Access to Fair Assessment Policy Statement of Intent StreetVibes Academy (SV) is committed to providing fair access to assessment for all learners/students on qualification-based programmes. Assessment practice will be open and consistent within the codes of practice and regulations laid down by the relevant awarding and validation bodies. Students are made aware of the existence of this policy and have open access to it on paper from their tutor or on the SV student intranet and website. All SV teachers are made aware of the contents and purpose of this policy. This policy is reviewed annually and may be revised in response to feedback from students, teachers and external organisations. Principles of Fair Assessment All assessment must be conducted rigorously and accurately and, where appropriate, in accordance with the awarding body’s published criteria and standards. Formative assessment/coursework designed by SV staff must be conducted by reference to open and defined standards/marking/assessment schemes, covering the required skills, knowledge and understanding. Assessment evidence will be judged according to the principles of: • Reliability: consistent performance to the required level over a period of time • Validity: method of assessment and evidence should be appropriate and relevant to the syllabus/standards • Fit for Purpose: assessment arrangements should be affordable, practical and flexible. The chosen format and method of assessment must be appropriate to the qualification and any conditions specified by an awarding body. • Currency – evidence should prove that the student is competent now • Transparency: Assessment materials should be presented in a way that makes the criteria and the methodology by which learners work is being judged clear to students, staff and external verifiers • Authenticity – evidence must reflect the knowledge/skills/understanding of the candidate. The work of another person must not be submitted as that of the candidate. Other sources can be used in certain circumstances as long as the student references these. Appeal Procedure If a student feels that they have not been assessed fairly then they should use the Complaints Procedure to appeal the assessment decision of their teacher. However, the first step is always to discuss the situation with the teacher concerned, the second step is to involve the Internal Verifier and SV Head of Learning. ___________________ This policy was last revised August 2016.

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Remote education provision: information for parents

This information is intended to provide clarity and transparency to students and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home. 

As an AP school, we are fully open to all students, with all teachers onsite at school and offering all subjects. 

For details of what to expect where individual students are self-isolating, please see the final section of this page.

The remote curriculum: what is taught to students at home

A student’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

What should my child expect from immediate remote education in the first day or two of students being sent home?

On the first day of remote education, students would be expected to log onto our Virtual
Learning Environment (VLE) at 10am. Students should be familiar with the VLE as it is
already used for homework. In some instances, students may have been sent home with
workbooks to complete independently in the first instance.

 

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

We teach the same curriculum remotely as we do in school wherever possible and
appropriate. However, we have needed to make some adaptations in some subjects. For
example, practical subjects such as PE may not be taught.

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take students broadly the following number of hours each day:
 

Key Stage 3 and 4

           Minimum of 4 hours per day

Key Stage 5/Post-16 

Minimum of 4 hours per day

Accessing remote education

How will my child access any online remote education you are providing?

Students can access our Virtual Learning Environment from our website
www.streetvibes.org Students should also access math learning www.mymaths.co.uk

All students are issued with a log in for both websites. You should contact the Attendance
Administrator on 0203 031 8240 or attendance@streetvibes.ong if you need your child's
login details.

If my child does not have digital or online access at home, how will you support them to access remote education?

We recognise that some students may not have suitable online access at home. We take the following approaches to support those students to access remote education:

We are encouraging and supporting all students to attend school/college onsite. Where
this is not possible and your child does not have digital access at home, parents can:

  • Borrow laptops, webcams, W-FI dongles, or other equipment for use at home. Please contact reception for further information. Parents would need to sign an agreement and arrange collection of devices or equipment from our school. We cannot issue equipment to students aged 16 and under. Parents would be liable for all equipment and should make arrangements to add the equipment to their home insurance.
  • Request printed materials if they do not have online access
  • Arrange to drop off completed work packs at school for marking and assessment, or request to post or send completed work via photo messenger if this is convenient

How will my child be taught remotely?

We use a combination of the following approaches to teach students remotely:
 

Our remote teaching approaches include:
  • live teaching (online lessons)
  • recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
  • printed paper packs produced by teachers (e.g. workbooks, worksheets
  • textbooks and reading books students have at nome
  • websites supporting the teaching of specific subjects or areas, such as MyMaths and BBC Bitesize

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

We are asking parents and carers to support and encourage students to attend our onsite
school where possible. If this is not possible, we are asking for parents to:
  • support students to attend every day and be online at 10am for registration
  • support students to work independently and to submit their work by 2pm each day
  • contact the school by 9.30am if your child is unable to attend remote learning
  • encourage your child to seek support from their teacher via our secure chatroom or by phone if they need help with their remote learning.
  • recognise that our teachers are also teaching onsite, and that the majority of our students are accessing school onsite and this may result in a delay in responding to requests for support from students accessing our remote learning.
We will call each day if your child is absent/not accessing their remote learning. Please
answer our call or call us back to communicate any challenges you may be facing.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

  • If a student does not access their remote leaming, we will call and ask why before the end of the school day.
  • Parents or carers receive an email alert when their child submits a piece of work via our remote learning.
  • If there are concerns with the quality or quantity of work submitted, we will contact parents or carers and request that your child attends our onsite school provision.

How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

  • Students are asked to submit their work each day by 2pm. Teachers will assess work set and feedback by registration at 10am the next day, or at their next lesson
  • Some remote education tools, such as MyMaths, mark students' work automatically

Additional support for students with particular needs

How will you work with me to help my child who needs additional support from adults at home to access remote education?

We recognise that some students, for example some students with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those students in the following ways:

  • We are encouraging all students, especially those who need additional support, to attend our onsite school provision.
  • If this is not possible, please contact the school and we will explore the options available to meet your childs' individual needs.

Remote education for self-isolating students

Where individual students need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching students both at home and in school.

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above? 

  • Students who are well but self-isolating should access our remote learning portal (VLE) at 10am each morning.
  • Their teacher will meet with the student and set the work for the day.
  • Set tasks should be submitted by 2pm for teacher assessment, and feedback.

last revised 3rd September 2021