Assessment Excellence Programme - partner school biographies

Our current partners

We are pleased to be working in partnership with the following schools (click on the name of the school to be taken to their biography):

 

Archway Learning Trust, Nottingham

Archway Learning TrustBluecoat Aspley Academy forms part of Archway Learning Trust, a Multi-Academy Trust which serves the young people of Nottingham. We are a truly comprehensive and inclusive secondary school, including a large and successful Sixth Form. In the words of our Head Boy and Head Girl… ‘At Bluecoat Aspley Academy, everyone is open to express themselves and celebrate who they are, with no judgement. We believe that the enriched student diversity is what makes our Academy such a motivational place to be: there is no one that doesn’t have a valued role in our family.’ The inclusive nature of Bluecoat Aspley Academy

Our family ethos is one which we are proud of and all decisions are focused on what is best for the students. Our curriculum centres on developing the whole child ensuring that each individual makes progress from their own starting point, whatever that may be, in whatever form that takes. It is broad and varied, ensuring opportunities remain open and all students’ talents and strengths are celebrated and challenged to improve further. Where appropriate, curriculum and provision is personalised to suit our students’ needs.

We have been using GL Assessment Complete Digital Solution now for 6 years to support with tracking progress in key areas such as reading and English, Maths and Science, highlight and anticipate potential barriers to learning and track achievement against potential. Staff across the academy use this information daily to inform their planning, communicate with parents and highlight needs for intervention both inside and outside the classroom.

Working with GL Assessment as a Centre of Assessment Excellence enables us to fulfil our commitment to be an outward-facing Academy who is as willing to share good practice as it is open to learn and collaborate - all good learner attributes that we also ask of our own students.

 

Ashlawn School, Warwickshire

Ashlawn SchoolMore information coming soon

 

 

 

 

 

 

 

 

Brannel School, Cornwall

More information coming soon

 

 

 

 

 

Broadclyst Primary School, Exeter

More information coming soon

 

 

 

 

 

 

  

 

Chadsgrove Teaching School Alliance, Bromsgrove

Chadsgrove Teaching School Alliance offers a broad range of specialist support services and training to schools and academies across Worcestershire and beyond. Support services include:

  • Learning Support Team – offering diagnostic educational assessments, dyslexia assessments, access arrangement assessments and bespoke individualised teaching programmes and interventions. The team also provides advice on assessments (GL Assessments) that schools can be utilising in-house.
  • Autism/CCN Team- specialised support to enable pupils with autism/complex communication needs to access appropriate and engaging educational environments.
  • Sensory Teams (HI, VI,MSI) - advising schools on best practice, environmental and curriculum adaptations and specific teaching methodology that allows them to best support their pupils with sensory needs.
  • SENCo Support Team – providing support, information and guidance to SENCos on all aspects of SEND. This includes in-house pupil screening and assessment using GL assessment resources.
  • Speech and Language Therapy – working in partnership with the NHS, we deliver a variety of SALT resources, assessments and support that schools can access to further the support their pupils with speech and language difficulties.
  • Occupational Therapy –OT support can be provided to schools who would like information, advice and guidance on a variety of areas including: meeting sensory needs, motor coordination difficulties and handwriting.

 

Crosshall Junior School, St. Neots

Crosshall Junior School is a dynamic environment; no year is the same, as no group of children or individuals are the same.  The School offers a consistent approach across the years and has high expectations. Children are nurtured and feel cared about, as demonstrated by our accreditation as a Centre of Excellence for Inclusion – one of only 250 schools nationally.

Our outstanding curriculum aims to develop life-skills and provide a first-class education. Future Me promotes ways in which aspirations for adulthood can be worked towards achieving from the age of seven.  Members of the community also work with the children so that they have a realistic understanding of their jobs.

Oracy, literacy and numeracy are promoted alongside the arts, PE, humanities, computing, science, DT, IT and languages, and the school has excellent resources reflecting this ambition. 

Assessment is integral to learning and we use formative and summative assessment to ensure that teaching is targeted, relevant and timely.  To ensure accurate benchmarks, we have used GL Assessment packages for over ten years.

The marking and feedback policy recognises that the children are on a learning journey and our use of ‘not yet’ encourages students to think through problems.  Encountering challenges indicates that a child is learning and it is when a child bounces back from difficulties that confidence, resilience and drive are developed.  The deepest learning often comes through adversity and perfectionists have their thinking challenged.

Although the children in Year Six sit their End of Key Stage Two Tests, and we ensure that our children are well prepared to do their very best, we do not adhere to an ‘exam factory’ approach.  Throughout the school, process and effort are praised and a growth mindset is encouraged.  We want our children to be equally brave and to make the most of every opportunity. 

Future Me, rewards children who, regardless of academic ability, take risks, try something new, participate in social action and build character, whether at school or home.  Personal and social skills are fostered through a secure and positive framework and links have been built with the local and wider community.

