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Assessment, Progress and Reporting

Please click here for the current A&R Timetable

Some students in Years 10-13 will also undertake public exams, details of these can be found here.

Please click here to download our Assessment and Reporting Schedule for the Year

At Herne Bay High School, we are committed to providing clear, meaningful information about your child’s progress. Our reporting system is designed to help families understand how their child is performing and how they can support learning at home. 

What is in Our Reports? 

Common Assessment Objectives 
All subjects now use a shared set of objectives based on the National Curriculum, which teachers will use to indicate the level your child is working at: 

  • AO1 – Knowledge and Understanding 
  • AO2 – Application of Knowledge 
  • AO3 – Analysis and Evaluation 
  • AO4 – Written and Spoken Communication 

  • Target Level for all Subjects and Current working at level 
    Targets are based on your child’s prior attainment, including KS2 SATs and previous Key Stage performance. Teachers of your child will use their classwork/in-class assessments and other to give a current working at level. 

  • Progress Indicator (P) 
    Shows how your child is performing against their target: 

    • P+ = Above target 
    • P = At target 
    • P- = Below target 
      A number after the indicator shows how far above or below the target they are (e.g., P-2 means two levels below target). 

Focus Area 
Each subject highlights one key area (AO1–AO4) where improvement will have the greatest impact. This helps families provide targeted support at home. 

  • Dedication to Learning 
    A colour-coded indicator reflects engagement and attitude: 

    • Blue = Excellent 

    • Green = Good 

    • Amber = Inconsistent 

    • Red = Poor 

  • Reading  

  • At Herne Bay High School, we use Accelerated Reader, a programme that allows us to track student’s progress in Reading. Students are set targets using the results from the Star Reading Test, taken four times a year. It measures reading speed, comprehension, recall and understanding of vocabulary. Using this data, the programme sets an achievable reading target for every student, which is renewed every two terms (three times a year). The Star Reading Test will also provide a reading age in years and months. 

  • To achieve their target, students must read a book within their reading range for 20 minutes every day (Monday to Friday), and quiz on every book they finish within 24 hours. Students that engage with this fully will achieve 100% of their target every two terms.   

  • The student is on track to reach 100% of their target by the end of term. They have been reading for 20 minutes every day and quizzing on their books when they have finished them. They are making good progress in their reading and will be given a ‘P’ indicator  

  • The student is on track to reach above 100% of their target by the end of term. They have been reading for more than 20 minutes every day and quizzing on their books when they have finished them. They are making excellent progress in their reading and will be given a ‘P+’ indicator.  

  • The student is not on track to reach 100% of their target by the end of term. They have either not been reading for 20 minutes every day or not quizzing on their books when they have finished them. They are making below expected progress in their reading and will be given a ‘P-‘ indicator. 

  • Please note: Reading age and Reading Progress – Reading ages may remain the same as previous term’s report as students will take their next Star Reading Test in the next term. Reading Progress, due to use of the accelerated reader program will remain to be reported with a Progress indicator only.  

End of Year Assessment & Reviews 

Students will undertake assessments at the end of the academic year and based on their performance, will be assessed at certain level.

How to Use the Report 

  • Check your child’s Current Level and Target Level. 
  • Look at the Progress Indicator to see if they are on track. 
  • Use the Focus Area to guide support at home. 
  • Review the Dedication to Learning colour for engagement and effort, alongside data on their attendance, punctuality, truancy and, achievement and behaviour points. 

Key stage 3 Assessment Objectives and exemplar mark scheme 

Descriptors 

AO1 

Knowledge and Understanding 

‘Know that…’ 

  • Subject knowledge 

  • Key words 

  • Key concepts 

AO2 

Application of Knowledge 

‘Know how …’ 

  • Apply to familiar scenarios 

  • Apply to unfamiliar scenarios 

  • Problem solve 

AO3 

Analyse and Evaluate 

‘Know why…’ 

  • Analyse information 

  • Interpret data 

  • Evaluate arguments 

AO4 

Written and spoken communication 

  • SPAG 

  • Paragraphing 

  • Comprehension and reading 

  • Oracy 

  • Use of key words including 

  • Use of level 3 vocabulary 

Expert Plus 

Is exceeding most of the expert criteria 

Expert 

Demonstrates comprehensive and nuanced understanding of concepts with precise terminology. 

