APP

Our assessment and planning cycle is shown below.
Please click on the diagram below for a larger view.APP

 

 

 

 

 

 

 

Please click here for further information regarding planning.

Assessment Reports: Please click here to access our assessment reports page.

Accreditation Summary 2017-18:
AQA Unit Awards – KS3 & KS4
32 pupils achieved AQA units across the year.
A total of 212 units were achieved in total.
ASDAN
ASDAN Personal Progress: 7
ASDAN Personal Social Development: 3
OCR
OCR Entry level 1 ICT: 2
OCR Entry level 3 ICT: 1

Moderation: Moderation is essential to ensure that assessment and target setting at Castle Hill School is accurate and effective. We hold P level moderation meetings on a half termly basis and cover all strands of English and Maths (please click here for further information on P level moderation). In addition to the in-school moderation we ask other schools to externally moderate our work. Once internal and external moderation has taken place the work is shared via our website (see moderation page).

MAPP: Mapping and Assessing Personal Progress (MAPP) is an assessment tool that has been developed to show small steps of progress. The short term objectives taken from the Education Health Care Plans (EHCPs) are transferred to MAPP and progress and provision is measured against 4 outcomes: Fluency, Maintenance, Prompting and Generalisation. A scale of 1 -10 is applied to record the progress on a termly basis. An analysis of the progress is completed on a termly basis this includes comparing the average points progress of different groups.

PIP: MAPP targets are broken down into smaller steps (Progress In Provision targets) these are highlighted within the daily planning and evaluation documents to evidence the progress towards MAPP. Further evidence of progress can be found within the class Progress Files and Orange Evidence books.

Click here for further MAPP and PIP Information 

P levels: P levels are used to assess the core areas, English, Maths, Science, PSHE & ICT. Each P Level has been broken down into 3 sub levels these are recorded with a ‘c, b or a’ and relate to Emerging, Secure and Generalised skills. Baselines are completed in October and the final assessment is made in May. All assessments are based on the work completed throughout the year and professional teacher judgements. The recording of the levels is within the mark books that have been created in the Integris and linked to the whole school management system. The progress made by all pupils can then be tracked year on year and progress is RAG rated.

In addition to recording the levels achieved actual progress is highlighted on the P level descriptors to evidence the small step progress. Teachers meet with a member of SLT on a termly basis to discuss individual progress and to set targets for the year.

Achievement Continuum: The Achievement Continuum (AC) is used to measure progress of Sixth Form students. The assessment scale runs from 1 -10, for each level we then subdivide them into thirds and award each sublevel with ‘c,b,a’ to demonstrate smaller steps of progress.  The continuum has been lined up with P Levels to ensure that progress can be monitored throughout school. A baseline AC level is agreed for all students for English and Maths in October. The end of year assessment is completed in May. Target setting for all students takes place in November. Like P levels the assessment information is recorded on Integris to enable year on year tracking of progress. Teachers in Sixth Form attend termly progress meetings with SLT to discuss the progress of each student towards their end of year target.

Engagement profiling: Engagement profiling is used to identify and score pupils’ engagement during different activities/tasks/lessons. The scoring relates to the 7 Indicators of Engagement, these are: awareness, curiosity, investigation, discovery, anticipation, persistence, and initiation. The main purpose of engagement profiling is to support staff in finding the best strategies when working with pupils who can be hard to reach and engage. Initial videos are made of the pupils working when they are highly engaged in order to identify the indicators of engagement and motivators. These are then applied to situations when there has previously been low engagement in order raise their overall engagement. Regular working parties are held for staff to discuss and moderate the scoring process.

For students at the early developmental stages of learning the 7 Indicators of Engagement are assessed in class through P level assessment 1-3 , MAPP areas of learning and through Progress in Provision(PIP) targets.

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