By the end of the Key Stage, we believe that our children are successful, more independent, happy and confident students, ready to become responsible citizens: more aware of what they would like to attain in the future and have the skills and know-how to Achieve their Dreams.


Debden Park High School, Essex
 

Debden Park High School is an outstanding 11- 18 coeducational academy, part of the Kemnal Academies Trust. It has a 6-form intake of 180 students per year group, and is a specialist school in performing arts. It was established in September 1999 on a tiny site in Chigwell, before moving to its current buildings in September 2001. At the heart of everything we do are our students. Our curriculum is student-centred and we aim for their education to be inspiring, stimulating and challenging. We want our students to become independent learners, who are critical in their thinking, informed in their choices and confident in their ability to succeed in the modern world, who are respectful and tolerant, driven and confident and who strive for the best. In addition to their academic lives we also want our students to benefit from extra-curricular experiences in the arts, sport and culture which will help them become well rounded balanced adults.

Debden Park opened its sixth form in September 2015, and have just seen our first cohort of students leave with exceptional results. Debden Park is also a Teaching School and we play a key role in developing motivated, passionate and outstanding teachers and visionary leaders. We work in collaboration with King Harold School in Waltham Abbey and this partnership has at its heart a drive for success.

Our school’s vision is to provide an excellent education in a safe supportive learning environment, one where people are valued and make positive contributions to the school community, and where students go on to become responsible, independent members of society.

We have been using GL Assessment tools for a number of years, most significantly the Progress Tests in Maths, English and Science over the past three years. They have allowed us to moderate our own internal assessments by providing a comparison to national attainment and progress, and provide key feedback about our students’ strengths and areas to develop. As well as the attainment of students compared to their peers nationally, GL assessments have provided us with detailed feedback of the progress students have made (both in year and from KS2) for leaders teachers students and parents. The in-depth skills and knowledge gap analysis, and comparison to national peers questions by question and skill by skill has been incredibly useful for our school leaders in planning their curricula, intervention strategies and assessments going forward.

 

Dilkes Academy, Essex

In March 2013 we became the first Primary National Teaching School in Thurrock. This status allows us to offer professional development to schools in the area, as well as providing high quality training for our own staff. We are also involved in Initial Teacher Training (Teach Thurrock) ensuring new teachers are of the highest calibre.

As well as offering training and support, we identify and co-ordinate expertise in partner schools, using the best leaders and teachers to:

  • Work with other strategic partners, including universities (IOE), to train new entrants to the profession;
  • Lead peer to peer learning;
  • Identify and nurture leadership potential;
  • Provide support for other schools when needed;

At the Dilkes Primary Teaching School Alliance, our vision is to ensure improved outcomes for all pupils across our borough; by promoting high impact, high achievement and high quality teaching and learning.

 

Edge Grove School, Watford

Edge Grove is a successful and vibrant day and boarding school for boys and girls aged 3-13 years, situated in 28 acres of beautiful Hertfordshire countryside. Founded in 1935, our long history means that tradition plays its part in shaping our character. We are dedicated to the creation of confident, self-assured learners, and the school nurtures individual excellence and academic rigour in a challenging, warm, fun and inspirational environment. Development of each individual child is at the heart of the school’s approach, characterised by a genuine commitment to the pursuit of excellence.

Edge Grove looks to encourage and foster talent whether in the classroom, art room, in music, on the stage or on the sports field. Our first class resources, strong academic approach and accessible and enjoyable teaching allow pupils to progress individually and reach their true potential in all spheres of school life. They achieve highly within a supportive and nurturing environment, and we enjoy outstanding academic performance with many scholarships and places awarded to leading Senior schools such as Harrow, Eton, Rugby, Merchant Taylors’, St Albans High School, Uppingham, and North London Collegiate.

We are proud of our Christian heritage whilst embracing the religious and cultural differences of all children and families. Our community of day and boarding pupils and their families is extended into the local area and those we help support through national and international charities.

We offer weekly, flexi and occasional boarding to children from Year 3 onwards, meeting the demands of our parents who need greater flexibility. We run an after-school activities programme throughout the school with a wide range of activities available every day until 6pm, and a breakfast club provided from 7.45am.
Edge Grove pupils are independent, have an adventurous spirit, good manners, respect for others and are resilient. It is these values that provide a strong foundation on which to build our future. Innovation and creativity flourish and help to define Edge Grove as a truly forward-thinking school. Our vision is to be a first choice Prep School for a first class education for now, for life, for generations to come. Our mission is to ensure that every pupil can achieve their full potential within a safe, secure and happy learning environment.

 

Flixton Girls' School, Manchester

Flixton Girls School is a small secondary school in the Trafford Local Authority. The school is in a selective borough but is a ‘non-selective school’. The proportion of students eligible for the pupil premium is slightly lower than average at 21%. The proportion of disabled students and those who have special educational needs supported through school action is slightly higher than the national average.

