Small class sizes, varied opportunities for participation, and a wide array of outlets for pupils to demonstrate what they can do, mean that our teachers build a detailed understanding of each pupil’s development. This is central to supporting successful learning. Our teachers rely on all evidence available to assess our pupils’ progress, and use this to guide pupils through their next steps on the path to success.
Assessment in St George’s therefore does not only mean tests and grades. These are only a small part of the bigger picture we build of each child, to support continual development from Nursery to Sixth Form. Our teachers employ a wide range of age-appropriate techniques to assess the pupils in their care, to identify their strengths and formulate clear targets for focussed improvement. Assessment is a continuous dialogue between our teachers and pupils about their performance and the steps they can take to improve.
We provide every pupil with diverse opportunities to demonstrate their skills and understanding. This includes observing classroom interaction and participation, as well as monitoring success in class and homework. Formal testing is introduced gradually as pupils grow older, in preparation for formal examinations in Upper School and Sixth Form. Even in formal tests, we diversify beyond the traditional pen and paper methods, allowing pupils to present their understanding in a variety of different means, to reflect the diversity of ways that information is transmitted in the modern world.
Parents are firmly involved in this process.
There is constant dialogue between teachers and parents
both on an informal and formal basis.
Open and transparent feedback allows parents to maintain an overview of their child’s targets for development, and teachers are regularly available to give updates on progress or discuss questions and concerns. Formal parent-teacher consultations take place twice a year and families receive a full written report at the end of the academic year. In the primary school, a mid-year report gives an interim overview of progress, whereas in the secondary school assessment information is issued every half-term.