Progress and Reporting

Assessment should

  • Monitor the progress of learning and attainment
  • Produce constructive, useful feedback for students and parents
  • Inform curriculum and assessment review where necessary

BSM students

  • Have different cultural experiences, expectations and needs
  • Perform differently according to the context of the learning
  • Must understand their learning successes and areas for improvement
  • Require regular feedback which constructively supports their continued learning

BSM teachers

  • Motivate students to realise their ambitions 
  • Provide a variety of teaching and learning approaches
  • Differentiate learning depending on students’ needs
  • Provide a wide variety of assessment opportunities (written, oral, peer, self, etc.)
  • Reference National Curriculum, I/GCSE and IB criteria
  • Regularly mark students’ work, providing high quality feedback both orally and written

Assessment practice

  1. Assessment is criterion-referenced: 9-1 in Years 7-11 and IBDP 7-1 

  2. Feedback to students should be prompt and supportive, with clear and specific goals for improvements and explanations on how to achieve this 

  3. Teachers should keep clear records of formative and summative assessment results 

  4. Reward good work with merits and commendations 

  5. Any malpractice should be followed up using the BSM Academic Honesty Policy 

  6. Classwork and homework are assessed with both written and verbal feedback, although not necessarily graded 


Student-Parent-Teacher Evenings are held annually for all year groups. Each year group receives 3 Grade Cards and 1 full report during the course of the academic year. 

The Grade Card has 

  • a Baseline Target Grade which is generated by an aptitude test that students take when they join the Senior School or at the start of Year 12. This grade should be regarded as the minimum that a students should aim to achieve by the end of the year/course. 

  • A Current Attainment grade based on learning and work completed up to deadline for date entry.  

  • A Most Likely Final Grade that indicates the level that a student will be at by the end of the year/course 

  • an Attitude to Learning grade of 4-1 with 4 as highest (see appendix) which reflects overall attitude with regard to homework, behaviour and approach in lessons 

The adaptive test challenges each student at an appropriate level aligned to their ability. Questions in the test are determined by the answers that students have previously given. From the test results we receive projected grades for future performance in IGCSE and IB.

The Full Report is written once per year for each year group according to school calendar. The report contains a brief summary of the learning and teachers’ suggestions for improvement.  


In order to support students, each individual's progress is reviewed holistically at each reporting period. Where students are making good progress that is acknowledged to reinforce that their efforts are well directed and that they have a positive attitude to learning. Where progress is not as expected, a range of support measures are put in place depending on the needs of the student. Strategies include reinforcing organisational habits, the use of student mentors, subject specific targets and drop-in sessions along with a wide range of pastoral support measures such as target cards and study sessions monitored by the tutors and Heads of Key Stage.


Homework in the Senior School is meaningful and relates to the learning taking place in lessons.

Homework timetable for Years 7-11 is provided by the Head of Key Stage. Non-completion of homework should be noted on the MIS and departments should follow school policy with regards to persistent lack of quality homework, including giving lower Attitude to Learning grade on reports.

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