At Carshalton Boys Sports College, assessment is an integral part of teaching and learning. We use assessment to identify what students know, understand and can do, enabling teachers to celebrate success, address misconceptions and plan the next steps in learning.

Our assessment model combines regular formative assessment within lessons with planned summative assessments throughout the year. This ensures that students receive meaningful feedback while allowing teachers to monitor progress over time.

A key feature of our classroom practice is Assessment for Learning (AfL). Teachers use a range of AfL strategies to check understanding continuously throughout every lesson. In particular, all classrooms make regular use of Steplab Mini Whiteboards, enabling every student to participate, demonstrate their thinking and receive immediate feedback. This allows teachers to identify misconceptions in real time, adapt teaching accordingly and ensure that all students remain engaged in the learning process.

Assessment is designed to:

• support high-quality teaching and learning;

• identify gaps in knowledge and understanding;

• inform intervention and challenge;

• provide accurate information to students and parents;

• prepare students for external examinations.

Assessment Calendar

Students complete a range of assessments throughout the academic year.

These include:

• Regular classroom retrieval and low-stakes assessments

• End of topic assessments

• Common assessments within departments

• End of year examinations

• Mock examinations for examination year groups

An annual assessment calendar is published to students and parents outlining key assessment windows throughout the year.

Reporting to Parents

Parents receive regular reports throughout the academic year, providing a clear overview of their child's progress, attainment and engagement with learning.

Reports may include:

• Attitude to Learning (A2L): An indication of how students engage with learning, including their effort, resilience and commitment in lessons.

• Average Assessment Grade (AAG): A summary of performance based on assessments completed throughout the year.

• Mock Examination Grades: Reported following formal mock examination periods, where appropriate.

• On Track Judgement: An indication of whether a student is currently on track to achieve their Target Minimum Grade (TMG), based on their attainment, progress and classroom performance.

• Teacher Predicted Grade (TPG): Reported at key points during the year for students in Years 10–13, reflecting the grade teachers believe students are most likely to achieve in their final examinations based on current evidence.

• Academic Enrichment Comment: Included in the summer report, celebrating students' achievements, contributions and personal development beyond academic attainment.

Alongside reports, Parents' Evenings provide an opportunity for teachers, students and parents to discuss progress, celebrate success and agree on next steps for learning.

Key Stage 3 Assessment

In Years 7–9, assessment focuses on students' acquisition of the knowledge and skills outlined within each subject curriculum.

Departments use a range of assessment methods, including:

• retrieval practice;

• extended written responses;

• practical work (where appropriate);

• end of topic assessments.

• KS3 Best Fit Rubrics

Assessment outcomes are used to identify strengths, misconceptions and areas requiring further development, ensuring that teaching can be adapted to meet students' needs.

GCSE Assessment

In Key Stage 4, assessments are closely aligned to GCSE specifications and examination requirements.

Students complete:

• examination-style questions;

• past paper assessments;

• practical assessments where required by the specification;

• mock examinations.

Departments use published grade boundaries alongside professional judgement to provide students with accurate feedback and clear guidance on how to improve.

Mock Examinations

Mock examinations provide students with valuable experience of formal examination conditions and help prepare them for public examinations.

Mocks:

• replicate GCSE examination procedures wherever possible;

• help students develop examination technique and time management;

• identify strengths and priorities for revision;

• inform intervention and support programmes.

Following each mock examination period, students receive detailed feedback from teachers to support continued progress.