Assessment and Reporting


In all subjects at all Key Stages, students are formally assessed at least 6 times per year. This assessment data is then used by staff when reporting home to parents.

Reports – all student reports will be emailed home via SIMS In Touch:

 Autumn Term 2019 - 2020
Tuesday 8 October 2019Years 11 full reports issued
Year 13 interim reports issued
Tuesday 10 December 2019Year 9 full reports issued
Years 7, 8, 10 & 12 interim reports issued
 Spring Term 2019 - 2020
Tuesday 24 March 2020Years 7, 8, & 13 full reports issued
Years 9, 10 11 & 12 interim reports issued
 Summer 2019 - 2020
Tuesday 30 June 2020Years 10 & 12 full reports issued
Years 7, 8 & 9 interim reports issued

Target Setting

The reports will contain subject targets.

Students in Years 7 – 11 will be set an aspirational target grade based on their Key Stage 2 and current performance.  This target grade will be shared with parents/carers as part of a student’s report home but can also be found on the front of each student’s exercise book in all subjects.

Students in Years 12 and 13 are set their targets based on their performance at GCSE using the National subject bench-marking information.

The Campus will constantly review student’s progress against their target grade.  If a student consistently meets or exceeds their target, then they will be issued with a revised aspirational target for the following year.

Understanding the Report Descriptors

Self control with learning (All years):

1. Self control with learning is outstanding: because he/she fully engages with the lessons; is resilient and responds well to challenge.  Work, including homework is completed on time and to a high quality (in relation to ability), regularly going beyond expectations.

2.  Self control with learning is good: because he/she always engages with the lessons and completes work, including homework on time and to a good standard (in relation to ability).  Always meets and sometimes exceeds expectations.

3. Self control with learning requires improvement: because he/she does not always engage with the lesson.  There is an inconsistent approach to work which is affecting progress.  Work, including homework may not always be of the quality he/she is capable of completing.

4. Self control with learning is inadequate: because he/she rarely engages with the lesson, leading to underachievement. Work, including homework is of poor quality (in relation to ability)

X. Not enough evidence to give meaningful information at this time.

Self control with others (Years 7-11):

1. Self control with others is outstanding: because he/she is consistently cooperative and respectful of other students and staff in lessons and deals maturely with feedback.

2.  Self control with others is good: because he/she is cooperative and respectful in lessons.

3. Self control with others requires improvement: because he/she, although usually co-operative, displays some low level disruption.

4. Self control with others is inadequate:because a lack of respect and tolerance for other students and/or staff is a regular occurrence, leading to the underachievement of self and others.

X. Not enough evidence to give meaningful information at this time.

Organisation, Attendance, Punctuality, Independent Learning (Post 16 only):

1. Outstanding
2. Good
3. Requires improvement
4. Inadequate
X. Not enough evidence to give meaningful information at this time