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 pupil 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.
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, the use of responsive/adaptive teaching strategies and effective student engagement;
- Departments with information to set objective targets and evaluate the effectiveness of schemes of learning;
- Directors of Progress with information to monitor the performance and progress of pupils across the curriculum;
- Subject Leaders, Faculty Leaders and 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 school 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).