The school opened its female Sixth form in 2013 funded by Trafford College. The Sixth Form has grown in success and is now over subscribed. We achieved our best ever A-level results in Summer 2017.

At FGS we inspire girls to discover their talents and fulfil their potential through our founding principles of aspiration, empowerment and excellence. These principles are at the heart of life at FGS, ensuring that each individual is able to achieve her personal best.

Aspiration, the first of our founding principles is vital in instilling in each girl the desire to be successful in her chosen field and to have high ambition for the future. Our highly qualified and dedicated staff team deliver rich experiences and opportunities that enable each girl to find and develop her talents. We work hard to ensure that she is aware of the opportunities available to her and that she is fully supported to achieve her goals. Our curriculum together with our wide and varied enrichment programme introduces girls to many new activities and is underpinned by a commitment to the development of self-confidence, self-worth and a love of learning.

Empowerment, the second of our founding principles, ensures that each girl is equipped with the skills and abilities she needs in order to achieve success. At FGS we believe that the empowerment of a young woman is the key to her future happiness and success, as well as to the future of our community and our society.

Excellence, our third founding principle, permeates our actions and drives ambition; the unlimited ability to do ordinary things extraordinarily well. Flixton girls are proud of their school and benefit from our deep commitment to traditional standards, courtesy and respect, leading to outstanding achievements and academic success.

In September 2017, Flixton Girls School became the founding school in the ‘Healthy Learning Trust’. Through the school’s founding principles of Aspiration, Empowerment and Excellence the Healthy Learning Trust empowers young people to enhance their own lives and the lives of others through our unique partnership with health and well-being providers to deliver a programme across our FIVE PATHWAYS to Health, Well-being and Scholarship: Physical, Nutritional, Emotional, Academic, Social & Moral.

We have worked in partnership with GL Assessment for 6 Years. At FGS we believe that each girl deserves the very best education and has limitless potential. The GL Assessments enable us to diagnostically assess a pupil’s strengths and areas for development. The analysis and reports provided GL Assessment are exemplary and supports a school in providing the best information for Senior Leaders and Heads of Department, that impact on both curriculum and intervention at a whole school level.

 

Gabalfa Primary School, Cardiff

Gabalfa Primary School is an English-medium Local Authority fully maintained school and was created when Gabalfa Infant school and Gabalfa Junior School amalgamated in 1980. We are situated on a very attractive site, with pleasant views towards the nearby River Taff and Llandaff Cathedral. September 2017 saw the start of a new and exciting time for Gabalfa Primary School as work began on our new accommodation shared with Ysgol Glan Ceubal, a Welsh-medium school.

Gabalfa Primary School presently has around 300 pupils aged from Nursery to Year 6. Situated in an area of socio-economic deprivation, around 45% of pupils are in receipt of free school meals. Around a third of pupils have English as an additional language and around a quarter of pupils are on the special needs register.

Everyone involved with Gabalfa Primary School is committed to working and learning together to achieve excellence for all. We work alongside parents and the community to provide a safe, supportive environment where learners can develop the necessary skills to become independent and self-sufficient adults who will succeed and contribute responsibly in a global community. We have developed a self-evaluating, forward thinking, positive, friendly and mutually supportive learning environment in which all members feel valued and are an integral part of the decision making process.

We are delighted to be a GL Advocate Partner, using a range of GL assessments in our day-to-day work to ensure that we achieve our main purpose - a school where achievement is high and every child is able to thrive and develop within a supportive environment, where learning is engaging and individuals are valued.

 

Greenwood Academy, Birmingham

We welcome all pupils to Greenwood Academy and will provide the challenge, support and opportunities for all our young people to achieve the highest standards. Our mission is to develop personal and academic excellence throughout our pupils’ educational careers. Our motto, ‘To make our best better’ underpins our educational vision of success through knowledge and character development. By building the foundations for life-long learning, we ensure that pupils have the resilience, determination, creativity, healthy lifestyles and the qualifications for their life beyond the academy.

At Greenwood we believe that instilling a 'Growth Mindset' in our students will allow them to unlock their full potential, by removing preconceptions about their own abilities or a 'fixed mindset' children can grow their intelligence and through effort and hard work will achieve extraordinary things. This philosophy underpins our approach to rewards and celebration of pupil success.

Our ethos and values ensure that we offer an exceptional learning experience as well as a real and tangible sense of community. Education at Greenwood Academy is a partnership between the academy, pupils, parents/guardians and the wider community. Ensuring all pupils have the opportunity of carrying out service within their community is an important part of the Greenwood experience and part of the academy’s wider commitment to character development of our pupils.

Greenwood Academy began using GL Assessment in September. Already we have seen the impact, using CAT testing to assess students' strengths and weaknesses, as well as using the stanines to help inform and quality assure our use of subject-specific assessment across the school. We have also bad significant use of the PASS survey which has been instrumental in shaping the pastoral provision and intervention for the young people in our care.

