Reporting and Assessment

Introducing Pupil Progress

From September 2025, we will be using the Pupil Progress platform to plan, record, and communicate our assessment of student progress across the school. As part of this development, we have established a consistent and transparent language for reporting attainment, ensuring clarity for all stakeholders.

Our assessment model combines both formative and summative assessments to provide a comprehensive picture of student understanding and progress.

At Key Stage 3, summative assessments will be reported using the following attainment bands:

  • Emerging
  • Developing
  • Securing
  • Advancing
  • Excelling

These bands will help students understand their current level of attainment in relation to age-related expectations and their peers.

At Key Stage 4, summative assessments will include a working grade, reflecting GCSE-style performance. Students will have clear targets displayed in their books, helping them to understand what they are working towards and encouraging reflection on their learning after each assessment.

We believe in open, honest, and timely communication with families. As such, we will provide three formal reports each academic year: following the October half term, the February half term, and at the end of the summer term.

At Key Stage 3, reports will include:

  • An attainment band for each subject
  • A clear explanation of how this has been derived from assessment evidence

At Key Stage 4, reports will include:

  • A predicted grade based on recent assessments
  • A comparison to the student’s target grade, which is calculated using prior attainment data from the Fisher Family Trust (FFT)
  • Detailed question-level analysis (QLA), enabling students and parents to identify strengths and areas for development

This system is designed to ensure there are no surprises. By keeping parents informed and involved, we create a shared responsibility for each student's progress and success. Our approach ensures that any need for additional support can be quickly identified and addressed through collaboration between pastoral, SEND, and curriculum teams.

Parents will continue to access student reports through the Satchel:One platform, which remains the central hub for all key student information. Assessment records from Pupil Progress can also be made available on request and will support informed conversations at parents’ evenings and intervention meetings.

In addition to academic attainment, we assess students regularly on their Attitude to Learning (ATL). This well-established system supports our high expectations for behaviour and effort.

From September 2025, ATL will be reported separately for classwork and homework, using a four-point scale:

  • 4 – Exemplary
  • 3 – Good
  • 2 – Requires Improvement
  • 1 – Cause for Concern

To achieve a ‘Good’ ATL score in classwork, students are expected to:

  • Arrive on time and be ready to learn
  • Bring all necessary equipment
  • Wear the correct uniform
  • Follow instructions and fully engage in the lesson

To achieve a ‘Good’ ATL score in homework, students are expected to:

  • Submit all tasks on Satchel:One on time and to the best of their ability
  • Dedicate the appropriate time to each task
  • Respond to feedback and make improvements before final submission

At Harwich and Dovercourt High School, we are proud of our rigorous and transparent assessment system. It reflects our belief in high standards, our commitment to every student’s progress, and our strong partnership with parents and carers. Together, we will ensure that every student is given the best possible opportunity to thrive.