Assessment, Recording and Report Policy

Assessment, Recording and Reporting Policy



Review Date

March 2020

Review Cycle


Review Due

March 2023

Author / Owner

 Hannah Parry


The values and ethos of Winchelsea School are central to our Assessment, Recording and Reporting policy. Recording assessments accurately enables a more personalised approach to pupil’s learning by identifying areas requiring further support and intervention. Effective reporting is vital in ensuring that students, parents and teachers are well informed of individual progress, expectations and strategies to ensure improved outcomes. In this policy, the term “parents” includes all those having parental responsibility for the pupil.  Through a broad and balanced curriculum learning opportunities are relevant and meaningful, and therefore the way we assess it is appropriate to learning stage and level of ability.   



Winchelsea School recognises that assessment, recording, reporting and target setting are critical in raising student achievement and evaluating the quality of learning and teaching.

To make sure we meet the needs of all our pupils the curriculum has two clear pathways, which stem from our early years provision. (See Appendix A)











We have personalised the assessment process to make sure we can assess the progress of all individuals to show challenge and the ability to acquire knowledge and skills.  We will record all progress made across the curriculum in all subjects through monitoring small step accessible targets in pupils’ books.

Summative assessment enables us to evaluate the stage a pupil has reached towards independently achieving specific skills on the learning ladders, this is monitored every 6 weeks. 

Assessment for Learning is central to the target setting process.  The notion of a 'gap' between the pupil’s current performance and their desired outcome is recognised.  Effective feedback from teachers enables children to begin to 'close the gap’ and regularly identify pupil’s strengths and weaknesses enabling teachers to modify pupil learning so that they can achieve their small step targets. 


The purpose of data collection:

  1. To make sure pupils are progressing through the breadth of the curriculum.
  2. To make sure all pupils next steps are clear. 
  3. To inform relevant stakeholders of pupil progress.


  • We assess what really matters.
  • The methods used to measure our pupil data will vary between the two curriculums and in some of the classes to make sure that we have the best way of measuring pupil progress based on their ability and stage of learning.
  • The data is regularly validated.
  • The use of progress meetings to talk about pupil progress enables pupils to receive the support and intervention they need to maximise their personal achievement.
  • Many of our pupils, where relevant are supported to take responsibility for improving his or her own outcomes.
  • Parents are made aware of the assessment process.


Rationale for Target Setting

  • Focus the teacher’s attention and effort on clearly defined priorities for children’s learning and progress;
  • Help our pupils, where relevant to have a clear idea of what they need to do to improve their work and achieve high personal standards
  • Support parents to know what they can do to support their children’s learning;
  • Enable teachers to evaluate the effectiveness of their teaching strategies.
  • Target setting is connected to planning for learning;


Formal Assessment and Recording: Explorers, Seekers and Discoverer’s Curriculum

  • Pupils are given a target for each of the six curriculum areas that they follow, these targets will overlap with their EHCP targets, some EHCP targets will be separate from the six target areas if it is felt they do not fit with the subject area. This will mean that some pupils will have more than six targets to work on throughout the year.
  • Pupils are assessed through observations as well as the work they produce in their learning journals, observations are completed regularly.
  • If a target has been achieved before the end of the year, a new target will be set.
  • Targets are reviewed in pupils Annual Review, where they are discussed with parents/ carers and their teacher and then set for the coming year.
  • Progress towards EHCP targets are assessed through the Independent Scale (See Handbook).
  • EHCP targets are monitored each half term to identify progress made. They are reviewed each term, through pupil progress meetings with SLT and subject leaders.
  • Progress towards curriculum targets are assessed on the Engagement Profile or the Independent scale and is designed to allow our pupils to demonstrate as much progress as possible through the small steps that they make.
  • Curriculum targets are monitored once a fortnight.

Learning Ladders

  • This is called the ‘Readiness for Further Learning’ Ladder and is assessed at the beginning and end of the yearto support progress to the next class.


Formal Assessment and Recording: Enquirers Curriculum

  • Pupils have three or four EHCP targets, which are reported on and monitored each term to support the progress required in these areas.
  • EHCP targets are reported at Met/Exceeded, Partially Met or Below.
  • Progress is monitored by the identified small targets that pupils need to make in their work to develop their skills and knowledge, this is demonstrated in the marking of work and the feedback given to pupils to support them to achieve these targets.
  • Teachers will record the progress made through their learning ladder, as and when it is achieved.
  • Pupils are expected to understand what their next steps are.
  • Progress meetings are held termly with teachers to discuss the progress being made.
  • This is recorded in the form of: experienced, developing, achieved with evidence in their books and tests results to support this achievement.
  • The pupils learning ladder will be reviewed to understand where the pupils are on their journey through the subject area. This is recorded as a number and represents the number of statements/skills and knowledge acquired towards completing the ladder.  