Applies knowledge confidently to both familiar and unfamiliar contexts, demonstrating creativity and depth 

Critically analyses and evaluates information with clear, logical argumentation and insightful conclusions. 

Communicates ideas fluently and persuasively with well-structured, clear, and precise language 

Skilful 

 

Shows a thorough understanding with correct use of terminology and clear explanations. 

Applies knowledge effectively to familiar contexts and attempts unfamiliar ones with some success. 

Analyses and evaluates effectively, showing logical reasoning and supported conclusions. 

Communicates effectively with clear structure and mostly precise language. 

Secure 

 

Understands core concepts with mostly accurate terminology and structured explanations. 

Applies knowledge to familiar contexts with occasional errors; attempts unfamiliar contexts. 

Shows some analysis and evaluation; arguments are mostly clear but sometimes underdeveloped. 

Communicates with reasonable clarity; structure is evident but may lack cohesion. 

Developing 

 

Displays general understanding with some inaccuracies in terminology and explanations. 

Attempts to apply knowledge with success in familiar contexts only. 

 

Begins to explore reasoning in applied knowledge in familiar contexts; Some  lack clarity. 

General communication of ideas; structure is inconsistent, and clarity is variable. 

 

Emerging 

‘some’ 

Shows some understanding and Some use of terminology. 

Knowledge not always applied even familiar contexts and answers not always clear 

Responses are largely descriptive rather than explain ’why’. 

Limited communication with minimal structure and unclear ideas. 

 

Foundation 

Is working below most of the emerging criteria 

Assessment Objectives & How You Can Help 

AO 

What It Means 

Practical Tips for Home 

AO1 – Knowledge & Understanding 

Knowing key facts, concepts, and vocabulary 

- Use flashcards for key terms. 
- Encourage your child to teach you a topic – explaining helps retention. 
- Create mind maps of main ideas. 

AO2 – Application of Knowledge 

Using knowledge in different situations 

- Ask your child to apply learning to real-life examples (e.g., maths in shopping, science in cooking). 
- Use “What if?” questions to explore unfamiliar scenarios. 
- Practice with past papers or online quizzes. 

AO3 – Analysis & Evaluation 

Breaking down information and forming judgments 

- Discuss news articles or stories: “What’s the main argument?” 
- Encourage compare and contrast exercises (e.g., two characters in a book). 
- Use “Why do you think…?” questions to build reasoning. 

AO4 – Written & Spoken Communication 

Writing clearly and speaking confidently 

- Practice structured writing: intro, main points, conclusion. 
- Encourage reading aloud and discussing books. 
- Play word games to build vocabulary. 
- Use sentence starters for debates at home. 

 

For subject specific information related to what students learn, please see the curriculum maps on our website: Subject Information - Herne Bay High School 

*Please note the following:  

Sciences – Students may not have studied all disciplines therefore only the latest science discipline studied will have the new assessment   

Physical Education – A progress indicator is included only, due to Physical Education using a more appropriate assessment framework due to the wholly practical nature of this subject.  

Key Stage 3 End of Year Exam and Revision Information for Students

Please click here to download the Preparing for Examinations Study Skills Guide

Please click here to download the Parents' guide to Revision

To maintain a familiar approach for students and families we also use a Progress indicator at KS4 when reporting on students’ progress. Students are calculated a minimum expected grade or MEG – a single grade that is applicable for all subjects they are studying at GCSE / level 2. This MEG utilises Key Stage 2 SATs information and CAT4s tests (likely taken in year 7 or when joining the school), to give a likely minimum expected outcome and most students should be aiming for above this minimum.  

As in key stage 3, we know and understand that the process is not exact, and we want all students to achieve as highly as possible. The MEG should not be seen as a target but a means to gauge if they are making progress. Some young people will outperform their MEG if they truly dedicate themselves to their studies, whilst others may do less well if they don’t commit to their studies. 

