Assessment Information

At Cambridge Park Academy we fully understand the importance of an effective and consistent range of assessment systems – it is essential that we know how and why our pupils are making progress and also to acknowledge where there may be barriers to progress!

A consistent assessment system benefits both teachers and pupils and draws upon formative and summative strategies. Our teachers are highly skilled at using ‘in the moment’ assessments to establish and act upon misconceptions whilst reflecting on teaching and questioning to inform future learning. Staff are also adept at utilising refined summative assessment systems to check that our intended curriculum sequences are being remembered over time.

We believe assessment is consistent when:

Teachers:

• • Understand how to apply assessment to the curriculum they’re teaching
  • Plan with assessment in mind, which means when they’re planning units of work and lessons, they’re also thinking when and how they're going to assess whether pupils understand the content
  • Have secure subject knowledge, so they know how to apply the assessment system to any and all of the subjects they teach

Pupils (where developmentally appropriate)

• • Understand the criteria that their learning and work is assessed against 
  • Have clear expectations of assessment
  • Know what they should understand and be able to do at the end of a lesson or topic

Our formative models for assessment are varied and fluid but are all underpinned by research-driven evidence such as Rosenshine’s Principles where reviews of prior learning, scaffolding, time, retrieval and small-step learning are all prioritised.

Our summative assessment systems have been developed specifically for our individual pupils needs and vary according to developmental stages. Our Assessment Pathways document offers up a visual of what these assessments may look like across the school.

Cambridge Park 6th Form Assessment Model

Assessment at our 6^th Form is done primarily through staff observations and immediate effective verbal feedback.

Assessment is tailored to the individual student and their specific learning needs. Staff regularly record observations of the student's achievements, progress, and performance against any Personal Learning Plan (PLP) targets, Education, Health and Care Plan (EHCP) outcomes, and accredited qualifications.

This ongoing assessment is done through the digital platform 'Tapestry' which allows staff to record observations wherever the session might be taking place.  This type of assessment is gives us a real sense of the ‘learning journey’ and provides a detailed view of the student's academic progress, as well as their strengths and areas for development.

In addition to this, staff at CPA 6^th Form also complete PLP folders with a more reflective view of student's progress

Animal Care is assessed through practical observations and the use of our carefully selected and designed ‘Animal Care Software’.

Learners are observed carrying out practical tasks in the animal care environment and are able to use the software to produce reports that track their progress across the pathway. The software allows learners to input health, enrichment and overall husbandry tasks onto individual animal profiles. The learners input can be individually tracked to see progress made against targeted outcomes listed in both PLP and EHCP outcomes as downloadable reports.

Both Tapestry and Animal Care software allow teachers and Senior Leaders to monitor and establish progress being made. These assessment processes include feedback from the student themselves, their parents or guardians, and other professionals involved in the student's educational journey.

This feedback is then taken into consideration when developing an individualised plan for the student and informing future planning. Additionally, staff document any modifications or accommodations that are needed in order for the student to achieve their goals. This information is used to inform the PLP targets and EHCP goals for each student ensuring that their education continues to be individualised and bespoke.

By continually assessing the student's progress and taking into account feedback from all stakeholders, CPA 6th form can ensure that each student is receiving the best possible education.

Assessment, Progress and Reporting

Below is a link to our most recent and up to date Ofsted report and performance data

Link to our schools performance tables