Assessment for Learning

Assessment at RFSS

 

At Rugby Free Secondary School, we recognise that assessment is a vital part of every student’s learning journey. It allows us to understand where each child is in their learning, celebrate their achievements, and identify the next steps to help them reach their full potential.

We are committed to using assessment not only to support students in the classroom, but also to keep parents and guardians fully informed. Clear and meaningful communication ensures that families can work in partnership with us, supporting progress and celebrating success together.

Assessment at RFSS is about more than results – it is about growth, reflection, and building the confidence every young person needs to succeed.

Assessment in Key Stage 3 at RFSS

In 2024, RFSS moved to a ‘Progress Band’ model for assessing students in KS3.

By streamlining our objectives in lower school, we’ve empowered departments to directly link the knowledge taught to the progress students make.

At KS3, students’ prior attainment is identified by their SATS scores. They are placed into the following bands:

  • Developing
  • Core
  • Complex

The KS3 curriculum is divided into skills and knowledge which are appropriate to our learners’ needs and abilities which also allows us to support and stretch our learners. A student with prior attainment placing them in “core” should be accessing “core” skills and knowledge in all lessons to make good progress. This would be the same for other curriculum levels. A student in “core” that is judged as regularly accessing “complex” knowledge and skills in lessons would therefore be seen as making better than expected progress. Likewise, if they were to access “developing”, they would be seen as “not yet met expected”

To help you support your child, we share all curriculum knowledge and skills level with you at the time of reporting so you can see for yourself what they are able to do, or indeed, might be aiming to do.

These levels are also directly linked to student’s prior attaintment at primary schools in their SATs scores, which the below image demonstrates.

Assessment should answer two questions:

1.How much progress has this student made?

2.What are the next steps with this student?

Answering the second question involves parents and families. The new scheme brought with it a new method of reporting data home.

““Assessment is not about judging where a student is now, but guiding them towards what they can become.” 

Below is an example of what you can expect to receive as a parents of a student in year 7, 8 or 9. It demonstates our Complex, Core and Developing levels

Assessment in Key Stage 4

In 2024, we utilise FFT to review target grades for students in Year 10 and Year 11.

What is FFT data?

  • FFT (Fischer Family Trust) looks at pupils’ past results and national data from thousands of schools.

  • It predicts what pupils with similar starting points have gone on to achieve.

  • This helps schools set realistic but challenging targets for each child.

How does it link to assessment?

  • Teachers use FFT estimates alongside classroom work, assessments, and professional judgement.

  • It’s not a “fixed” grade – just a guide.

  • If a pupil is above the FFT target, it shows they are making strong progress.

  • If they are below, it highlights where extra support or challenge may be needed.

What about target grades?

  • Target grades are usually based on FFT estimates but adjusted by the school.

  • The aim is to set goals that are ambitious yet achievable for each pupil.

  • These grades are used to:

    • Motivate pupils to aim high.

    • Help teachers plan lessons and interventions.

    • Keep parents informed about progress.

Below is an example of what you can expect to receive as a Y10 or Y11 parent / guardian of a student at RFSS.

Assessment in Key Stage 5

At Key Stage 5 we use ALPS to generate Minimum Expected Grades for students, based on their GCSE performance.

What is ALPS?

  • ALPS (Advanced Level Performance System) is a national system used by sixth forms and colleges.

  • It looks at students’ GCSE results and compares them with what similar students achieved at A level or BTEC.

  • This gives an indication of how much progress students are making in sixth form compared to national benchmarks.

How does it link to assessment?

  • Teachers use ALPS to measure whether students are on track to make expected progress or better.

  • It focuses on value-added: how much a student has improved from GCSE to KS5, not just raw grades.

  • If a student is above their ALPS target, it means they are making excellent progress.

  • If they are below, it highlights where support, extra practice, or a change in approach might be needed.

What about target grades?

  • ALPS provides minimum expected grades based on GCSE performance.

  • Schools then set aspirational targets that encourage students to aim higher than the minimum.

  • These targets are used to:

    • Monitor progress in reports and assessments.

    • Guide conversations about effort, study habits, and university/apprenticeship entry.

    • Celebrate when students exceed expectations.