularly disruptive.
3. Regularly late to school or lessons.
4. There are significant concerns around attendance to the subject’s lessons.

Attitude to Education Level Focus (ATEF) Descriptors

ATEF	Student SMART Target
ATEF1 BEHAVIOUR	ATEF1Os	Ensure your behaviour is of a consistently high standard, supporting your own progress and the learning of others in your class, resulting in an increase in ‘+5’s on Class Charts.
	ATEF1Gd	Improve your focus and effort in lessons, following the teacher’s instructions and completing your work to the best of your ability. This should lead to an increase in ‘+2’s on Class Charts.
	ATEF1DL	Improve your ratio of positives to negatives on Class Charts by receiving more ‘+1’s in lessons for completing the work set despite receiving verbal warnings and 1^st strikes.
ATEF2 ACADEMIC ENGAGEMENT	ATEF2Os	Ensure your written and practical work is of a consistently high standard, evidenced through your independence within Purple Zone and high-quality responses to teacher’s feedback within Green for Growth. Extend and embed your understanding through regular independent study outside of the classroom.
	ATEF2Gd	Remain on-task for much of each lesson, showing independence and resilience in Purple Zones and responding well to teacher’s feedback through Green for Growth activities.
	ATEF2DL	Show improved engagement in lessons, with attempts made in tasks set including Purple Zone and Green for Growth.
ATEF3 PUNCTUALITY	ATEF3Os	Ensure that you are consistently punctual to lessons and fully prepared for learning through positive self-organisation.
	ATEF3Gd	Maintain good punctuality to lessons by embedding a positive routine into your school day that means you are rarely late.
	ATEF3DL	Show improved punctuality to lessons by developing a positive daily routine e.g. setting an alarm, having a healthy breakfast and getting a good night’s sleep.
ATEF4 ATTENDANCE	ATEF4Os	Ensure your attendance is consistently positive (90%+), through a fully embedded daily routine that develops a healthy habit both for school and potential future employment.
	ATEF4Gd	Maintain strong levels of attendance to lessons (80%+) by valuing the importance of attending each day and recognising the impact that attendance has on learning and progress.
	ATEF4DL	Show improved attendance to the subject’s lessons between now and the last Assessment Point by making positive choices to improve your overall attendance as well as avoiding missing lessons when in the Academy.