Assessment and Reporting

At CCHS we want to create a culture where the evaluation of students’ work and the feedback they receive, regardless of the format, informs students how to improve their work and make progress.

Key Stage 3 Assessment

At Key Stage 3 all of our Schemes of Work follow the format Assess - Teach - Assess.
An element of baseline assessment preceeds the teaching element.
When each topic within the Scheme of Work has been completed, students are then assessed to evaluate the progress that they have made on each topic.

Subjects either use:
The Quantitative Assessment Method, which involves pre and post testing for each topic.
The Qualitative Assessment Method, which involves pre and post assessment for each topic dependant on each individual's ability level. This is based on a set of skills and has 3 separate pathways.
The top pathway is for lower ability students (pathway A), the middle pathway is followed by the middle ability students (pathway B) and bottom pathway is for high ability students (pathway C). Students are assessed against criteria at a level dependant on their current pathway.
A mix of both methods

Key Stage 4 and 5 Assessment

At Key Stage 4 and Key Stage 5 subjects use end of topic tests, exam questions along with subject specific resources and grade boundaries from the exam boards to ensure assessment is accurate and meaningful.
Students receive continuous feedback through marking and dialogue on how to improve.

Assessment Criteria per Year Group

Year 7 - English, Maths & Science
More criteria to follow.....


Reports are published and sent to parents three times a year, this year's reporting schedule is available on our Key Dates Calendar. The following information is shared with parents in each reporting cycle.

Key Stage 3 Reporting

Teachers of Year 7 and Year 8 classes decide, based on assessment data, whether a student has made:

Exceptional progress Better than Expected progress Expected
Less than
Expected progress

Key Stage 4 and Key Stage 5 Reporting

Teachers of Year 9, 10 and 11 classes (Key Stage 4), as well as Sixth Form (Key Stage 5), use the assessment data to inform on a professional predicted grade for each subject.
This is the grade that the teacher believes the student will achieve at the end of the key stage.

In addition to the progress statements, professional predicted grades and areas for development, teachers also report on a student's 'Attitude to Learning' using the following criterea:

Excellent (E) Good (G) Variable (V) Poor (P)
Displays a love of learning, always coming to lessons prepared.

Listens and responds to instructions very well and works collaboratively with peers in a kind and considerate manner.

Enjoys challenge and is determined to succeed using feedback

Never causes disruption of learning within the classroom.
Enjoys learning and mostly comes prepared to learn.

Listens and responds to instructions and works collaboratively with peers when asked to do so.

Works hard, likes to be challenged and uses feedback as an opportunity to develop.

Rarely causes disruption of learning within the classroom.
Often comes unprepared to learn and tends to give up if the work is difficult and requires more effort.

Does not listen well nor respond to instructions straight away.

Frequently takes feedback in a negative way and avoids challenge where possible.

Does not work well with peers and often causes minor disruption of learning within the classroom.
Never comes prepared to learn and demonstrates a complete lack of effort.

Rarely listens and responds to instructions and feedback negatively, never taking on challenges in the learning environment.

Often refuses to work collaboratively, regularly causing disruption to learning within the classroom.

For more details on understanding students' reports at Key Stage 3 and Key Stage 4 please see the relevant Parent Guide available to view below:

Key Stage 3 - Parent Guide to CCHS Reports

Key Stage 4 - Parent Guide to CCHS Reports