(a) Supporting Pupils’ Learning
At Kilmarnock Academy our Assessment and Reporting systems are designed to support learning, provide feedback to pupils, parents and other teachers and to young people to identify their next steps in learning.
As a school we are committed to:
• Pupils knowing and understanding where they are in relation to their learning and progress
• Pupils knowing what steps they have to take to improve
• Pupils having realistic expectations of their levels of attainment
• Parents being aware of their children’s progress and likely attainment
How do we do this?
• All pupils from S4-S6 can expect to be involved in a formal dialogue with their teachers in relation to progress targets and next steps
• Interim and final reports for all year groups
What can parents/carers do to support the process?
• Support your child in the use of their Diary Planner which should come to and from home to school on a daily basis
• Take time to read the interim report and planners and discuss with your child the next steps they have to take to improve
• Do not hesitate to contact the school if you have any comments/concerns in relation to progress
Assessment is used to meet a variety of purposes.
• Formative assessment, as part of the ongoing teaching and learning process, allows teachers and pupils to identify areas of individual strength and plan next steps
• Summative assessment provides a snapshot of attainment and is no longer restricted to the traditional end of term test or formal examinations
• Continuous assessment; many of today’s courses are divided into short units with different aspects of work being assessed both during and on completion of each unit
The reporting process is supported by an annual opportunity for parents to meet face to face with teaching staff. As previously stated all children will receive an interim and final report each year (see details of parents afternoons/evenings below).
Reporting for S1-S4 is in line with Curriculum for Excellence. Each pupil in S4,S5 and S6 will receive a monthly tracking/monitoring report with specific details of the working and target grades. This forms part of our robust monitoring system within the senior school.
At Kilmarnock Academy we want pupils to achieve the very best they can. We want to set them high, yet achievable targets and provide support in order for them to reach their goals. We will use mentoring to support and encourage pupils to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be.
• Targets – these will be set at the start of the year using a variety of information including results from Cognitive Ability Tests (CATs), prior attainment and in discussion with students.
• Monitoring & AOBs – staff will regularly review pupils’ progress, however on a monthly basis they will systematically record whether a student is above, on or below target. This information will be shared directly with pupils and they will spend time in PSE lessons completing their Personal Learning Plans. Parents and carers will be informed by text when the information is given to pupils.
• Tracking – The AOBs will be monitored by all staff, but in greater detail by Guidance Teachers, Principal Teachers and Depute Head Teacher.
• Communication & Encouragement – pupils will be made aware of specific targets in each subject area at the start of the course and throughout the session by monthly tracking. They have the opportunity to discuss issues with staff at any point.
• Intervention reports – to allow staff to raise concerns and for support to be arranged as appropriate.
• Supported Study – To be run as budgets will allow on the run up to prelim and final examinations. Many staff give freely of their time to run sessions at lunchtime and/or after school throughout the year.
• Letters/text messages – to inform parents/carers of pupil progress and to provide information supported study sessions pupils may be asked to attend.
• Parents/Carers – to support pupils in all aspects of their home study and preparation.
Example of Dates for Parents’ Evenings
S1 Parents’ afternoon Monday 9th March 2015 4.30 – 7.00
S2 Parents’ afternoon Monday 1 June 2015 4.30 – 7.00
S3 Parents’ afternoon Tuesday 13th January 2015 4.30 – 7.00
S4 Parents’ afternoon Monday 23 February 2015 4.30 – 7.00
S5/6 Parents’ afternoon Tuesday 2 December 2014 4.30 – 7.00