Like us on Facebook!
Kelford School Web Page
  • Home
  • Parent & Carers
    • Mission vision values and aims
    • British Values
    • Family Partnership Team
    • School Menu
    • Term Dates
    • School Letters >
      • Headteachers Letters 2018-19
      • School Letters 2018-19
      • Headteachers Letters 2017-18
      • School Letters 2017-18
    • Complaints Procedure
    • Diary Dates
    • eSafety
    • Podcast
    • Useful Links and Documents
    • Frequently Asked Questions
  • Meet Our Teams
    • Classes >
      • Kimberworth Provision
      • Rainbows
      • Sparkles
      • Sunbeams
      • Green Class
      • Blue Class
      • Purple Class
      • Orange Class
      • Primary Flexible Team
      • Cherry
      • Willow
      • Holly
      • Beech
      • Oak Class
      • Sixth Form Kelford
      • Sixth Form The View
    • Senior Leadership Team
    • Business Admin Team
    • Well Being Team
    • Kitchen Staff
    • Lunchtime Support Assistants
    • Inclusion & Outreach
    • Governing Body >
      • Governor Profiles
      • Governor Blog
      • Governor Minutes
    • Outside Agencies
  • Curriculum & Outcomes
    • Curriculum Information
    • Assessment & Outcomes
    • Learning Journeys
    • School Performance Tables
  • Gallery
  • Vacancies
  • Key Information
    • Policies and Procedures
    • Pupil Premium
    • Year 7 Lit & Num Catch Up Premium
    • PE and Sports Premium
    • Careers Programme
    • Equality Objectives
    • Finance Information
    • Gender Pay Gap
    • GDPR Documents
  • Staff Area
  • For Ofsted
  • Contact Us
  • Nexus
    • Nexus MAT Information
    • Nexus MAT Website
    • Nexus Synergy Board

Assessment and Outcomes

Picture
Assessment Methods

Summative Assessment
​
Summative assessment measures the progress made by individual children, whole classes and the school using P Scales and PIVATs. It can be used to for monitoring, comparisons and reporting.
 
For summative assessment to be effective we have agreed that:
 
  • Teachers will be fully aware of, and follow, the current statutory requirements.
  • Teachers will be fully aware of, and use as appropriate, current guidance.
  • It will draw on the whole range of formative assessment information including lesson evaluations and personalised recording, annotated work, Class Team meeting information, progress made towards learning outcomes and progress made within a child’s IEP.
  • Teachers will have a clear understanding of the performance indicators and how to apply them.
  • Teachers will make summative judgements, which are consistent with the judgements of others through moderation.           
  • Teachers will recognise the importance of summative assessment in all areas of learning and give feedback to pupils where appropriate.
  • Teachers will use the information from summative assessments to inform planning for the next stage of learning.
  • Senior Leaders will use summative assessments to analyse progress towards National Expectations (through CASPA) and year upon year progress.

Alternative Assessment Methods
Pupils following an alternative curriculum model and learning pathway such as Routes for Learning or TEACCH will require a more detailed approach to measure their progress and attainment. This will be done through collating Mapping Assessment and Pupil Progress (MAPP) information and analysing the rates of progress towards mastery through Prompting, Fluency, Generalisation and Maintenance towards the individual Routes for Learning or TEACCH targets.

Progress will be measured from individual starting points and scrutinised through Pupil Progress Meetings. SCERTS was piloted through the academic year 2016-2017 with a small cohort of pupils as an assessment tool for children and young people with an Autism Spectrum Condition (ASC).

Formative Assessment
Formative assessment is the process of seeking and interpreting evidence for use by learners and their Teachers to decide how well they are doing and what they need to do next. All members of staff are expected to undertake observation and recording activity during each lesson. This may include the use of the Evidence for Learning App. The Developmental Curriculum Booklets assist Class Teams to monitor the small steps of learning and helps to plan the next steps. Assessment for Learning is a way of informing and involving the learners themselves in the process of assessment and within classrooms it is expected that objectives are shared with pupils and they are included as part of the reviewing progress.



Key Stage 1 - 4 Outcomes
Key Stages 1 - 4 Outcomes based upon School Expectations
2016/17 2017/18 2018/19 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19
% Expected or better % Above expected % Below expected
Core Overall 84%
(44)
86%
(52)
87%
(60)
30%
(16)
43%
(26)
23%
(16)
16%
(8)
14%
(9)
13%
(9)
Language and Literacy 85%
(44)
92%
(56)
85%
(59)
33%
(17)
46%
(28)
22%
(15)
15%
(8)
9%
(5)
15%
(10)
Numeracy 86%
(45)
83%
(51)
88%
(61)
30%
(15)
37%
(23)
32%
(22)
14%
(7)
17%
(10)
12%
(8)
Science 81%
(42)
82%
(50)
85%
(59)
26%
(13)
43%
(26)
20%
(14)
19%
(10)
18%
(11)
15%
(10)
In academic year 2018/19 100% of pupils stayed in education or employment after Key Stage 4
Sixth Form Outcomes
Number of Students Receiving Awards and Qualifications
Vocational Qualifications Awards GCSE
ASDAN
Personal
Progress
ASDAN
PSD
Certa Functional
Skills
John Muir
Trust
Duke of
Edinburgh
Bronze
Duke of
Edinburgh
Silver
Sports Award GCSE PE 16-19 Retention
Rate
2013/14 14 7 - - - - - - 4 96.1%
2014/15 19 8 - - 4 5 - - 4 90.9%
2015/16 28 Move to Certa 6 6 Move to DofE 5 - - 1 100%
2016/17 24 12 13 6 4 - 5 100%
2017/18 41 23 15 1 (pending) 6 (pending) Move to Sports Award 96%
Leaver Destinations

The majority of students who leave Kelford School at the end of Sixth Form progress on to further education at local or specialist college, access specialist provision such as SENSE or are supported in the community by adult social services.  The information below shows destinations of students who left school at age 19:

2017/18 - Specialist Provision (6 students), Further Education (3 students), 1 student supported by continuing health care
2016/17 - Specialist Provision (2 students), Adult Social Services (1 student), Further Education (1 student)
2015/16 - Adult Social Services (4 students), Further Education (6 students)
2014/15 -
Specialist Provision (1 student), Adult Social Services (2 students), Further Education (3 students)
2013/14 - Specialist Provision (3 students), Adult Social Services (1 student), Further Education (1 student) and 1 student supported by continuing health care
​Ofsted Report
Kelford School; an Academy in Nexus Multi Academy Trust; A Private Ltd Company;
Registered in England & Wales  Company Number: 10075893
Registered Office: Maltby Hilltop School, Larch Road, Maltby, Rotherham, S. Yorks, England, S66 8AZ
​A charitable company. www.nexusmat.org
Kelford School Contact Info:
​Telephone: 01709 512088
Fax: 01709 512091
​Email: kelfordschool@nexusmat.org

Contact Us Page
​
How to Find Us
E-Safety Page
​Click to report online abuse
Picture
Picture