Learning and Assessment

Progress and Attainment

At Manor High School we have high expectations of our students and expect them to work to the best of their ability. We strive to help students succeed and make good progress throughout their time here.

Our emphasis is on progress. We are dedicated to ensuring all children to make at least expected progress from their individual starting point to the end of each Key Stage.

At Manor High School we track attainment and progress, regularly reporting to parents if students are working at, above or below the expected level. Internal school tracking systems will enable us to identify any students who need additional support or interventions.

Heads of English and Maths meet regularly as a group to analyse the achievements of all students (Laser Meetings).  Alongside our Intervention Leaders, other subject leaders form part of our IMPACT group where the analysis of each individual student, in each subject is forensically analysed to ensure all students are achieving their potential.

Assessment and Reporting

Parental engagement and support is very important. This is why we report on progress five times a year in addition to the annual tutor report to parents.

Aspirational but achievable targets are set at the beginning of each school year and students progress towards this is monitored.  Lessons are planned by teachers taking into account the students’ starting point, and the minimum expectation of them (Minimum Expected Grade). These are reviewed in January each year to ensure they are still challenging to our students, and the students’ MEG may be adjusted upwards.

We are aware of how students’ approaches to their studies impacts upon their level of achievement, with that in mind we encourage students to aspire to be independent learners who actively participate in the learning process and take responsibility for their own learning. This is recognised in our Aptitude for Learning (A4L) scale.

A4L is monitored closely by students’ tutors and House Managers. A wide range of strategies are used to improve student’s A4L if it is below the expected level.

Marking and Feedback

Our Marking and Feedback Policy aims to help students to reach or exceed their full academic potential. There must be a uniform approach to feedback across the school. Feedback should ensure students are fully aware of What Went Well, and how their work could be Even Better If

We have a number of initiatives to ensure that marking and feedback is understood by all students. These include:

  • Making Marking Matter
  • Purple Pen of Progress
  • Dedicated Improvement and Reflection Time
  • Consistent whole school marking for literacy
  • Regular marking scrutinies are carried out by subject leaders and senior leadership team to ensure consistent application of these initiatives, and to evaluate their impact, making any necessary adjustments to ensure maximum impact upon students’ progress.