Assessment, Record Keeping and Reporting Policy
Introduction
The Independent School of Jakarta (hereafter the School) is guided in its view on achievement by the School Charter. Strong academic achievement is at the core of the school's mission. Starting with a focus on numeracy and literacy in younger pupils and broadening as pupils become older, ISJ encourages and supports pupils to achieve to a high level. Excellent academic results and entry to well-regarded universities around the world are expected.
Policy Aims
The School aims to ensure continuity and progression throughout the Pre-Prep and Prep Departments and to provide detailed information to parents on the attainment and progress of their child.
Every child in the School has a record on SchoolBase, which contains their personal details, any records from past schools, reports regarding any special learning or medical need, assessment, reports, and any other confidential information.
Assessment
Children are continuously assessed in the classroom by means of questioning, effective marking, and feedback (see the Marking and Feedback Policy). Continuous assessment is necessary in order to inform planning both for the whole class and for individual pupils. Children are also encouraged to assess themselves against success criteria and their personal targets.
EYFS Assessment
Observations, discussions with pupils, photos, and notes are kept to track the progress of children in the Early Years Foundation Stage. Each child has an individual EYFS Profile which provides evidence of their learning, primarily made up of written observations, photos, and examples of children's work. Evidence is collected across the seven areas of learning and collated in date order to demonstrate progression.
Children in Reception class undertake standardised GL Baseline assessments at the beginning of the academic year and Baseline Progress assessments at the end of the year.
Assessment Methods in EYFS
Formative Assessment: Observational notes and photographs record children's achievements, interests, and learning styles. Evidence demonstrates progression through the EYFS profile scales.
Summative Assessment: The EYFS profile summarises each child's progress towards the Early Learning Goals.
Incidental Assessment: Misconceptions are identified and corrected through oral feedback. Children are informally questioned to assess knowledge, skills, and understanding, with further help or extension work provided as appropriate.
Standardised Testing
Standardised testing is used throughout the School through GL Assessments Complete Digital Solution. Annual analysis is completed of standardised scores, giving an overview of academic performance and progress at a whole school, class, and individual level. The School does not train children in these assessments.
As an independent school, ISJ's expectations significantly exceed national averages. Therefore:
- Any standardised score below 100 will be seen as below average in this setting
- Scores between 100–115 will be seen as average in this setting
- Scores between 115–130 will be seen as above average in this setting
- Scores of 130+ will be seen as very able in this setting
Tracking of Progress and Attainment
Mathematics
Teachers assess children's understanding through practical and written work, informal observations, detailed marking, and oral questioning. From Year 2 onwards, standardised End of Term tests are undertaken from the White Rose Education Platform. Age-related expectations at ISJ are more ambitious than those of the National Curriculum.
English
From Year 2 onwards, standardised progress tests are undertaken in the Summer Term. Children in the Pre-Prep complete phonics assessments to determine and monitor phonetic development and reading level. Standardised Reading and Spelling Assessments are taken termly from Year 1. Year 2 onwards complete termly SPaG assessments. Age-related expectations at ISJ are more ambitious than those of the National Curriculum.
Science
From Year 3 onwards, standardised progress tests are undertaken in the Summer Term. Children are assessed informally during every lesson through questioning, written tasks, practical activities, and discussion.
Other Subjects
Children are continually assessed on an informal basis in other subjects. All written work is marked in accordance with the Marking and Feedback Policy, and teachers keep careful records of children's progress.
Pupil Tracking
Children's standardised assessment data is tracked in their personal record in SchoolBase.
SEND and Learning Support
The SEND and Learning Support Policy provides further details on the identification, monitoring, and tracking of children with specific learning needs.
Planning
Each subject area has detailed documentation outlining the Scheme of Work and expectations for each year group, ensuring clear progression across the school. Cross-curricular links are made where possible to enhance learning.
In the EYFS, planning is based on the Early Learning Goals. A weekly timetable provides continuity and regularity. There is a balance of teacher-directed and child-initiated learning, with children's needs and interests met through careful differentiation.
From Year 1, weekly plans are produced for mathematics and English. Other subjects are planned on a half-termly basis. Planning is regularly reviewed by the Senior Leadership Team to ensure appropriate progression, differentiation, and evaluation.
Reporting to Parents
Progress reports are written and distributed to parents through SchoolBase. Each child is awarded an attainment and effort grade in their termly reports.
Attainment Grades (Years 1–8)
| Grade | Descriptor |
|---|---|
| A* | Working beyond age-related expectations. Performance and ability far above that expected for their age group. Mastery. |
| A | Confident Application. Performance above the expected level, maintained consistently. |
| B | Working competently at age-related expectations. Attainment and progress in line with expectations. Secure. |
| C | Working towards age-related expectations. Attainment at a developing level. Developing. |
| D | Beginning to work at age-related expectations. Currently performing below that expected for the age group. Entering. |
Effort Grades (Years 1–8)
| Grade | Descriptor |
|---|---|
| 1 | Exceptional commitment to learning. Independent learning and self-directed study in evidence. Outstanding. |
| 2 | Substantial and consistent effort. All work completed on time and to the best of the pupil's ability. Excellent. |
| 3 | Effort growing but may be inconsistent. Good levels of effort most of the time. Satisfactory. |
| 4 | Learning how effort can impact on progress. Verbal reminders often needed. Tendency to give up when challenged. Inconsistent. |
| 5 | Immature approach to school work. Relatively rare; results in discussion between Form Teacher, parents, and SLT. Disappointing. |
Parent Meetings
Information Evenings
Held early in Term 1. Parents meet their child's Form Teacher and receive an outline of the curriculum, expectations, and the programme of activities for the year. These evenings are not about matters pertaining to individual children.
Parents' Evenings
Held throughout the year to provide an opportunity for parents to meet Form and Specialist Teachers to discuss the progress of their child. Prior to these meetings Form Teachers are required to note the salient points of this verbal report. A Parents' Evening Record Form is completed and added to the child's records in SchoolBase.
Parents may also make appointments to see their child's teachers at any point in the year to discuss pastoral or academic matters.