 

Hinchingbrooke School, Cambridgeshire

Hinchingbrooke is a remarkable state school, set in acres of beautiful grounds and adjoining a country park. Hinchingbrooke House was formerly the family home of the Cromwells and the Montagus (the Earls of Sandwich). The school finds inspiration from its heritage and gives both staff and students a very special pride and a sense of identity. Our core purpose is to nurture all of our students as uniquely talented individuals and principled global citizens, maximising their academic outcomes, their personal development and their capacity to be independent autonomous learners.

Our mission is to inspire excellence and to fulfil potential.

We aim for all students to be nurtured as uniquely talented individuals, finding fulfilment through their learning and the development of their intellectual, creative, physical and emotional capabilities.

We aim for our students to develop the moral integrity to become responsible global citizens, so that they may take their place in society with confidence and we are confident that anyone associated with the Hinchingbrooke learning community, student or adult, will leave the richer for their experience.

To help us on our journey to achieve our aims and to maximise outcomes for all of our learners, we work with a number of external partners, including GL Assessment and Doddle. We use a range of assessments when students first arrive with us in order to help determine their potential and what support they might need to reach that potential. These include CAT4 testing and the NGRT assessment. Retesting is then completed annually to see the progress made by our students and to help determine any support required.

We also use Doddle to provide us with data to help inform our tracking and monitoring of student progress. Doddle is also used as an electronic planner by our students as it shows them homework and classwork tasks which need completing and when the work needs to be completed by. Another great feature of Doddle is the Parental Portal which allows parents to see not only homework that needs completing, but also the areas that child is doing well on and the areas where they need to work on in order to improve. The introduction of Doddle has been extremely successful in building relationships with parents and in encouraging students to complete their homework – even absent students have completed work before they return!

We believe we are at the forefront of educational change; making the best use of technology to support learning and building our reputation as a centre of excellence whilst providing a first-class, all-round education of the whole child.

 

Holy Trinity CE Junior School, North Yorkshire

We are proud to be a Church of England school and our values are the basis of our excellent relationships with our parents, local infant school and churches. Our school is located close to the centre of the city of Ripon in beautiful North Yorkshire. We are a large junior school and our numbers change frequently as we have lots of children from military families.

We are a school that likes to innovate and be at the forefront of educational development and change. This includes in our use of technology and anytime anywhere learning. All our curriculum materials are suitable for the school community to use on any device and at any time where there is connectivity. We have developed our use of SharePoint and Google Classroom, alongside RM Unify to integrate technology into teaching learning and assessment.

We use the CDS as part of our assessment and reporting cycle. Staff find the information we glean from the range of assessments very informative and this in turn helps to ensure we are meeting the needs of all the children. The clear reporting is helpful for parents and it also allows us to review and adapt our approaches as necessary.

Having used CDS for a number of years we are confident that it is an effective tool for schools. We have found that recent additions to CDS such as scaled score predictions and progress measures help us to focus our development priorities and, as a junior school, we find the use of CAT 4 tests on entry provides helpful benchmarking. In addition, having the screeners easily available in CDS helps us to target support through early identification of need.

If you would like to know more about our school please visit our school website: www.htjce.co.uk

 

Hugh Sexey CofE Middle School, Somerset

 More information coming soon

 

 

 

 

 

 

 

 

King Edward VI School, Bury St Edmunds

King Edward VI School is a proudly inclusive 11-18 school which has been inspiring young people in Bury St Edmunds since 1550. We are proud of our students and our focus on academic excellence. We aim to help every single child develop his or her talents and individuality. Our students join King Edward VI School as children, and leave as young adults equipped with the currency and confidence to thrive as global citizens.

Our core values are ‘Respect’, ‘Aspiration’ and ‘Creativity’. We believe that every member of our school community should demonstrate care for others, strive to achieve their best (no matter how tough the challenge), and develop their creative talents in order fulfil their ambitions.

We are a Church of England School and, as such, enjoy very close links with St Edmundsbury Cathedral through our Lunchtime Recitals, Evensong, Remembrance Day service, Christmas Celebration and our Musician in Residence, the Cathedral’s Organ Scholar. We gain confidence from our long history as Schola Buriensis, but continue to seek out and implement the very latest developments in learning and teaching. We employ only the best teachers, and are proud that graduates and graduands from the University of Cambridge, Suffolk and Norfolk Initial Teacher Training and other providers from around the country come to us to learn to teach; it’s a very special honour.

We have a wide range of enrichment activities. The range is huge – we have a Debating Club, many bands and orchestras, choirs, extra Latin and Mandarin, a thriving Media and Music Technology club, an enviable range of sporting and creative societies and many, many more opportunities for students to reach their potential. Our curriculum is broad, balanced and tailored to the development of each of our students. We have something here for everyone in fact, whether it be languages, science, the arts, mathematics, sport, humanities or literature. When our students join in Year 7, they discover new, discrete subjects such as Dance, Philosophy and Ethics, Computing and Food and Nutrition.

