Assessment & Grading

Vision and Purpose

At All Saints Church of England Academy, we want every child to feel known, valued and supported to do their very best. Our approach to assessment and grading is designed to help students make strong progress, grow in confidence and develop positive attitudes to learning.

Grading is used to support learning, not to label students. It helps teachers plan effectively, allows students to understand how they are doing, and enables parents to have clear and helpful conversations about progress and next steps.

Key Stage 3 and Key Stage 4 Pathways

When students join the academy, information from primary school assessments in English and Mathematics helps us understand their starting points. This information, alongside professional judgement, allows us to place students on a learning pathway that best supports their needs.

Learning pathways help ensure that students:

• are taught at an appropriate pace
• are suitably challenged
• have access to the full curriculum
• receive the right level of support

From each pathway, students are given clear end of year target grades for their subjects. These targets are ambitious but achievable, and help students understand what they are working towards.

Pathways and Curriculum Suitability

Learning pathways are not fixed. We know that children develop at different rates, so pathways are regularly reviewed to make sure they continue to suit each student.

In making decisions, staff consider:

• progress over time
• how confidently a student is accessing the curriculum
• learning habits and readiness for challenge

Where a change would be beneficial, adjustments can be made so that students continue to learn in an environment that best supports their progress and wellbeing.

Further information about our curriculum design and the different pathways available at each stage can be found on the Curriculum Overview and Key Stage Pathways pages of our website.

Monitoring Progress and Intervention

We regularly check how well students are progressing so that they receive the right level of challenge and support. Progress towards end of year targets is reviewed termly by teachers and Heads of Faculty.

When reviewing progress, staff carefully consider:

• how well each student understands their work
• progress made over time
• engagement and effort in lessons
• whether the current level of challenge is the best fit

If a student is finding learning challenging, or is working consistently above expectations, staff will discuss the most appropriate next steps. This may include adapting teaching approaches, providing extra support, or considering whether a student would benefit from moving to a different class set, where appropriate.

Any decisions are made carefully and always in the best interests of the student. Parents are informed and involved wherever changes or additional support are planned.

Core Subjects

All students study the following core subjects:

• English
• Mathematics
• Science
• Religious Education

These subjects help students develop essential skills in communication, problem‑solving and reasoning, supporting success across the wider curriculum and beyond school.

Reporting Progress to Students and Parents

Parents and students can keep track of progress through:

• termly subject reports, available via the Go4Schools website
• a visual RAG rating system on Go4Schools

The RAG system provides a clear and simple overview of progress:

• Purple – working above expectations
• Green – on track to meet targets
• Amber – slightly below expectations and may need extra support
• Red – currently below expectations and will receive additional support

If a student is shown as Amber or Red, staff will put appropriate support in place and monitor progress closely.

Attitude to Learning (A2L)

Alongside academic progress, reports also include an Attitude to Learning (A2L) grade. This reflects how students approach their learning, including effort, focus and readiness to learn.

Each student receives one A2L grade, from 1 to 4, which summarises learning behaviours across all subjects.

The A2L Grades

1 – Exceptional Attitude to Learning

The student consistently shows outstanding effort and focus. They are well prepared, organised, motivated and take pride in their work.

2 – Good Attitude to Learning

The student works well in most lessons and usually shows good effort. They are generally focused, prepared and respond well to feedback.

3 – Inconsistent Attitude to Learning

The student’s effort or focus varies. They may need reminders to stay on task or to come prepared, but with greater consistency they can make stronger progress.

4 – Concern

The student is frequently off task, unprepared or unmotivated. Additional support will be put in place and school will work with families to help improve learning habits.

Not Present in Class

Where attendance means there has not been enough learning time to make a judgement, this will be clearly shown on the report.

Supporting Your Child’s Learning Habits

Parents and carers play an important role in supporting positive learning habits. Helpful ways to do this include:

• encouraging good routines (sleep, organisation and punctuality)
• checking students have the correct equipment
• supporting regular homework routines
• talking positively about effort and improvement
• asking reflective questions such as “What did you learn today?” or “What challenged you?”

By working together, we aim to help every child grow in confidence, responsibility and resilience.