Assessment & Reporting

At Bedale High School, assessment is an integral part of everyday learning rather than something that happens only in examinations. Teachers use a wide range of strategies in lessons to check understanding, provide feedback, and support progress.

Assessment and reporting are central to how we help students succeed. They enable staff to recognise strengths, identify areas for development, and put in place the right support at the right time. This page outlines our approach to assessment and reporting at Bedale.

Target Setting:

Students in all year groups are given an end of Year 11 target grade.  This is informed by their Key Stage 2 data (SATs in Reading and Mathematics).   In addition to this, students in Y7 to Y10 are also given an end of year achievable target grade.  Achieving this grade will ensure that students are on track to achieve their end of year 11 target as they progress through school.

All targets are reviewed annually and adjusted to account for student performance in secondary school.

Target grades are ambitious and match our drive to be “exceptional without exception.”

Assessment:

There are three calendared assessment points (AP) for each year group during the course of the academic year.  At each assessment point, teachers use a range of evidence drawn from classwork, homework and iterative assessments to inform a current working at grade for each student. 

Students in all year groups are awarded a grade from 9 to 1 (with 9 being the highest grade possible at GCSE) with an added grade of W to indicate that students are working towards a grade 1.

• A grade 4 is aligned to an old C grade. Achieving this at the end of year 11 is deemed a “standard pass”
• A grade 5 is considered a “strong pass” at GCSE.
• A grade 7 is aligned to an old A grade.
• A grade 1 is aligned to an old G grade.
• The only exceptions to the grading above is where students in key stage 4 have opted for vocational subjects. In these subjects the grades Distinction*, Distinction, Merit and Pass are used.  A pass is equivalent to a grade 4.

Sub Grades:

In all year groups, the reported current working at grade is divided into 3 sub-grades. 

For example, at grade 5 students could be deemed to be working at 5+,5 or 5-.

Where no plus or minus is next to the grade students are considered to be secure in that grade. 

Where a plus is reported, students are considered to have mastered the skills of this grade but are not quite showing enough skills of the grade above.

Where a minus is reported, students are able to show the skills of this grade but are developing to be able to do this more consistently.

Bedale High School Learner Standards

At Bedale High School, we believe in being Exceptional without Exception. Our values of courage, commitment and compassion guide how we learn, behave and grow as individuals.

At each Assessment Point, teachers will provide students with both an Attitude to Learning (ATL) level and a Focus Area.

• When awarding the ATL, teachers use a best-fit approach, guided by the descriptors below.
• The Focus Area highlights the descriptor where improvement would most help the student move up to the next level.
• For students already assessed as Exceptional, the Focus Area will identify their relative weakest area for continued growth.

An Exceptional Learner

An exceptional learner sets the highest standard and inspires others. They demonstrate courage in their learning, commitment to improvement, and compassion towards others. Exceptional learners:

E1. Take full ownership of their learning and behaviour, showing independence and effective study habits.
E2. Manage themselves with maturity, show initiative, and apply new knowledge to broader ideas and concepts.
E3. Lead their own learning, completing homework to a consistently high standard and extending it through extra reading, research, or independent projects.
E4. Show resilience and courage, striving to go further by refining and improving their work.
E5. Actively contribute to the wider school community, demonstrating compassion, respect, and understanding.
E6. Value and consider a range of viewpoints, using these to make thoughtful decisions and to support others.
E7. Consistently act with integrity, recognising right and wrong, and when appropriate, explore moral and ethical issues with maturity.

A Good Learner

A good learner is reliable and motivated, demonstrating commitment to their studies and compassion towards others. Good learners:

G1. Take responsibility for their learning and behaviour most of the time.
G2. Show commitment inside and outside lessons, working hard to build knowledge and skills.
G3. Complete homework and coursework on time and to a satisfactory standard.
G4. Show resilience in improving their work and accuracy.
G5. Act on feedback from teachers and peers to meet targets.
G6. Recognise right and wrong, consider consequences, and give reasoned views when discussing moral or ethical issues.
G7. Demonstrate British Values of democracy, the rule of law, individual liberty, respect, and tolerance.

A Learner Needing Improvement

A learner in this category is getting the basics right but not fully showing courage, commitment, or compassion in their approach. They may be “coasting” rather than striving for excellence. Learners needing improvement:

NI1. Take responsibility for their learning and behaviour inconsistently.
NI2. Put in a basic effort, producing adequate but not high-quality work.
NI3. Complete some homework/coursework, but not always on time or to the expected standard.
NI4. Usually arrive prepared and on time to lessons.
NI5. Contribute to discussions occasionally.
NI6. Sometimes act on feedback but not consistently.
NI7. Know the core British Values but do not always show them in their actions.

An Unsatisfactory Learner

An unsatisfactory learner shows a poor attitude and does not demonstrate Bedale’s values of courage, commitment or compassion. Such learners:

U1. Take little responsibility for their own learning and behaviour.
U2. Produce incomplete or substandard work.
U3. Frequently fail to complete homework or coursework.
U4. Are often late or absent without good reason.
U5. Disrupt the learning of others.
U6. Fail to bring correct equipment for lessons.
U7. Show little understanding of different perspectives or the British Values of democracy, the rule of law, individual liberty, respect, and tolerance.

The week of each report and the information included is outlined below.