Learning Ladders

  • Learning ladders are the sequence of skills and knowledge that we have deemed as necessary for our pupils to achieve in order to make sequential steps in their learning within each subject area.
  • In the Early Enquirers and Enquirers Curriculum Learning Ladders are the assessment tool used across all subject specific areas.
  • Staff recognise where their pupils are at on the learning ladder, therefore the curriculum content is set at the correct level to stretch and challenge pupils. This will mean in all classes there will be a range of achievement on the ladder to reflect higher or lower abilities.


Formal Assessment and Recording - Navigators/ Accreditation Curriculum

  • Assessment in accredited subjects is dictated by the examination board.
  • Progression to the final assessment still follows school assessment procedures.

Exam-based subjects

Functional Skills:

  • Progress is tracked on WD Master where pupils make progress through the examination board outcomes. This progress is marked, recorded and then monitored using a learning ladder in the same way as the Enquirers Curriculum do.
  • Pupils then complete 3 examination windows throughout the year whilst working towards the appropriate examination for their ability. This ranges from Entry 1 through to Level 1.
  • Progress is monitored half termly and termly reporting not just the exam results, but the progression in their learning towards the examination.


  • Pupils will be assessed on their completion of coursework as well as completing a practical exam, as specified by Pearson’s/ Edexcel Examination board.

Subjects assessed with coursework:

Ascentis/Asdan: Completion of required coursework, is marked in line with the examination boards expectations, this is then internally moderated before requested samples are then sent to the examination board.

Summative Assessment - Memory Recall: Enquirers and Navigators.

  • Each curriculum area will carry out at least one summative assessment every term (depending on subject and class) for each pupil. The form this assessment takes will vary from subject to subject.  Students should be informed/reminded beforehand of what is required to achieve the next step they are working towards. These assessments will be shown clearly within schemes of work.

Attitude to Learning:

In addition to attainment data, pupils will also receive a score (1-4) per progress check related to their Attitude for learning in each subject.

1: Is not prepared to learn, lacks focus and effort is minimal

2: Is sometimes engaged in their learning and ready to learn

3: Is always on task and engaged in their learning.

4: Goes above and beyond to develop their knowledge and understanding.

Every half term teachers will record an ATL for each subject area, which will demonstrate the effort put in by the pupil in this subject area. 


Monitoring and Reviewing Progress

At each assessment point the Curriculum leaders and the Leadership team will make judgements about students in terms of whether they are performing well above, above, in line with, slightly below or well below predictions. They will also compare attainment of different student groups within the school. As a result of these predictions underperforming students will be appropriately supported within class or through intervention.


Operational Monitoring

  • Class teachers have access to detailed information relating to the pupils within school including needs, attainment, attendance and behaviour. The expectation is that information is collected and analysed for consistency, internal issues that may require intervention (subject areas or individual staff) and pupils that may require intervention (academic or pastoral).
  • Curriculum Leader’s across the school are accountable for pupils’ achievements within their subject area and are responsible for their own operational monitoring, to ensure that standards are maintained and that routine procedures are followed throughout.

Feedback to Students

  • ​ Effective feedback to students is essential to the learning process and should enable students to improve. This will include both achievements and areas for development.  This should be clear through marking (see marking and feedback policy).  Marking should be focused, unambiguous and clear.
  • Teachers follow the marking and feedback policy to show through a variety of means the communication of feedback, including: written feedback, including comments on how to improve; - oral feedback, either to individuals or the whole class; exemplar feedback, for example model answers together with a commentary highlighting particular points.


Reporting and the Class Teacher

  • The class teacher is the first point of contact for parents. They should address any concerns that a parent or pupil may have at any time.
  • Parent meetings take place every term, with a different focus each term: the precise timing and organisation of the meetings is determined at the beginning of the school year and disseminated to parents.
  • There will be the opportunity for parents to meet directly with their child’s subject teachers four times during the course of the academic year, this includes their Annual Review Meeting.
  • All pupils work towards completion of EHCP targets annually, these are linked to all areas of the curriculum.
  • Each student works towards personal attainment targets for each of their subjects drawing on a range of personal information and focused particularly on the progress relevant to that child.
  • Where individuals make particularly rapid progress, their targets should be revised upwards accordingly. However, their original target will be used as part of a residual-level analysis to assess the performance of their teachers, subject areas and the School. This analysis will contribute to performance development.
  • The School Report – is the annual summative report of the skills and knowledge gained throughout the year across all subject areas sent home to parents.


Links to other policies: Marking and Feedback Policy, Curriculum Policy.


Curriculum Model


Assessment Handbook