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Assessment Information

Our aim is to ensure that all our students fulfil their academic and personal potential by providing an education that radically improves our students’ life chances. We want every student at Medina College to do well enough by the end of KS4 to be able to follow the career path of their choice.

Assessment underpins the school’s values: we have high expectations of every student, we know that all students can achieve academic success and we encourage students to set aspirational goals for themselves and to monitor their achievement against them.

Assessment also underpins the school’s curriculum. Our curriculum is challenging and ambitious, and we know that if a student doesn’t master a concept now they may face barriers in their future learning. Our approach to assessment is driven by the need to identify which aspects of the curriculum students have/have not learnt. Subject areas will target potential misconceptions and errors in student knowledge, with a view to collecting data that will inform the re-teaching of core knowledge that will underpin future academic success.

Key Principles

Our assessment is based on 5 key principles:

Assessment motivates our students to improve

Assessment sets a high level of expectations and standards

Assessment effectively identifies gaps in knowledge and learning

Assessment leads to actionable feedback enabling pupils to make at least good progress

Assessment is routinely challenged and moderated to assess the implementation and success of our curriculum

Target Setting

At Medina College, we have developed a target setting system which is based on a mastery of skills and knowledge. Each subject has constructed curriculum maps for each year group looking at what skills and knowledge are required to make at least good progress. The mastery of skills is set according to KS2 attainment but there is flexibility to adjust targets as students develop throughout their time at the college. Our targeting for students is set at a high level and will enable them to succeed regardless of their academic starting point. The Progress Path below is a guide to how we track and target students over time.

For example, a Year 7 student attaining a baseline assessment score of between 100 – 110, would be targeted to achieve knowledge and skills at a ‘Secure’ level by the end of the year as a minimum. Students can also track ahead to see what grade they are likely to achieve at KS4. The example below shows part of a Progress Mat for Music and how we create a hierarchy of skills and knowledge acquisition for each subject.

Other Key features of our assessment system

Other Key features of our assessment system are:

  • That it allows students to take a greater role in their own assessment
  • It uses assessment terminology that is familiar from KS2
  • It builds on the good work at KS2 working closely with our feeder schools
  • It communicates clearly to all stakeholders the progress, achievement and gaps in learning
Record, tracked and challenged

Tracking and analysis

Attainment data is recorded in the college’s (Arbor) management information system.
This data is available to the data and exams team, the school’s SLT and teachers. Individual teachers use this data effectively to identify gaps in students’ learning and to inform their planning.


We moderate assessment results internally and regularly to ensure the data is robust and the information is accurate. We moderate across the federation to ensure a consistent approach to assessment. It is the expectation that teachers and leaders respond to assessment analysis. At each assessment point, we use new data to put in place interventions across all year groups as required so that students with lower rates of attainment can catch up straight away. These interventions may take the form of in-class re-teaching, additional homework tasks, or an after-school intervention.

Reviewing Assessment

Heads of Faculty review interim assessment data with their line manager as part of ongoing leadership of the curriculum. In these meetings, Heads of Faculty set out their subject findings from interim assessments, their plan for re-teaching, and any potential adaptations to the curriculum/resources that need to be made for next year. Their line manager supports the Head of Faculty in their decision making. In addition, Progress Review Meetings are held 3 times a year where governors and senior management analyse results with faculty leaders.

Reporting to Parents

During the academic year we will send home termly monitoring reports including one report containing tutor comments. These reports contain a summary of your child’s learning and participation over the previous term; the target is based on pupil progress from prior attainment data which could be either Key Stage 2 SATS results or the CATS results taken in Year 7; this is an aspirational target. The subject section includes a teacher assessed level showing the current level of working, a learning profile comment relating to engagement and behaviour within each subject and a homework comment relating to work completed out of the classroom.

Monitoring report dates:

Please note these dates are provisional and subject to change. 

Year Description Date sent home
Year 7, 8, 9, 10, 11 Summary of monitoring data sent home w/c 16 October 2023
Year 11 Summary of monitoring data sent home Students given trial exam results slips 14 Dec 2023) w/c 8 Jan 2024
Years 7, 8, 10 Summary of monitoring data sent home w/c 5 Feb 2024
Year 9 Summary of monitoring data sent home including tutor comment
Year 11 Summary of monitoring data sent home including tutor comment w/c 25 March 2024
Year 10 Summary of monitoring data sent home including tutor comment w/c 15 April 2024
Year 8 Summary of monitoring data sent home including tutor comment w/c 29 April 2024
Year 7 Summary of monitoring data sent home including tutor comment w/c 13 May 2024
Years 7-10 Summary of monitoring data sent home w/c 20 May 2024

For further information on Arbor please visit the Parent Portal section of our website.