How students’ progress is monitored
Assessment is a critical part of the teaching and learning process. It enables students and their teachers to assess strengths and weaknesses so they can be guided to improve outcomes.
KS3 Assessment
Year 7 to 9
At Bournemouth School for Girls, we have introduced a new Key Stage 3 (KS3) assessment model that better aligns students’ progress with our high academic expectations and prepares them for future success. This model is built on a foundation of key principles aimed at developing the knowledge and skills required for success in Key Stage 4 and beyond.
Key Features of the New KS3 Assessment System:
Alignment with the BSG Standard:
Students are now assessed against the BSG standard—where they are expected to be at this stage of their education—providing a clear measure of academic progress.
High Expectations:
We have raised the bar to challenge students to exceed expectations. The highest grades (7A, 8A, 9A) will be awarded to students who are truly surpassing the benchmarks for their year group, while the majority of students are expected to achieve at the BSG standard (7B, 8B, 9B).
Tailored Assessment Across Subjects:
Different subjects assess students in different ways, depending on the nature of the subject. Some use a ranking system based on assessment scores, while others employ a criterion-based approach where students are measured against specific learning objectives. This flexibility ensures that assessments are meaningful and relevant across all subjects.
Formative Feedback and Growth:
The new system places a strong emphasis on formative feedback, encouraging all students to develop academically and adopt a ‘growth mindset.’ Regular feedback helps guide students toward improvement and ensures ongoing progress throughout the academic year.
Summative Assessment:
Periodic summative assessments will provide an overview of each student’s academic development, with report cards via Arbor sent home at the end of each term—December, March, and July. These reports will include both an academic progress grade and an Attitude to Learning (AtL) grade, offering a comprehensive view of your child’s progress.
Consistency Across Subjects with Flexibility:
While the core principles of assessment are consistent across all subjects, there is flexibility to ensure the model works for the specific requirements of each subject area.
How the New Grading System Works:
7A/8A/9A – Exceeding the BSG Standard: Students in this category are excelling and surpassing the academic expectations for their year group.
7B/8B/9B – Achieving the BSG Standard: Most students will fall into this category, reflecting solid achievement and steady progress toward the curriculum goals for their year.
7C/8C/9C – Approaching the BSG Standard: Students in this category are making progress but may need to focus on specific areas to fully meet the standard.
7D/8D/9D – Cause for Concern: This category indicates that a student may be struggling and in need of additional support to meet academic expectations.
Supporting Student Growth
Our system is designed to promote dialogue between students, teachers, and parents, ensuring that all students have the opportunity to achieve their full potential. In addition to the academic progress grades, each student will receive feedback on their attitude to learning (AtL) (see below), which reflects their engagement, effort, and organisation in each subject.
Finally, in their end-of-year report, students will also receive a detailed tutor report that reflects on their overall development and progress throughout the year.
For students in Year 9 Science, a separate GCSE grading system will be used to better prepare them for their transition to Key Stage 4.
Assessment for Learning Grids
Click the appropriate Year Group and subject to see the AfL grid needed.
KS4 Assessment
Year 10 to 11
Students in years 10 and 11 will be examined at GCSE using the 9-1 grade system.
In particular, note the following:
Roughly speaking, the top 20% of the students achieving grade 7 or above will be awarded a grade 9.
The attainment grade reported in both progress checks and end of year reports is a professional judgement of what grade your daughter is likely to achieve at GCSE, based on the work your daughter has completed so far and her work ethic. Please note that we are not reporting targets for Year 10 in the Autumn Term progress check as we feel subject teachers require further time to develop a more detailed knowledge of pupils.
Commitment for Learning Criteria can be found below and in the students’ planners.
Commitment to Learning (CtL)
All Year Groups (Year 7-13)
Introducing the New Attitude to Learning (AtL) System at Bournemouth School for Girls
At Bournemouth School for Girls, we are excited to introduce our new Attitude to Learning (AtL) system, designed to provide a clearer and more comprehensive assessment of students’ behaviour and approach to their studies. This new framework reflects our high expectations for student engagement, effort, organisation, and punctuality, all of which are key indicators of a successful and positive learning experience.
Key Features of the New AtL System:
Clear Expectations for Behaviour and Learning
The new AtL system sets out four distinct levels to assess and report on how students approach their learning in every lesson, from exceeding expectations to areas of concern. These levels are designed to give both students and parents a clear understanding of where students excel and where there may be room for improvement.
Grading Levels
Each student will receive an AtL grade that reflects their behaviour for learning in each subject area. These grades are:
A – Above Expectations: For students who actively engage in lessons, contribute ambitiously, and consistently demonstrate enthusiasm, independence, and intellectual curiosity.
B – Meeting Expectations: For students who engage well, complete classwork to the required standard, and show a good level of effort, organisation, and punctuality.
C – Mostly Meeting Expectations: This grade is given to students who may show some areas of coasting, inconsistent classwork, or lapses in engagement and focus.
D – Some Concerns: This level is for students who demonstrate a lack of engagement, have disruptive behaviours, or show a need for consistent reminders to focus and participate fully in lessons.
Focus on Effort and Engagement
The AtL system not only rewards students who are excelling academically but also recognises and encourages those who show excellent effort, motivation, and positive behaviour in their learning. By focusing on the behaviours that lead to success, this system encourages a growth mindset and promotes the development of habits that will benefit students throughout their educational journey.
Consistency and Simplicity
Our new AtL system is designed to be simple, clear, and easy to understand. The criteria for each grade are consistent across all subjects, providing both students and parents with a reliable measure of student engagement in all areas of the curriculum.
Each student will receive an AtL grade once per term as part of their report cards sent home via our new Arbor MIS. This will provide a full picture of their overall development, highlighting both their academic achievements and their attitude toward learning.
Supporting Students’ Growth and Development
The AtL system is designed to open up dialogue between teachers, students, and parents, fostering a shared commitment to the student’s success. Students who receive an A grade will be recognised for going above and beyond in their learning, while those with C or D grades will be supported in identifying areas for improvement.
We believe this new AtL system will motivate students to take greater ownership of their learning and help all students reach their full potential. By setting high standards for participation, effort, and organisation, we aim to cultivate a positive learning environment that supports both academic success and personal growth.
