Assessment and Reporting

Assessment and Reporting

At CCHS we want to create a culture where the evaluation of students’ work and the feedback they receive, regardless of the format, informs students how to improve their work and make progress.

Key Stage 3 Assessment

At Key Stage 3 all of our Schemes of Work follow the format Assess - Teach - Assess.
An element of baseline assessment preceeds the teaching element.
When each topic within the Scheme of Work has been completed, students are then assessed to evaluate the progress that they have made on each topic.

Subjects either use:
• The Quantitative Assessment Method, which involves pre and post testing for each topic.
• The Qualitative Assessment Method, which involves pre and post assessment for each topic dependant on each individual's ability level. This is based on a set of skills and has 3 separate pathways.
The top pathway is for lower ability students (pathway A), the middle pathway is followed by the middle ability students (pathway B) and bottom pathway is for high ability students (pathway C). Students are assessed against criteria at a level dependant on their current pathway.
• A mix of both methods

Key Stage 4 and 5 Assessment

At Key Stage 4 and Key Stage 5 subjects use end of topic tests, exam questions along with subject specific resources and grade boundaries from the exam boards to ensure assessment is accurate and meaningful.
Students receive continuous feedback through marking and dialogue on how to improve.


Reports are published and sent to parents three times a year, this year's reporting schedule is available on our Key Dates Calendar.

The following information is shared with parents in each reporting cycle:

Attitude to Learning DescriptorsKey Stage 3 Reporting

Teachers of Year 7 and Year 8 classes report on our key focus, the student’s Attitude to Learning (ATL), deciding the best-fit using the descriptors. Being a successful learner starts with having a positive attitude towards learning. A positive attitude lets you relax, remember, focus and absorb information as you learn. You’re ready to welcome new experiences and recognise many different kinds of learning opportunities. We believe that when you can see opportunities, that hope increases followed by an improvement in progress and ultimately better outcomes.
As well as reporting ATL they also include an area of strength and an area for development. We believe incorporating an area of strength sets up a positive mindset that helps students build on their best qualities, improves resilience and changes their worldview to one that is more positive. After all everyone likes to receive positive feedback and well as constructive developmental advice.

For more details on understanding students' reports at Key Stage 3 please see the Parent Guide which is available to view - Key Stage 3 - Parent Guide to CCHS Reports

Key Stage 4 and Key Stage 5 Reporting

Teachers of Year 9, 10 and 11 classes (Key Stage 4), as well as Sixth Form (Key Stage 5), report on student’s attitude to learning, give an area of strength and suggest an area for development as well as using assessment data to inform a professional predicted grade for each subject. This is the grade that the teacher believes the student will achieve at the end of the key stage.

For more details on understanding students' reports at Key Stage 4 please see the Parent Guide which is available to view - Key Stage 4 - Parent Guide to CCHS Reports