At Tudor Grange Academy Redditch, assessment is at the heart of our teaching and learning. We believe that effective assessment not only measures progress but also helps students learn more effectively and achieve their full potential. 

Why Assessment Matters

Assessment provides valuable insights for everyone involved in a student’s education: 

• For teachers: It guides lesson planning and helps address any gaps in understanding. 
• For students: It highlights strengths and areas for improvement, supporting their learning journey. 
• For parents: It offers a clear picture of progress and next steps. 

Regular assessment also strengthens memory and understanding. Each time students recall and apply what they’ve learned, they reinforce their knowledge and become more confident learners. 

Our Approach to Assessment

We use three main types of assessment throughout the year: 

1. Assessment for Learning (AfL) in the Classroom 

Teachers regularly check students’ understanding during lessons. This allows them to: 

• Identify and address misconceptions quickly. 
• Adapt teaching to meet the needs of every student. 

2. Checkpoints 

At key points in the curriculum, departments assess students’ understanding of essential content. After each Checkpoint: 

• Students receive feedback with a RAG (Red, Amber, Green) rating for key curriculum fundamentals. 
• Individual strengths and areas for development are clearly identified. 
• Students complete two DIRT activities:
  • DIRT 1: Focused on closing individual gaps in learning. 
  • DIRT 2: A response to a “whole class reteach” to address common misunderstandings. 

3. Trust Assessments 

Twice a year, students sit formal Trust Assessments. These exams: 

• Provide a clear indication of progress towards GCSE targets. 
• Help teachers and students set realistic goals for future achievement. 

How Will I Know How My Child Is Getting On?

After each Trust Assessment, you will receive information about your child’s Projected Grade in every subject. This grade indicates what your child is likely to achieve in their GCSEs if they continue to work at their current level. Please note, this is not a “working at” grade, but a forecast based on their current progress. 

We will also share your child’s Target Grade—the minimum grade they should aim to achieve in their GCSEs. 

By sharing both the Projected Grade and Target Grade, we aim to keep you fully informed about your child’s progress and support you in helping them reach their goals. 

Grading Q&A: Understanding GCSE Number Grades

GCSEs in England are now graded from 9 to 1, with 9 being the highest grade. This system replaced the old A*–G grades to better reflect student achievement and provide more detail at the top end. 

How Do the New Grades Compare?

• Grade 9: Higher than the old A* (for exceptional performance) 
• Grade 7: Roughly equivalent to an old A 
• Grade 4: Equivalent to a standard C (the minimum “pass” grade) 
• Grade 1: The lowest grade, replacing G 

It’s important to note that these grades are not directly interchangeable with the old system, as the content and assessment methods have changed. However, the proportion of students achieving certain grades is similar to previous years. For example, the same percentage of students who achieved an A or above now achieve a grade 7 or above. 

Why Was the System Changed?

The new grading scale was introduced to: 

• Differentiate more clearly between student performances, especially at the top end. 
• Reflect the increased challenge and content of the new GCSEs. 
• Help employers and further education providers identify student achievement more precisely. 

Find Out More

For a detailed explanation and comparison chart, visit the official GOV.UK guide to GCSE 9 to 1 grades.