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Assessment, recording and reporting policy

Adopted: June 2018


This policy sets out how the Academy’s senior leadership team aims to:

  • Ensure that all staff know what is expected regarding assessment, recording and reporting of students’ progress and attainment.
  • Help staff make well-founded judgments about students’ progress.
  • Track and compare the progress of individual students and student groups over time to ensure that no group is disadvantaged.
  • Provide parents with accurate information about their child’s progress and attainment.
  • Collate information that enables the Governing Body to evaluate practice across the Academy.
  • Use assessment information when planning training and the deployment of resources.
  • Monitor practice in assessment, recording and reporting.

Summative assessment (assessment of learning)

  • Provides a summary judgment about what has been learned at a specific time. 

Formative assessment (assessment for learning)

  • Identifies next steps to make progress, taking account of strengths as well as areas for development. It provides an insight into students’ learning and supports the continuous reflection on what students know and what they need to know as well as promoting immediate interventions when necessary.  

Aims of assessment, recording and reporting

By assessing, recording and reporting key information accurately and consistently we:

  • Build a clear picture of each student’s skills, knowledge, understanding and approaches to learning.
  • Identify each student’s strengths and the priority areas for future learning.
  • Identify an appropriate curriculum for each student.
  • Identify next steps for each student and express these clearly.
  • Identify the progress made in individual lessons or series of lessons.
  • Evaluate the progress that each student is making.
  • Evaluate and improve the teaching strategies for each student.
  • Support students, where appropriate, to monitor their own learning.
  • Inform parents accurately about their child’s progress.
  • Identify, celebrate and share achievement.

Formal assessment 

1. Each department must have a clear rationale regarding the awarding of percentage marks/grades within each subject area across the entire year cohort.

2. At KS3 / Year 9 students will be formatively assessed every lesson through a range of different formative assessment techniques. Students will sit one formal summative assessment at the end of each full term as identified in the scheme of learning. Each assessment will be given a percentage mark that is judged against a minimum expectation for each set, the class average and year group average. 

3. At KS4 at least one piece of work will be summatively assessed every half term as identified in the Scheme of Learning.  Each assessment must be graded with a GCSE grade at KS4 and the student feedback must include formative comments.  

4. A written formative comment should:

  • Be concise and written in language that is easily accessible for students.
  • Highlight achievement.
  • Be diagnostic, commenting on the work that a student has done and identifying specific development areas, based on that work.
  • Indicate how improvement can be achieved, usually consisting of one or two next steps.
  • Be personal by using the student’s first name.
  • Encourage and support the student in a constructive way.
  • Encourage students to take ownership of their learning.

Staff should also monitor the literacy level of students’ work and identify spelling, punctuation and grammar errors. Particular attention should be drawn to the misspelling of key words and the accuracy of sentencing. 

5. Opportunities must be given for students to act upon the guidance, through green pen action. For example:

  • Extension questions in maths
  • Writing a paragraph using different connectives
  • Identifying an alternative viewpoint in a comparative study

6.    At KS3, departments should be building up a portfolio of assessment evidence, containing all students’ summative assessments, along with clear evidence of the marking, formative assessment and feedback. This portfolio should include evidence of prior attainment, assessment history and teacher's mark book. 

  • Students should know where their subject summative assessments are kept and have ready access to these. Where assessments are stored electronically, departments must ensure students have ready access to key data. All assessed work is kept as evidence and is available for scrutiny.


  • Heads of department will be responsible for ensuring that formative & summative assessment marks and grades are regularly recorded. The Academy data calendar shows the data collection points clearly and should be referred to. 
  • Assessment data is used to trigger subject intervention (subject teacher/subject leader) and whole school intervention (Raising achievement managers /SLT).

Common marking policy 

The focus of our marking and assessment policy will be ‘student response’: that there is evidence of the students regularly responding to feedback.  This in turn will provide strong evidence that teaching is driven by the output and needs of the students as we consider whether they have mastered the knowledge and/or skills integral to our curricula.
The actions of the student, in response to our feedback, are paramount because we need to address and correct students’ misconceptions with efficiency.

1. Teacher reads all books, with respect to a key piece of work. Creates a list of misconceptions for key piece of work (this may be general or personalised to groups of students depending on need). Teachers may mark a ‘dot’ in places where students need to attend to their work.
Feedback to the class may take the following format:
a.    Teacher to share ‘best response’ with class – making clear what the features of the best responses are (instead of simply referring to descriptors or mark schemes).
b.    Teacher shares list of misconceptions and strategies for improvement.
c.    Examination of model answer.  

2. Students must complete green pen action to correct misconception. This action might take the form of another answer being written, or a new mini-test or set of questions (depending on subject).

3. Books will be read and feedback will be given on a weekly basis (so that misconceptions can be quickly identified and acted upon). This could target a specific piece of work for efficiency.

4. Feedback stickers need not be used, although departments may like to standardise their methods of summarising feedback if appropriate.

5. Teachers may mark a ‘dot’ in places where common spelling, grammar or punctuation errors arise (underlining, circling etc. are also possible).  

6. Teachers must draw attention to standards of presentation (this could be verbally). 

For more detailed, department-specific information please see Marking Policy.

Rewards and sanctions

Students should be rewarded according to the Academy’s rewards policy. 


Students' work should be presented as set out in the Academy presentation policy.

Review of policy

This policy will be reviewed annually.