Interested in joining Goodwin Academy's Sixth Form in September 2025? Visit our Admissions page for more details or email us at admin@goodwinacademy.org.uk if you have any questions.
We expect all of our students to have attendance rates between 96% - 100%. If your child’s attendance is below 96%, please consider what you can do to improve this. There is a direct link between attendance and achievement.
This is what your child could achieve in each subject based on prior data. Minimum expected grades are only a benchmark; we expect all of our students to meet and most to exceed these grades.
This is the grade your child has performed at over the last half term. This is based on KS3, GCSE or KS5 grades. It is best to compare the attainment grade to the minimum expected grade and look for progress from one report to another.
This summarises your child’s effort in each subject. The attitude to learning also encompasses their behaviour and how they work in and outside of class. We have very high expectations with regards to learning and behaviour, we assume that all our students have good behaviour in lessons and always complete their home learning to a good standard.
Score | Attitude to learning |
|---|---|
Exemplary | Exemplary effort, attitude and behaviour. Consistently equipped for learning; actively participates in all lessons; all home learning is completed to the best of their ability; completes further study away from the classroom. |
Good | Good effort, attitude and consistently well behaved. Usually equipped for class; regularly participates in all lessons; all home learning is completed and of a standard appropriate to ability. |
Requires Improvement | Effort, attitude and behaviour requires improvement; can participate positively but not consistently; home learning deadlines are generally met but the effort made and standard of work produced is variable; sometimes not equipped for class. |
Cause for concern | Unsatisfactory effort, attitude and behaviour; often affects the learning of others; home learning either lacks the necessary detail or is simply not completed; often not equipped for class |
Three times a year we will communicate to parent their child’s progress in school. One of these will be the Consultation Evening with an opportunity for parents to discuss attainment and progress with subject staff. There will also be two additional written progress reports. These will consist of:
At Goodwin Academy our aim is that our students learn their curriculum well so that they know more and can do more. This knowledge and capability will prepare students well for success in Key Stage 4 and beyond. It is also important that any gaps are identified in Key Stage 3 so that these can be effectively addressed.
To do this we use both:
Formative assessment– as an ongoing element of our teaching to check for student understanding
Summative assessment– to assess how well students are learning and remembering the curriculum
In Key Stage 3 we assess students’ knowledge in two ways. The depth of their:
Substantive knowledge – how well a student knows the core facts and ideas he or she has been taught in each subject
Disciplinary knowledge – how well a student is able to apply these facts and ideas. This may be through practical skills, solving problems or composing an argument
The blend of these two aspects of knowledge allows a student to know both ‘what’ and ‘how to’.
Checking for student understanding might take the form of:
Teachers will use this formative assessment to help them plan lessons and provide feedback to students about what they need to do next. Such feedback will concentrate on students’ learning gaps and how to close these.
Assessing how well students are learning and remembering the curriculum might take the form of:
In Key Stage 3 we report student performance twice a year:
We also provide an additional report for Year 7 at the end of half term 1 to support their transition to secondary study.
How do we use assessment on entry to Year 7 to know our students’ learning better?
At Goodwin Academy we are keen to know our students’ learning well. For this reason, as well as working closely with our primary schools through the transition process, we undertake our own baseline assessments in the September of Year 7. These low stakes assessments allow us to gain a richer picture of our students’ performance, potential, areas of strength and areas where learning gaps may need to be closed. We also use them to identify where students may require additional support within the Formal Curriculum.
At Goodwin Academy our aim is that our students learn their curriculum well so that they know more and can do more. This knowledge and capability will prepare students well for success in their examinations and beyond. It is also important that any gaps are identified through the assessment process so that these can be effectively addressed.
To do this we use both:
Formative assessment– as an ongoing element of our teaching to check for student understanding
Summative assessment– to assess how well students are learning and remembering the curriculum
In Key Stage 4 and 5 we assess against guidelines laid down:
Checking for student understanding might take the form of:
Teachers will use this formative assessment to help them plan lessons and provide feedback to students about what they need to do next. Such feedback will concentrate on students’ learning gaps and how to close these.
Assessing how well students are learning and remembering the curriculum might take the form of:
In Key Stage 4 and 5 we assign performance grades two or three times a year.
In Key Stage 4 and 5 we assign performance grades. These represent a teacher/ curriculum team’s judgement on the grade that best represents how the student is likely to perform based on a range of performance factors including: