Assessment Policy

Assessment, Recording and Reporting Policy

Policy Statement

Our policy is based on a commitment to ensure that pupils’ work is assessed regularly and thoroughly in order to inform teaching and learning. We employ a range of school based and externally based assessments during a pupil’s time at the school in order to assess their performance against both school and national norms. The parents of every pupil registered at Avicenna Academy are sent reports of their child’s progress and attainment in line with the reporting timetable set out below. All members of teaching staff are required to implement this policy in their own subject area.

This policy is available on the staff shared area and to parents by request.

Avicenna Academy implements this policy in the following ways:

Avicenna Academy strives to develop the whole person by:

  • fostering an environment in which all pupils are happy, secure, confident and valued .
  • stimulating all pupils to achieve their academic potential.
  • encouraging the development in each pupil of spiritual and moral values, self-discipline, responsibility, and respect for others and the environment.
  • offering a wide range of enriching co-curricular activities.
  • promoting independent thinking and lifelong learning through innovative educational practice.
  • supporting and developing enthusiastic, dedicated staff who feel committed to the School.


The primary aim of the monitoring of the quality of Teaching & Learning is to support and to challenge our teaching staff, and to facilitate the sharing of good practice. The Principle maintains Performance Management file on the members of their department, as do Senior Management Team (SMT) on each of their direct reports.

Pupil feedback

We believe strongly in the power and relevance of the pupil voice. There are two pupil questionnaires in use. Teachers are also encouraged to use their own questionnaires and Q&A sessions to seek their pupils’ views.

Every teacher will issue a minimum of three questionnaires per year (and at least one of each type), ideally one per term. Two of these questionnaires are to classes of the teacher’s choice, one is selected by the Principle.

The Vice Principle will evaluate the feedback and use it to identify development objectives for their staff.

The cornerstone of SMT monitoring of all of these policies is the weekly line management meeting with staff.


All departments have their own marking policies, in addition to the school policy stated below:

Marking should be:

  • Constructive
  • Prompt
  • Consistent
  • Accurate
  • According to policy.

As well as informal assessment of marking on a regular basis and through lesson observations, The Vice Principle and Principle use a Scrutiny of Work form to monitor quality of marking once per teacher per annum. They take in books / files etc from 5-10 pupils from one class.

The Director of Learning and Teaching (Principle or Vice Principle) monitors work termly on a year group basis.  The cornerstone of SMT monitoring of all of these policies is the weekly line management meeting with staff.

Lesson Structure

As a general principle most lessons should have a beginning, a middle and an end and most lessons should be based around the following structure:

  • Setting the scene / review of previous learning
  • New information
  • Making sense of that new information
  • Reflecting and review

There may, however, be occasions when a different model is more appropriate or a more flexible approach is required to bring about effective learning e.g. a 3 part lesson approach may extend over a series of lessons.


Sharing good practice is a salient feature of learning and teaching at Avicenna Academy. Sharing good practice is done in the following ways:

  • Informal discussion and sharing of ideas
  • Department meetings
  • Peer observation
  • Line Manager observations
  • SMT observations
  • Pupil questionnaires
  • Curriculum Committee meetings
  • Principle’s Advisory Group meetings
  • Staff development and inset, including an annual INSET run by staff, for staff.

Reporting and Grades

Reporting Policy

All Students will receive one full subject reports and at least one Pastoral Report per Year. Additionally Grades Reports are issued at half terms.

Subject Reports

Subject reports include a comment, effort grade and attainment grade from all teachers. Subject specific criteria are also included for Key Stages 3 and 4. The Principle and Vice Principle also have the opportunity to comment on these reports.

Grades on Reports

The descriptors issued for half term grades apply. Examination attainment grades will be determined by HoDs; please check with your HoD before entering these.

Additional Subject Reports

Reports for SEN, EAL, Sports etc.

The Pastoral Report (All Years)

The Tutor’s report is a particularly important part of the academic process. The Tutor is the person who knows the pupil best and can take an overview of each pupil’s academic progress, co-curricular programme and social development. It is essential that the Tutor’s report is neither a mere summary of their academic progress, nor a simple statement of their extra-curricular involvement, but a combination of both which demonstrates to parents that we are concerned for the whole person.

Effort grades

For full reports or grades reports grades should be issued according to the following criteria:


Consistently thorough and careful work.

Work is always handed in on time

Frequent positive contribution in class.

Shows genuine interest in the subject.

Goes well beyond the basic requirement.

Very good effort.


Does what is required carefully and is generally thorough.

Work is usually handed in on time.

Contributes in class.

Shows interest in the subject.

Generally good effort.


Work is generally completed, but can  lack thoroughness

Work is sometimes handed in late

Shows little interest in the subject

Needs to improve and work harder to fulfil potential.

Limited effort- a cause for concern.


Work is rarely completed and shows inadequate application.

Work is persistently late.

Shows little or no interest in the subject.

Must improve a great deal to fulfil potential.

Unacceptable lack of effort- a serious cause for concern.

NB: A student does not have to meet all the criteria for a level to be awarded that grade. Please allocate grades on a ‘best-fit’ basis.


The headline descriptors (* Excellent; 1 Very Good; 2 Good; 3 Modest; 4 Poor) are the same as for the GCSE and A level. To avoid the problem of a serious drop in grades for some pupils at the start of the GCSE course, it is important that the assessment of attainment grades for Year 7 to Year 8 is realistic.

  1. Roughly half of each year group should receive * or 1 grades; the other half should get 2, 3 or 4.
  2. As before, 4 should be reserved for those who are clearly failing in your subject.
  3. * grade is not reserved solely for those who have Oxbridge potential, but should also not be given too liberally. It will vary from year to year and subject to subject, but it will be rare for there to be fewer than 10% or more than 20% * grades awarded.

NB: There is no attainment grade for First Year in the October half term.


Attainment grades will be awarded on the following scale:

For Fourth Year and above grades are indicative of likely performance at GCSE / A level; i.e. if a pupil produced work of this quality at GCSE or A level, he/she might be expected to achieve a certain result.

The scale should be as follows:


*                                  Clear  A                        A*                              Excellent

1                                  A or B                          A                               Very Good

2                                  B or C                          B                               Good

3                                  C or D                          C                               Modest

4                                  E or fail                        D or below                   Poor

It should not be surprising to find almost everyone in a top set getting * grades, and several in a bottom set getting grades 3 or 4. Mixed ability groups should normally have a range of grades. Award of a 4 for attainment (= complete failure) will be rare, and should be considered carefully.

The Vice Principle should check that the proportion of grades awarded is reasonable. Please check with the Vice Principle before awarding low attainment grade to pupils in high sets or bands, or high attainment grade in lower sets or bands

About Avicenna Academy

Avicenna Academy incorporates Primary and Secondary Education. It is the first academy to revive the teaching of neglected sciences such as Herbal Medicine and Islamic Creed (Aqeedah). We hold a broad, open-minded view and approach to knowledge and therefore Avicenna Academy provides a holistic education fit for the challenges of the 21st century.

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