Student Leadership is another key focus of our work. The School Council is led by our Sixth Form Head Boy and Head Girl and their deputies, and a Student Leader chairs each sub-committee. Two Head Prefects lead the school’s prefect team, comprising forty students from Year 11. Our flagship leadership project is our 10-year partnership with the Yangjing Yu-Juan Experimental School, Shanghai, through which our students who travel to China, and those who take part in our Legacy programme, experience a unique leadership experience in a culture very different from our own.

Our College system ensures that every child is known, as an individual, both to their tutor and also to their Head of College. We have six Colleges, which form the heart of our pastoral work. Tutor groups are made up of around twenty-two students in Years 7 to 11 from each College. Each group has a personal, close-knit feel, helping individual students to find their way and to thrive.

We have been using GL products for a number of years now, and are particularly pleased with the power of CAT and PASS testing in terms of transition from Year 6 as well as how these products help us plan learning effectively.

 

Minehead Middle School, Somerset

The West Somerset Academies Trust (WSAT) was born in 2015 following a period of considerable turbulence within some of the schools in the area. WSAT is comprised of 4 First schools (3-8 years of age) and 2 Middle schools 9-13, along with 3 nurseries into which we take babies from a few months old. The purpose of the Trust from the outset was to raise standards by having a single set of accountabilities and working in close collaboration with each other. Every half term, teachers meet from across the Trust to discuss great practice, planning, assessment and moderation. We also hold joint INSET and have programmes of review and improvement for all our schools. Our schools tend to be in very old buildings – most of them dating back to the 1920’s when Minehead, Dunster, and Porlock were popular holiday and retirement destinations.

West Somerset is a sparsely populated but is a beautiful part of the country. We have Exmoor on one side of us and the Bristol channel running down to Devon on the other. It is an idyllic place to raise children in many respects but inevitably young people need to move out of the area to find employment opportunities. Some of our children travel for 90 minutes to and from school each day.

The three tier system has many great attributes related to child development and attainment but is challenging because National Assessment points at Year 2 and Year 6 do not match our transition points. As a result we needed robust data on children’s progression and use CDS assessments annually from Year 3 – 8. They present a convincing picture of improvement across our schools and because they are online and low stakes, are not subject to the difficulties associated with end of Key Stage results.  

 

Outwood Institute of Education, Doncaster

Outwood Grange Academies Trust is proud to have six academies designated as National Teaching Schools:
- Outwood Grange Academy, Wakefield
- Outwood Primary Academy Kirkhamgate, Wakefield
- Outwood Academy Portland, Worksop
- Outwood Academy Ripon, Ripon
- Outwood Academy Adwick, Doncaster
- Outwood Academy Acklam

Together, these academies form the Outwood Institute of Education Teaching School Alliance.
The Outwood Institute of Education strives to ensure the best outcomes for children in all schools. By working together to create a network in which outstanding practice is shared and staff are given access to world class professional development, we aim to ensure that every child receives the best education.

The Outwood Institute of Education has the vision that every school is welcome into the alliance; be that secondary, primary, outstanding schools or schools in challenging circumstances. We are an inclusive and geographical wide alliance who will support any school in becoming a Teaching School in their own right.

 

Roath Park Primary School, Cardiff

Roath Park Primary School opened on the 9th January, 1895, making it 122 years old this year. We are one of the oldest schools in the County and the building is a Grade 2 listed building. We are a two form entry school and at present we are well over capacity having 490 pupils on roll including 64 Nursery children. We are located about a mile from Cardiff City Centre and the school runs parallel to the Roath Park Recreation ground.

We are proud to be a very multicultural school and celebrate the fact that we have 34 different home languages spoken by our children. 56% of our families who do not have English as their Home language. We are a very inclusive school and 16.4% of our children are currently on the SEN register. 11.4% of our pupils are eligible for Free School Meals. We have excellent family engagement and good links with our local community. We are also proud to be part of several international projects in parts of the world including Brazil, Poland, Spain, France, Finland, Iceland and China.

We have been using GL Assessments in school for many years and the assessments form a key part of our pupil progress and tracking systems.

 

 

Rothley CofE Primary School, Leicester

More information coming soon

 

 

 

 

 

 

 

 

 

Rushall Inclusion Advisory Team, West Midlands

Rushall Inclusion Advisory Service exists to help you to help you children be the best that they can be. Our service is run from Rushall Primary School in Walsall in the West Midlands. We currently support over two-hundred schools with all aspects of inclusion in a number of ways. This can encompass:
- work with individual pupils to identify their needs and formulate a personlised teaching and learning plan in order to maximise their progress;
- working with parents and carers;
- coaching and mentoring;
- whole school development projects;
- INSET delivery;
- OFSTED preparation work;
- central training and conferences led from our purpose built training facility.

