Our Approach

We use data at MHCHS to improve what happens in the classroom. We work hard to ensure our use of data is clear and simple. We use it to help teachers understand where their students are, and where they need to be. We use it to motivate students and support them in making progress. We use it to inform parents and assist them in supporting their child’s education.

We assess students using both formative and summative assessment and use a combination of these to generate data at set points during the year.

 

Formative Assessment

Comments about what students have done well and what they need to do to improve

Teachers focus on identifying strengths and areas for improvement for students and setting targets to help students to improve their work ensuring progression. This process is crucial in improving students’ attainment and celebrating their success at all key stages.

 

Summative Assessment

Marks and grades

Teachers mark and grade key pieces of work at all key stages. This informs both staff and students about current levels of performance. It gives students the opportunity to practice the skills needed for GCSE and A Level exams and helps teachers plan what students need to work on next to improve their students’ performance.

 

Behaviour for Learning

Students’ approach to their learning

Behaviour for Learning grades are the primary mechanism for supporting student progress at every key stage and we report these for each student every term. They outline explicitly what successful learners need to do to achieve their academic potential. In the vast majority of cases where a student is underachieving, it is because they are displaying the qualities described below in the ‘inconsistent’ or ‘poor’ behaviour for learning judgements. The descriptors help students, staff and parents to identify and have meaningful conversations about what students need to do in order to be more successful in and outside of the classrooms.

 

Behaviour for Learning Grades Excellent - Always tries hard and perseveres when they experience difficulties, seeks to achieve excellence in all that they do, participates fully in lessons, is well organised and produces homework to a very high standard; often goes beyond the minimum expected. Good - Consistently works hard and seeks to produce work that meets the expected standards; participates well in class, is well organised and always completes homework. Inconsistent - Inconsistent in terms of the quality of work produced, concentration in class, completion of homework and general organisation. For example, does not always start classwork immediately; does not always complete homework to the best of their ability; does not always participate actively in lessons; may occasionally become distracted and unfocused in lessons and/or lack motivation; may occasionally come to lessons unprepared. Poor - Regularly misses homework deadlines or does not complete home or class work to an acceptable standard, often disorganised, does not concentrate well in lessons.

 

Data Reporting

Key Stage 3

In addition to their Behaviour for Learning grade each term, students also receive a biannual progress and attainment report. These will be at the start of the Spring Term and at the end of the Autumn Term.

Students’ formative and summative assessment over the course of the year helps inform these reports.

Students’ reports show whether they are on track to achieve their GCSE Minimum Expected Grades by placing them within one of the following Attainment Bands for each subject:

 

Attainment Bands Well Above - Their attainment this year suggests they are on track to achieve well above expectation (e.g. at least two grades above expectation) Above - Their attainment this year suggest they are on track to achieve above expectation (e.g. at least one grade above expectation) On- Their attainment this year suggests that they are on track to achieve in-line with expectation. Towards - Their attainment this year suggests that they are currently approaching expectation (e.g. at least one grade below expectation) Below - Their attainment this year suggests that they are on track to achieve below expectation (e.g. at least two grades below expectation)

 

Key Stage 4

Each term students receive their Behaviour for Learning grade and a teacher predicted GCSE grade. This predicted grade will indicate whether they are on track to meet or exceed their Minimum Expected Grade or are not making expected progress.

Students’ formative and summative assessment since the start of their GCSE courses help teachers make informed, holistic judgements regarding students’ most likely final GCSE grades.

Year 10 students sit mock examinations during the summer term and Year 11 students sit mock examinations in November and Febraury. These allow students, staff and parents to see how well students are performing in their different subjects. They also provide important opportunity for students to practise examination technique, and develop their confidence in preparation for their GCSEs.

 

Key Stage 5

Each term students receive their Behaviour for Learning grade and a teacher predicted A Level grade. This predicted grade will indicate whether they are on track to meet or exceed their A Level Minimum Expected Grade or are not making expected progress.

Students’ formative and summative assessment since the start of their A Level courses help teachers make informed, holistic judgements regarding students’ most likely final A Level grades.

Year 12 students sit examinations at the start of the summer term and Year 13 students sit mock examinations in December and March. These allow students, staff and parents to see how well students are performing in their different subjects. They also provide important opportunity for students to practise examination technique, and develop their confidence in preparation for their A Levels.