Assessment and Reporting

Assessment and Reporting 

The landscape of education is currently going through a period of significant change. At Ravens Wood School we regularly review and evaluate the manner in which we monitor and assess our students, to ensure that we have the clearest picture possible of every individual student’s current performance and the areas in which he needs to develop.

In Year 7, 8 and 9 we have used KS2 SAT results alongside Cognitive Ability Tests (CATS)* and information from teacher baseline assessments, completed at the start of the year, in order to set the appropriate Flight Path for your son. Using this data, we place students in Years 7, 8 and 9 on an individual Expected KS4 Flight Path. This is based on where we think a student will be by the end of Year 11, if he continues to make good progress. We are using a 1-9 grading system. This is because by the time our KS3 students begin their GCSE courses, all of their GCSE subjects will be using the new 1 – 9 grading system.

*CATs assessments measure a student’s general intelligence and their ability in three different areas: verbal (thinking and words); quantitative (thinking with numbers); and non-verbal (thinking with shape and space).


Reports will indicate the group in which each student has been placed for each individual subject. The grouping of students varies according to the subject followed. Some subjects place students in groups numbered according to ability, while others are taught in mixed ability groups. Subjects taught in mixed ability sets are indicated as such.

For each subject, a student is placed on an individual expected Flight Path. When reporting, the teacher will use the following symbols:

LETTER Meaning/description

A The student is currently exceeding his expected Flight Path

E The student is currently on target to achieve his expected Flight Path

B The student is currently below his expected Flight Path

Student performance may vary over time as topics requiring different concepts and skills are covered.

However, a student may move up or down a Flight Path if a student consistently exceeds or is assessed as being below their expected Flight Path. Over time, this will be an indication that the student may need to be placed on a more appropriate Flight Path. This could also involve moving students to a more appropriate set. There are two windows in the school calendar where this can happen – after the mid-year assessments in January and following the end of year assessments in June.

Where a student’s progress is below his expected Flight Path, the teacher will have included learning targets in their exercise book. Please do take the time to look at these with your son, so that we can all support him in making good progress. There is a range of materials and guides on the school website for your son to access and use in order to support him in his learning. These can be found under the ‘Parents’ tab on the School website. Please note that Flight Paths in PE are set according to practical ability.

Attitude to learning descriptors are given based on your son’s performance, contribution in class, effort, degree of organisation, care taken in presentation and the completion of homework.