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    • Assessment, Feedback and Reporting

    Our Curriculum Intent is to facilitate ambitious academic learners who are confident and creative thinkers. We see assessment and feedback as ‘the bridge between teaching and learning’ (William 2018).

    Through developing innovation and challenge that will improve learning outcomes, we will continue to ensure that there are high expectations for all students. With a focus on providing high-quality feedback, we seek to build student accountability within our assessment and feedback.

    Following the five key strategies of formative assessment (William 2018), we seek to establish a culture of feedback that moves learning forward and activates learners. We embrace a broad variety of assessment tools in order to ensure that the student is regularly asking themselves where they are now, where they are going and how they are going to get there.

    Frequent, interactive assessments of students’ progress and understanding takes place in order to identify learning needs and to adjust teaching appropriately.

    Source: Williams, D. (2018) Embedded Formative Assessment (sec. Ed.)

    Understanding Your Child's Report: A Guide for Parents

    At Ribston, we believe that strong learning habits and consistent effort are essential to academic success. This guide explains the information you will see on your child’s school report and how to interpret it.

    Reports will highlight your child’s academic position and their learning behaviours, which strongly influence progress.

    What We Report On

    1. Students are assessed on the Learning Behaviour and Effort criteria:

     Learning Behaviours  Effort

     Students are assessed on their ability to:

    • Show perseverance and remain engaged even when work is challenging.
    • Take ownership of their progress and actively participate in learning.
    • Act effectively on verbal and written feedback.
    • Seek opportunities to deepen understanding (e.g., questioning, independent research, Going Further tasks).
    • Use subject-specific vocabulary accurately and confidently.
    • Apply effective revision strategies to support long-term learning.

     Students are assessed on whether they:

    • Arrive punctually and prepared, with the correct equipment.
    • Work effectively both independently and collaboratively.
    • Understand how their behaviour impacts the learning of others.
    • Contribute thoughtfully to class discussion and listen actively.
    • Meet deadlines conscientiously and complete missed work following absence.
    • Produce homework and independent study to a high standard.

    Descriptor Scale:

    • Exemplary – The student demonstrates exceptionally strong learning behaviours or effort, shown every lesson, without teacher prompting.
    • Strong – The student demonstrates these learning behaviours or effort in most lessons. This is the expected standard for a Ribston student.
    • Developing – The student demonstrates the learning behaviours or effort some of the time, but performance is not yet reliable or sustained.
    • Limited – The student rarely demonstrates the learning behaviours or minimum effort expected of a Ribston student.

    Movement between categories is expected over time. Strong is the expected standard; Exemplary is above and beyond.

    2. Attainment/Working at Grades: These show your child’s current academic position:

    • Years 7–9 (KS3): You will receive an attainment score as shown below to indicate your child’s attainment in line with their individualised ability expectation. In Year 7, attainment will only be reported after Easter as:
      • Exceeding
      • Expected
      • Working towards
      • Working below
    • Years 10–13 (KS4 & KS5): Reports show Predicted Grades, based on assessments and classwork. After mock examinations in Years 11 and 13, reports include Mock Grades and Predicted Grades.
    When Reports Are Sent Home

    Reports are issued at set points during the school year. Year groups receive three reports. Years 11 and 13 will receive two, aligned with mock examinations and key assessment points.

    Parents’ evenings will offer further opportunities to discuss progress.

    How You Can Support Your Child
    • Review reports together and celebrate areas of strength.
    • Discuss any areas marked as Developing or Limited and agree on small steps for improvement.
    • Encourage good organisation and steady revision habits.
    • Contact your child’s form tutor or subject teachers if you would like more information.

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