Assessments

At Abbey Manor College effective assessment and feedback are key to student success. Our approach ensures students understand their progress, know their next steps, and are supported in achieving their goals.

We use a combination of formative (ongoing) and summative (formal) assessments to track progress. Teachers provide regular, timely, and meaningful feedback, helping students develop independence and confidence in their learning. Time is built into lessons, to allow students to reflect on and act upon feedback to improve their work.

Our commitment to high standards means students are encouraged to take pride in their work, engage with feedback, and strive for excellence. Through clear targets, structured assessments, and ongoing support, we ensure every student succeeds.

Upon entry to Abbey Manor College, students are set aspirational targets based on data supplied by Fisher Family Trust (FFT).  FFT compares students' scaled scores and outcomes nationally and using historical and contextual data provides target grades for students.  The aspirational targets that we set students are based on FFT5 which sets a challenging yet achievable target for each student.

Where students do not have FFT data, we use the targets obtained from the CATS test that students complete as part of their induction, and set a challenging target based on these.  All students complete the CATS assessment (even if they have FFT data) as this assessment shows a student’s strengths and potential in key thinking skills including verbal reasoning, quantitative reasoning, non-verbal reasoning and spatial ability.  It helps teachers understand how a student thinks, learns and solves problems so that they can tailor support and set realistic targets.

KS3 Assessments

At Abbey Manor College, we utilise an assessment strategy designed to support and challenge every student. We conduct three formal assessment windows each academic year, providing valuable insights into student progress.   

Assessment windows take place in the Autumn Term, Spring Term and Summer Term.

 

KS4 Assessments

Like KS3, students in KS4 complete assessment windows in the Autumn, Spring and Summer Term.  For students in Year 11, the Summer Term assessments will be their GCSE examinations.

These assessments are invigilated like the real exams. Exams are conducted in this way to adequately prepare students for their GCSEs.  Students who have access arrangements agreed will have these implemented for their assessments.

 

Assessment Grading

Most subjects from Year 7 to 11 at Abbey Manor College will be graded on assessments using the 9-1 grading scale for GCSEs.  This replaces the old A*-G system with Grade 9 being the highest grade and Grade 1 being the lowest.  A Grade 4 is considered to be a standard pass and in line with the old C Grade.  The image below shows how the 9-1 grades correspond to the old A*-G system:

When students progress to post-16, they must continue to study English and Maths if they do not achieve a Grade 4 or higher, or equivalent Level 2 qualification.  To provide students with an additional opportunity to achieve these qualifications, we also offer Level 2 Functional Skills in English and Maths to all students.

Vocational subjects at Key Stage 4

Subjects in BTEC Tech Awards, OCR Cambridge National and NCFE Technical awards are awarded slightly differently.  Subjects are either awarded at Level 1 (which is equivalent to Grades 1-3) or Level 2 (which is equivalent to Grades 4-9).  Within each level, students can either achieve a pass, merit or distinction.  The approximate equivalent grades are:

• Level 2 Distinction* - Grade 8
• Level 2 Distinction – Grade 7
• Level 2 Merit – Grade 5/6
• Level 2 Pass – Grade 4
• Level 1 Distinction – Grade 3
• Level 1 Merit – Grade 2
• Level 1 Pass – Grade 1

Reports

Each half term, progress reports are sent home to parents which show the progress that students are making towards their target.  The report is added to each half term so that student progress over time can be tracked.  As well as the attainment grade, the report will be colour coded to show whether the student is on track to achieve their aspirational target.  In addition, students are given a behaviour and attitude to learning grade to show their commitment to their studies in each subjects.

The image below shows an example of an end of term report:

On the reverse side of the reports, there is an explanation of the target setting process and colour coding.  This can also be seen below:

In the final report of the year, the child’s tutor also provides a written summary of their child’s progress throughout the year along with targets for the next academic year.

Parents are invited to discuss their child’s reports with their tutor at Academic Review Days held throughout the year.  In addition, tutors liaise regularly with parents to discuss progress.