Please note, that due to that nature of some courses, students may sit exams for certain modules or have to produce non-exam assessments (NEA) e.g., coursework, controlled assessments at certain points in both year 10 or 11 and you will be notified accordingly. These will go towards their GCSE / level 2 qualification. 

Year 10 

In year 10 sit two assessments as in the lower school: in January and June. The first report will contain information including their MEG (see above) as well as a Progress indicator.  

  • to achieve their MEG - a student will be given a progress indicator of a ‘P’ 
  • to exceed their MEG - a students will be given a progress indicator of a ‘P+’ 
  • not reach their MEG – a student will be given a progress indicator is a ‘P-‘  

As the students are at an early stage in their 2-year journey of this stage then we understand that some sections of the course may not have been covered and that there is time for students to create links, process which may come later in their journey to make connections to prior learning. Or sections/topics that they may be more familiar with, and this may then increase the likelihood of them performing well and possibly achieving or exceeding their MEG. 

In the final assessment in year 10 which occurs in June, students will sit exams for applicable subjects. Some of the exams will take place in the exam hall, usually the sports hall (or similar) to start to give students experience of the settings, regulations, and rules for formal externally assessed exams. Further information can be found here.

Year 11 

In year 11 students sit mock examinations in November and pre-public examinations (PPE’s) in February / March. Most courses will complete delivery of the required content by February so in these mock exams, students they may not sit a full past paper. These mock examinations provide students with a mock grade (if applicable) and a current working at grade based on this assessment. Using this current working at grade, a progress grade is generated if a student is: 

  • in line with their MEG, the student will be given a Progress Indicator of a ‘P’  
  • is above their MEG, the student will be given a Progress Indicator of a ‘P+’ 
  • is below their MEG, the student will be given a Progress Indicator of a ‘P-‘ 

Students take another round of assessments, their pre-public examinations (PPE’s), in February / March, and students are more likely to sit a fuller suite of papers to give them a more accurate sense of what the full examination will be like. However, each subject area decides on their best assessment model for each cohort. Students will be issued another report of a similar nature of the first one as described above. The current working at grade given to students at this time is one that most likely reflects what they will achieve.

Supporting Your Child During Exam Time (Young Minds)

As we start to move towards exam season, Young Minds have launched advice for parents about supporting their children.

Tips include:

  • Encourage your child to take revision breaks and find a balance between studying and doing things they find enjoyable and relaxing.
  • Make sure they are eating and drinking at regular intervals.
  • Reassure them – reinforce that you are and will be proud of them no matter what happens.
  • Remain positive and hopeful!
  • Let them know their feelings are valid and normal, but also offer support and solutions where possible.
  • Anxiety is often worst at night and this means it is useful to encourage good bedtime routine

You can find out more here: https://youngminds.org.uk/find-help/for-parents/parents-guide-to-support-a-z/parents-guide-to-support-exam-time/

Taking the Stress Out of Exams

Tips for Healthy Eating Habits During Exam Time

Study Power : Brain Foods for Exam Time 

10 diet changes to help your kids top exams 

Revision Sites
Please click here to view the School revision presentation
This is a copy of the presentation slides from the school for supporting students through the exam period.

Please click here to go to BBC GCSE Bitesize
This is a revision site provided by the BBC and covers most subjects. It is one of the most popular revision sites.

Please click here to go to BBC Professor John Dunlosky Interview
This link takes you to a really useful interview with Prof. John Dunlosky covering revision techniques.

Please click here to go to Get Revising
This site offers tips and advice on how to revise and is well worth a look.

Please click here to go to Spaced repetition: a hack to make your brain store information
A guide to Spaced repetition: a hack to make your brain store information

Please click here to view spaced repetition video
This link is to a video on using spaced repetition.

Please click here to view a YouTube Revision Techniques Playlist
This link is for a Revision Techniques playlist that has been compiled on youtube.

Please click here to download the 'Prepare to Perform' planner
This is a diary to help students plan their revision and exam days effectively.

Please click here to download the parental guide to 'Prepare to Perform'
This is a guide to help parents/carers support their child through their exams

Please click here to download the 'Prepare to Perform' recipe booklet
This guide provides 20 healthy recipes designed especially to enhance performance, concentration and energy in exams