Skip to content

View navigation

Red Kite Learning Trust
Crawshaw Academy_2021 (18) (Large)

Learning at Crawshaw Academy


At Crawshaw Academy we believe assessment is critical to informing teaching and learning, providing personalised feedback and support for students, and enabling all students to make good progress through the curriculum. 

How we assess 

Formative Assessment

The most important assessment data comes from formative assessment to enable teachers to address knowledge and skills gaps and misconceptions in a timely way. We use specific formative assessment strategies such as questioning, whole class checks for understanding and other techniques to obtain the best possible evidence about what students have learned to help inform and adapt teaching to shape students’ learning. Regular formative assessment can significantly improve student achievement. 

Crawshaw Academy_2021 (137) (Large)

Summative Assessment 

In addition to the above, students will also undertake more formal common summative assessments in most written subjects as appropriate to the subject area.  

The scope of these assessments will be determined by how much of the curriculum has been covered e.g., 

  • end of topic or unit (what has just been studied since the previous assessment) 
  • cumulative (everything that has been covered up to that point) 
  • end of year (e.g., full past papers at end of Year 10 and during Year 11) 

Cumulative assessments are designed to assess the full breadth of curriculum knowledge covered and to continually retrieve and rehearse knowledge, whilst also identifying areas of knowledge to inform teachers’ next steps with students.  

Summative assessments inform judgements about attainment and progress.  Assessments are also internally and externally standardised to ensure validity in the judgements which teachers make. 

Assessment at Key Stage 3

To complement the curriculum, subject teams have developed models of assessment and progression clearly indicating the yearly expectations of progress for students with different prior attainment or ability. This approach enables judgements about attainment and progress to be made throughout KS3 and identifies next steps. 

In the EBacc subjects, a comprehensive suite of assessments is undertaken in year 7 to establish a baseline in each subject and set aspirational subject targets. We use this data to place students on an Expected Attainment Pathway in the form of four bands: 

  • Excelling – work shows a deep understanding of the material covered and well-developed disciplinary knowledge. This band is indicative of a student who could go on to get GCSE grade 7-9, if they continue to progress as expected. 
  • Secure – work reflects a good understanding of the material covered and associated disciplinary knowledge needed for a subject. This band is indicative of a student who could go on to secure GCSE grade 5 to 6, if they continue to progress as expected. 
  • Developing – work reflects a reasonable understanding of the material covered and some of the disciplinary knowledge needed for a subject. This band is indicative of a student who could go on to secure GCSE grade 3 to 4, if they continue to progress as expected. 
  • Emerging – work reflects a basic understanding of the material covered and the associated disciplinary knowledge needed for a subject. This band is indicative of a student who could go on to secure GCSE grade 1 to 2, if they continue to progress as expected. 

A range of formal assessments are used to place students into the best fit banding at each monitoring point. Remaining on the same pathway indicates a student is making expected progress through the curriculum. 

The descriptors for each band reflect an increase in demand, in line with the progression we would expect throughout Key Stage 3 for students accessing our curriculum. These descriptors are presented in the form of subject assessment and progression grids to support students, parents, and carers in identifying the next steps to maintain or improve current attainment and progress. 

Assessment at Key Stage 4

This is based upon the assessments used by exam boards to award the final GCSE or vocational award qualifications. Throughout Year 10 and Year 11, students will sit regular assessments and trial examinations to provide a realistic experience of the final GCSE assessment. 

Assessments will be cumulative with the aim of assessing the full breadth of knowledge as students' progress through the curriculum. As such, we report current working grades and only begin reporting GCSE predicted grades once students sit full past papers that cover significant curriculum content. This is because GCSE grades are intended to be used to judge a student’s understanding of a full specification. This shift in scope usually happens at the end of Year 10.  

All assessments at Key Stage 4, will be subject to internal and external moderation. Subject staff routinely participate in Red Kite Alliance standardisation and moderation activities to assure and validate assessments.  

Crawshaw Academy is part of Red Kite Learning Trust, a charitable company limited by guarantee registered in England and Wales with company number 7523507, registered office address: Red Kite Office, Pannal Ash Road, Harrogate, HG2 9PH

Crawshaw Academy uses cookies to ensure that we give you the best experience on our website. For optimal performance please accept cookies. For more information please visit our cookies policy.

Accept and close