Assessment, Tracking and Reporting

At Barrhead High we are committed to raising attainment and improving the life chances of our young people. We encourage all to have high aspirations whilst removing barriers in our determination to #raisethebarr for all.


Barrhead High has an assessment strategy in line with Curriculum for Excellence.

We use continuous informal assessment (formative) to monitor and respond to evidence of learning. This includes:

  • Daily Review
  • Questioning
  • Discussion
  • Observing performance

We blend this with formal assessment (summative). This includes:

  • End-of-topic Review (all stages)
  • S3 Assessments
  • S4/S5/S6 Prelims

Tracking and Full Reports

We track and monitor a wide range of assessment data  to inform Tracking and Full Reports.

Overview of BGE ( S1, S2 and S3)

Learners’ performance in key assessment pieces in S1, S2 and S3  is recorded in their Skills Profile. They are designed to encourage learner conversations with staff and support learners to identify next steps in their learning.  Teacher judgements are
informed by formative and summative assessments,  Achievement of Curriculum for Excellence data in literacy and numeracy (S1, S2, S3), Standardised Tests (S2) and SNSAs (S3).

Tracking reports ensure that learners, parents and carers have a clear indication of how pupils are progressing with key elements of the course. Within the full report, subject teachers provide a teacher judgement indicating the level learners are working at and the progress they are making within the level.

Overview of Senior Phase

In the senior phase, learners and staff discuss and agree a ‘target grade’ which is considered to be aspirational, but achievable by the end of the session in each subject.

Teachers reflect on home learning, class activities and summative assessments to regularly update learners, parents and carers on their progress towards their target grade.

Tracking and Reporting calendar can be accessed here.

Learner conversations to review targets and interventions involving class teachers, PT Faculty and SLT are embedded after each reporting period. We have a range of universal approaches including embedding meta-skills in the curriculum, supported study, and partners delivering lessons and assemblies on study skill strategies.

Communication between home and the school is  key to raising attainment. Parents have the opportunity at parents’ evening to discuss their child’s progress and can access all reports on Parent Portal.

We also have a targeted approach to meet the needs of individual young people. For example, we organise mentoring, ‘bootcamp session’s, the ‘learning hub’ and ‘Supper and Study’ sessions to
close the attainment gap. Interventions are evaluated to inform next steps and reviewed to respond to the different needs of learners.

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