Our unique service is four years old and is passionate about placing the needs of the children, young people and their families at its heart. We believe that all children and young people deserve every opportunity to become the best that they can be and recognise our place in ensuring that no pupil is ever left behind. To achieve this our service offers innovative and cutting edge but realistic advice and support. Our approach is individually tailored to match the needs of each school and setting that we work with.

We are proud to be a GL Assessment Centre of Excellence and use a range of GL assessments in our day-to-day work to ensure that we truly uncover any barriers to learning that a pupil may face. This ensures that the children we work with get the right help at the right time.

 

S.Peter's Collegiate School, Wolverhampton

 More information coming soon

 

 

Sir Jonathan North Community College, Leicester

More information coming soon

 

 

 

 

 

 

 

 

Swavesey Village College, Cambridge

Swavesey Village College is a high achieving 11-16 school situated in the village of Swavesey in south Cambridgeshire. The school first opened in 1958 and is one of a number of village colleges across Cambridgeshire inspired by the educational vision of Henry Morris. The school now has around 1300 students on roll and is recognised regionally and nationally for its contribution to the development of education and commitment to the local community.

Swavesey Village College aims to provide an inspirational environment where the needs of every child are catered for and students are helped to fulfil their potential. The 2011 Ofsted inspection reported that Swavesey Village College is an “outstanding school in every respect”. More significantly the report praised the schools lack of complacency and its desire to provide the best possible academic experience for all of our students.

Swavesey Village College constantly strives to improve its practice and deliver its vision of an “inspirational place to work and learn at the heart of our local community”. The 2017 exam results were among the best in the county with 81% of students achieving at least a grade 4 in both English and Mathematics. The school provides a comprehensive curriculum which not only includes a very strong academic offer, but also excellent vocational and technical studies including engineering, computing, construction and hairdressing. These subjects are delivered working in partnership with local employers to ensure that students develop a wide range of knowledge and skills.

In 2011 Swavesey Village College became an Academy and established the Cambridge Meridian Academies Trust, the Trust has since opened Nene Park Academy in Peterborough, West Town Primary Academy in Peterborough, Stamford Welland Academy, Sawtry Village Academy, Sawtry Junior Academy, North Cambridge Academy, Ely College and Downham Feoffees Primary School all of whom work in close partnership together. This provides new energy to drive further improvements and to recruit, develop and retain staff.

 

The Firs School, Chester

The Firs is a coeducational independent primary school specialising in the delivery of high quality education for boys and girls aged 2-11. Founded by Mrs Florence Longman in 1945, it has been in the ownership of the same family for three generations. Set in well maintained wooded grounds and conveniently located less than two miles north of Chester city centre, we encourage our children to flourish within a caring, Christian environment which supports children from all faiths and none. Thanks to high academic standards, continuing investment and an emphasis on promoting both the personal and academic development of every child, The Firs is recognised as one of Cheshire’s leading independent schools. The school has a reputation for excellence communication with parents and, since becoming a partner school with GL in 2015 and taking on their complete digital package for assessment, this communication has grown still further. We make full use of all of the online assessments plus the paper ones for Year 1 and send home all results to parents alongside the comprehensive GL parent reports. As a school we keep a vigilant eye on the individual progress of each pupil, using internal formative assessments, scheme tests, peer and self-assessment alongside the GL Assessments which take place on an annual cycle with different assessments each term. Our vision is to be an inspirational primary school delivering excellent learning; we believe that we achieve this vision with careful planning based around each individual pupil.

 

The Gleddings Preparatory School, Halifax

At The Gleddings we recognise and celebrate each child as special. We have the highest possible expectations (academically and socially) of ourselves and our children. Established for more than 60 years, the school is co-educational with around 200 pupils. The age range is 3-11 years. Parents generally enrol their children before they are born. We develop self discipline, self respect and confidence within The Gleddings unique "YOU CHOOSE" ethos. We encourage children to "THINK" and to learn how to learn. Our children enjoy coming to school and it is their love of learning that is the main contributor to their many successes.

Our academic results speak for themselves, but we aim for much more. We teach our children to be independent thinkers so that we will create problem solvers and decision makers. More importantly, we teach them to make good choices, not only in terms of achievement but also to ensure their health, safety, well being and be contribution to society, now and in the future. Wherever they go throughout school, children see the reminders "THINK" and "YOU CHOOSE". We create an environment that is welcoming and caring, fair and just and which prepares children for the demands of adulthood and employment. We respect each child's individuality and we tailor our teaching to meet their specific learning needs. To ensure that every child is a learner, children learn in one-to-one, small group, large group, whole class and whole school situations according to their needs in different areas of their learning and all as a result of information provided from the full range of GL assessments.

