Our Approach to Assessment
The school follows the British curriculum, where assessment is designed to support learning, progress, and deep understanding. Assessment is not focused on percentages or traditional marks, particularly in the early and primary years. Instead, it considers how well students are working in relation to age-related curriculum expectations.
Assessment information is used to:
- Understand what students know and can do
- Identify how securely learning has been achieved
- Inform next steps in teaching and learning
Attainment Judgements
Across the school, attainment is reported using three clear descriptors:
- Below the expected curriculum standard
- At the expected curriculum standard
- Above the expected curriculum standard
These judgements describe how securely a student understands and applies the learning expected for their year group.
The 1–9 Assessment Scale (FS1 to Year 8)
From Foundation Stage 1 to Year 8, the school uses an internal 1–9 assessment scale on report cards. This scale:
- Shows where a student is currently working
- Helps track progress over time
- Supports clear and consistent communication with families
You may also see percentage scores in some assessments. These are provided as a reference only, as many families are familiar with this format. Percentages are not the primary measure of success and should not be viewed in isolation.
The most important information on the report card is whether a student is working below, at, or above the expected curriculum standard for their age.
| Attainment | ||||||||
|---|---|---|---|---|---|---|---|---|
| Below Expected | Working towards curriculum |
Working at expected | Working Above | Working Well above | ||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
Understanding Progress
Progress is central to the British curriculum. When reviewing assessment information, the focus is on whether a student is:
- Learning new skills and knowledge
- Building on previous learning
- Making sustained progress over time
A student may be making strong progress even if they are still working towards the expected standard. This is viewed positively. Assessment reflects both attainment and progress, rather than a single test result or percentage score.
Assessment Across the School
- Foundation Stage
Assessment is based on observation and development against the EYFS framework.
- Primary Years
Teachers assess learning through classwork, tasks, discussions, and projects.
- Years 7 and 8
Assessment focuses on depth of understanding and independent application of skills.
At all stages, professional teacher judgement is central to assessment and reporting.
Assessment in iGCSE (Years 9–10)
From Year 9, students begin iGCSE courses, which are assessed through external examinations set and marked by approved international examination boards.
iGCSE results are reported using a 1–9 grading scale:
- 9 – Highest grade
- 1 – Lowest passing grade
- U – Ungraded (did not pass)
How the grades compare:
- 9 → Higher than the former A*
- 8–7 → Similar to A
- 6–5 → Similar to B / strong C
- 4 → Standard pass
- 3–1 → Below pass standard
- U → Ungraded
This grading system aligns with the language used in earlier years:
- Below expected → Working towards Grade 4
- At expected → Around Grades 4–5
- Above expected → Grades 6–9
This ensures clarity and continuity as students transition from internal assessment into formal external examinations.
Assessment in A Levels (Years 11–12)
In Years 11 and 12, students study A Level qualifications, which are internationally recognised and externally examined.
Assessment in A Levels:
- Is set and marked by external examination boards
- Typically takes place at the end of the course
- Focuses on depth of subject knowledge, analysis, evaluation, and independent thinking
A Level results are reported using letter grades:
- A* – Highest grade
- A–E – Pass grades
- U – Ungraded
Throughout the course, students complete internal assessments, mock examinations, and coursework (where applicable). These:
- Prepare students for final external examinations
- Inform teaching, intervention, and academic guidance
- Develop independent study skills required for higher education
Final A Level grades are awarded solely by the external examination boards, ensuring rigour, consistency, and international comparability.
Why We Use This Approach
This assessment approach reflects best practice within the British curriculum because it:
- Prioritises learning and progress rather than raw scores
- Reduces unnecessary pressure on students
- Encourages deep understanding rather than rote learning
- Enables teachers to support and challenge students effectively