At Madani, we generate targets drawing from a range of information including national data for the top performing 5% of schools, key stage 2 data supplied by primary schools, in house nationally standardised testing - such as GL CATs and Progress Tests as well as subject baseline assessments. Targets are set during Y7 and are reviewed on a regular basis, with refinements made for individuals as appropriate.
In line with federation policy, our teaching staff make use all forms of assessment information available to determine a Learner Profile, and for key stage 4 (year 10 and 11) students this also includes a Current Predicted Grade - which is a calculated and informed prediction of the grade that a student is working towards achieving at the end of their key stage 4 studies.
The learner profile is used to provide a measure of student progress, based on their performance in line with their own individual and personal expectations. The four learner profiles highlight a students approach to learning, their effort and attainment across the subject - each profile describes a different trajectory for each student. The profiles indicate whether a student is presently on the path to achieving or exceeding their targets, or are working towards or below their capabilities meaning their potential is not likely to be met.
The below learner profile chart provides an example of potential outcomes for a student in proportion to their learner profiles. From the chart the national expectation can be identified and this can be compared to the high expectations at Madani. Expectations are based on starting point:
- Reflective learners are working above expectations
- Proactive learners are working in line with expectations
- Reactive learners are working towards expectations
- Ineffective learners are working below expectations
More detail and a definition of each learner profile and its criteria can be gained through the below MSF Assessment Overview Grid document.
Each academic year can be divided into 6 half terms, within each half term a range of assessment opportunities are engaged with by teachers, both formative and summative using a range of strategies. Assessment is an ongoing process, however teachers are provided with timely, specific opportunities to share Learner Profiles (KS3 & KS4) and Current Predicted Grades (KS4 only) at designated intervals. These opportunities also allow teachers to record the students attitude to learning - which has a direct impact on their learning.
In Years 7, 8 and 9 student progress information is reported 3 times per academic year - during each full term - Autumn, Spring, Summer. For Years 10 and 11, progress information - including CPG’s - is also reported 3 times a year, with an additional 2 interim opportunities for teachers to refine learner profiles and grades.
With pastoral information playing a major role in the performance of students, key information is also shared within each report including - attendance, punctuality, behavioural information. As we move forward this information will become more detailed and allow a more in depth overview of a student.
As a federation we use the MCAS resources to share progress information reports with parents and carers, we also provide paper copies each full term.
The below student report template demonstrates the present school report and how the information shared can be interpreted (subject to change).
The first page provides an overview of the pastoral information as including a breakdown of behavioral achievements
The second page provides a breakdown of student progress to date by showing progress and attitude to learning across the academic year to allow you to be informed about progression.
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