Children at The Gleddings come to school with a wide range of abilities. The school is non selective (most pupils are enrolled before birth) and all pupils achieve highly in relation to their attainment on entry. This is reflected in the test successes of our 11-year olds, year on year, in the 11+ examinations for the local grammar schools and the award of the Sunday Times Parent Power Prep School of the Year 2017. GL assessments, from Reception until Year 6, provide the information we need, to ensure the best programme of learning to meet the specific and changing learning needs of every child. We focus on the teaching and learning of basic knowledge and skill and we are committed to the teaching of good grammar, spelling and the understanding and application of mathematics. We do recognise the importance of technology and we embed IT skills in to all of our curriculum. In addition to French, from the age of six and Latin in Year 6, the award of Confucius Classroom status has meant that pupils, parents, other schools and businesses learn Mandarin at The Gleddings.

At least termly, we suspend the timetable and consolidate learning by holding whole school WOW Days where children re enact historic battles,engage in forensic science, build Stonehenge, launch rockets in to outer space, walk with dinosaurs and much, much more. Days that the children will never forget. Extended days and holiday schools provide the opportunity to offer many extra curricular activities across a wide range of sports, martial arts, pottery, textiles, cookery, dance, drama and computer applications. Pupils learn to play musical instruments and children, past pupils and parents receive brass, woodwind, percussion, string, voice and music technology tuition from talented musicians.

We believe that an education that is filled with fun and laughter and which engages hearts, as well as minds, will create life-long learners. When they leave us, our 11 year olds are 'can do' young people. They have both the confidence and skills to become whatever they choose to be, whilst at the same time, possessing 'otherness' - the essential understanding of their responsibility for other people.

 

The Grammar School at Leeds, Leeds

The origins of the Grammar School at Leeds date back to 1552 when one of the original schools, Leeds Grammar School (LGS) was founded to educate boys. In 1876 Leeds Girls’ High School (LGHS) was founded to provide quality education for girls. In 2005 the schools were legally merged to form The Grammar School at Leeds (GSAL). Physical merger happened some three years later when the girls finally joined the boys at the present site in Alwoodley in Leeds.

GSAL is one of a few schools in the country that benefits from the unique diamond education model. The decision to run on the diamond model ensured that the benefits both the schools had enjoyed as single-sex institutions were maintained and further enhanced by the opportunities of co-education. Between the ages of 11 and 16 boys and girls are taught separately, yet still benefit from the social aspects of co-education.

Our aim is to develop individual abilities and talents within an ethic of teamwork, friendship and mutual respect. We have a reputation for academic, pastoral, sporting and creative excellence, alongside a good balance of tradition and innovation. Our facilities are unrivalled in the North of England. As a large, leading independent day school for boys and girls from 3-18 we are fortunate enough to have a conference suite with a range of conference rooms that can cater for a variety of audiences. It is for this reason that I put GSAL forward to become an advocate partner of GL Assessment and part of the Assessment Excellence Programme.

GSAL Junior School has used GL Assessment products since the merger in 2008. More recently, in my role as Assessment and Reporting leader, I have introduced the GL Assessment Progress Tests in English and in Maths to track pupils' attainment and progress in Junior School. This has enabled GSAL to benchmark attainment against peers nationally and personalise learning. Pupils age 6-11 joining GSAL Junior School are assessed prior to entry using digital NVR, PTE and PTM. We find the instant feedback very useful and informative and this helps us to offer places and provide parental feedback quickly and confidently. In KS2 we use the paper versions of PTE and PTM 8, 9, 10 and 11 for our summative assessments. Our KS2 consists of approximately 400 pupils and therefore it is easier for us to administer the papers copies rather than the digital versions. I have responsibility for analysing the data throughout GSAL Junior School and I have written reports for the Head to present at Governor meetings. I have made recommendations to staff on how data can be used to improve teaching and learning. Having used a range of GL Assessments for many years, I feel confident that we could positively share our experiences of using NVR, PTE and PTM assessment products, and how we analyse the data, to inform teaching and learning and track pupil attainment and progress.

As an advocate partner of GL Assessment and part of the Assessment Excellence Programme I believe I can positively share our experiences of using GL Assessment materials with other primary schools. I look forward to working in partnership with GL Assessment and to welcoming colleagues from other schools to GL Assessment training held at GSAL or simply meeting or liaising with others to share ideas and best practice.

 

Walthamstow Hall Junior School, Kent

Walthamstow Hall was founded in 1838 to provide a home for the daughters of Christian missionaries. The school is now a day School with a Christian non-denominational ethos and a tradition which respects all faiths.

We aim to provide a broad education, rich in opportunity, in a Christian setting that will foster confidence and prepare girls for challenging and fulfilling lives in the 21st Century.
The Junior School offers excellent facilities appropriate to Pre-Prep and Prep girls from the ages of 3 – 11 in a well-equipped location in Sevenoaks, Kent.

We have been using the GL Assessment Complete Digital Solution package for just over two years and use this to track pupil progress, support us with identifying girls requiring intervention and to monitor the success of our intervention strategies.

