At Fisher More assessment procedures support learning and teaching, developing motivated, independent and reflective learners. Assessment is used to celebrate success and provides guidance on how to improve, maximising the potential for raising standards.
To achieve this, our assessment policy integrates both formative and summative assessment.
We have always prided ourselves on ensuring our assessment system is robust and fit for purpose, allowing scrupulous tracking of student progress. Our systems are extremely refined, designed to identify any actual or potential underperformance quickly with rapid intervention then put into place to close any gaps in learning.
We no longer share national curriculum levels with parents and pupils in years 7 and 8, instead at each assessment point each pupil will receive a score out of 100, we call this the Fisher More score. This Fisher More score will be used in conjunction with all the other data about your child to place them in an ability group in all subjects. During the year there are three assessment points which gives pupils the opportunity to demonstrate the progress that they have made, and if it is needed sets changes will take place. All the data from each assessment point will be reported home to yourselves. The reports you receive will show the Fisher More score, the reports also indicate if your child is making enough progress, and if your child’s attitude towards their learning is correct. Year 9 pupils will still receive a national curriculum level.
All other year groups will continue to be assessed using GCSE grades. (Please note changes to GCSE grades from June 2017 for English and Maths and from 2018 for all other subjects by clicking here)
Our assessment and reporting procedures are important for the whole school community as it provides:
· Pupils with information about how they can improve their work and meet challenging targets;
- Parents/carers with information that encourages interest and support;
- Teachers with information to evaluate their own teaching methods, enabling well informed planning, differentiation and effective student engagement.
- Departments with information to set objective targets and evaluate the effectiveness of schemes of work.
- Pupil Progress Leaders with information to monitor the performance and progress of students across the curriculum.
- SLT with an efficient means of monitoring the effectiveness of the curriculum in terms of the standards attained, and to set realistic but challenging, whole school targets in line with statutory requirements.
- Outside agencies with information about the attainment of pupils.
In addition to the new assessment system, the school also uses Cognitive Ability Tests, Reading Assessments and a battery of specific tests for identifying special educational needs to ensure we gain as holistic a picture of a child’s needs as possible (please refer to our Local SEN Offer for more information).
For further information about our Year 7 assessment framework and our general assessment rationale and systems, please refer to our full Assessment Policy and the Key Stage 3 and 4 Programmes of Study under the Curriculum section of the website.