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Reporting and Assessments

From the very first day at school, assessment is necessary to predict, measure and track improvement. This in turn informs children and teachers as to what should happen next so as to better facilitate learning.  We call this assessment for learning. Gathering data through children sitting tests and exams alone is of little use and should be avoided as an exercise in itself.

Assessment takes place formally (tests and exams), informally (oral questioning and observation) and regularly (weekly and termly). These accumulative indicators inform children, their parents and teachers of what progress has been made and which areas require further attention.

Comparing an individual child to others is not a reliable indicator as to whether they are fulfilling their potential. This can only be done by comparing an individual's potential to their performance.  At Kingshott, our children do not sit SATs. However, they do sit annual national tests that measure potential (set as Standardised Scores). Using these scores we can predict and expect a child to work at a certain level.  Educationally, this process is more accurate and serves a purpose. That said, children are expected to work hard at school and are encouraged to fulfil their potential.

Regular tests occur from an early age, increasing in frequency and complexity in the upper years.  From Year 5, all children begin a more formal exam process which prepares them for this type of assessment in later years. Up to Year 7, all exam results are for internal use only.  All Year 8 children sit the Common Entrance exams or, where required, a senior school entrance assessment.

Regular feedback occurs throughout the year regardless of the child's age.  Parents are given the opportunity to see their child's teachers at formal Parents' Evenings. Equally, parents are encouraged to see staff if they have any concerns.  Formal reports are sent to parents at least once a term.