We currently use all the Baseline Assessment Tests with our Reception girls, together with NGRT from Year 1 to Year 6, SWST from Year 1 to Year 6, PTM from Year 1 to Year 6, PTE from Year 1 to Year 6 and PTS from Year 3 to Year 6. We also use CAT4 Tests with girls from Year 3 to Year 6 and have recently started to use the PASS Survey with our Year 3 to Year 6 pupils.

 

Westhoughton High School, Bolton

Westhoughton High School is an 11-16, mixed community comprehensive school. Our core values lie at the heart of our school community and are understood by everyone. These values centre on our LEARN mission statement – at our school we all:
• Look after each other
• Enjoy our school
• Aim high
• Respect ourselves, each other and our school community
• Never stop learning

We are proud to serve our community by providing exciting educational opportunities and preparing the next generation for their various futures. The student population is largely made up of young people from Westhoughton itself, but students also attend from the neighbouring communities of Blackrod, Bolton, Atherton and Hindley. We have around 850 pupils on roll and we are expanding rapidly as the population of the local area, and our reputation for success, increase.

Our school has been at the heart of the community for many years but has undergone many positive changes over the last five years with significant investment in the fabric of the buildings and the facilities available to our students, as well as year on year improvements in examination results. We are a community school and believe our young people should develop a good appreciation of their heritage and pride in their town and country. We have strong links with local primary schools who are regular visitors to the school; we are supported in the curriculum by local people, including members of the Rotary Club and local businesses, our MP, support agencies and voluntary groups, and our students reciprocate through participation in competitions such as Youth Speaks. Our young people regularly go out into the community to support others, raising awareness or funds for charities or just doing good deeds during ‘Kindness’ week!

We have used GL Assessment’s CDS package for several years to help us identify those areas where we can target our intervention and support for maximum impact. We triangulate CAT tests data with transition/progress tests and Key Stage 2 scores to help students secure the best possible progress. The annual PASS survey is an important barometer for us of each year group’s wellbeing and it helps us intervene quickly where individual students may be struggling but not showing it outwardly. Our Learning Support Team and Student Progress Leaders use NGRT data to accelerate and support reading skills and they can quickly access dyslexia and dyscalculia screening software to explore further any concerns raised.

We firmly believe learning beyond the classroom is very important to the development of the well-rounded individual, whether that be through the Duke of Edinburgh scheme, through representative sport, musical instrument tuition, enterprise activities or one of the many educational visits organised by our hard working staff.

We are a school that is ambitious for its students, proud of its past and confident about its future.

 

Ysgol Emmanuel, Clwyd

The primary purpose of education in Ysgol Emmanuel is to awaken a love of learning in young people and give them the ability and desire to carry on learning throughout life. We are a large Welsh primary school located on the coast of North Wales with two form-entry. We cater for Nursery to Year 6 and even have our own early-years provision on site. As a school, we are passionate about creating an exciting and Donaldson friendly curriculum which prepares learners for the rapidly changing world.

We are proud to be a Welsh school and promote bilingualism. We instil a strong sense of pride in our children and encourage them to be active learners in their education. They shape their learning and take responsibility for the content that is taught. At Ysgol Emmanuel, our young people bring with them the expectation not just to sit and listen, but to participate, to interact and to shape. This is our challenge……………

In order to make informed decisions in teaching and learning, assessment is key. As a school, we choose to use GL Assessment to help provide us with summative and formative assessment as an integral part of the process. As an Apple accredited school, technology plays a daily part of school life; the assessments that GL Assessment offers, match the culture and IT basis that we have. The academic assessments alongside the PASS tests allow teachers to know where the children are throughout the year. Alongside teacher judgment and work in books, we have a triangulated approach for tracking assessment. We also benefit from the Dyslexia and Dyscalculia screening to support learners.

At Ysgol Emmanuel, all learners regardless of background, have the opportunity to ‘Learn… Grow… Achieve’ (‘Dysgu… Cyflawni… Tyfu…)  We feel this is so important that in fact this is our school motto.

In Ysgol Emmanuel, our curriculum and assessment methods:

  • engage the learner with exciting, relevant content and opportunities for learning through experience and by doing.
  • nurture creativity and capacity for independent and critical thought.
  • help young people to understand how to be happy and to develop and maintain their own emotional, physical and mental well-being.
  • are inclusive.
  • create a community that builds tolerance, respect and empathy in young people.

Through teaching a creative and Donaldson-ready curriculum, we ensure that all of our learners are:

  • Ambitious, capable learners gaining a solid base of knowledge and understanding of different times, places and beliefs; recognising and applying appropriate tests of validity and reliability of evidence used to support arguments.
  • Enterprising, creative contributors engaging in activities that develop enterprising skills and dispositions; understanding how to exercise their democratic rights and responsibilities.
  • Ethical, informed citizens using a variety of historical, geographical, social, political and religious perspectives to address contemporary issues; understanding different beliefs and respecting those who hold them.

Healthy, confident individuals developing personal stances on matters of faith and spirituality; having the confidence arising from authoritative research to adopt personal stances on issues such as sustainability.