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28/08/25

Well done Henrykh! pic.twitter.com/xcy7Q8fZpx

27/08/25

Well done Johanna! pic.twitter.com/WhYTPeET2x

21/08/25

99% of students secured a 4 or above in English or maths; 96% achieved 4 or above in English Language or Literature; 91% > 5 or above in English or Maths; 84% > 4 or above in English and maths; 87% of results were 4+ - 20 percentage points above the national average for 2024 pic.twitter.com/NAxYxUk5fD

21/08/25

GCSE celebrations as HSAEL students raise the bar once again! “We are absolutely delighted with these results which are testament to the hard work and dedication of students and staff at HSAEL." Principal Dan MacPherson pic.twitter.com/DJ2I72PM7R

14/08/25

Russell Group Offers for our students is actually 37% - so four times the national average! https://t.co/vKh29KJFM4

14/08/25

30% of students securing grades to attend a Russell Group university, more than 3 times last year’s national average. 100% of students securing A*-B in history, philosophy and computer science. 100% of students securing A*-C in English Lit, 25% above last year’s nat average.

14/08/25

Year 13 students are celebrating another record year of outstanding A Level results. For the second year running, A Level grades improved by a full grade in comparison to the previous year. #resultsdayhttps://t.co/zrsz2ICodg pic.twitter.com/IcuWaw03mQ

16/07/25

Do you love a musical spectacular? The Harris Federation of Music was an amazing stage performance with 3 talented singers and 15 musicians from Harris Bromley.#allcanwewill pic.twitter.com/JndhwfQl7B

30/06/25

Our latest Weekly Community Bulletin is out now. https://t.co/Zwajz4eTEO pic.twitter.com/uSjzjafhOj

23/06/25

https://t.co/ld7PeEGYVB "The school's Principal, Dan MacPherson, told the Local Democracy Reporting Service (LDRS) the Ofsted rating has given pupils "a real sense of pride", and credited them for making the school 'Outstanding'." pic.twitter.com/yn7fEiD69y

23/06/25

Our Weekly Community Bulletin in out now. https://t.co/GaGEaXCqBE pic.twitter.com/geiK9XseHD

16/06/25

Come and visit our “Outstanding” Academy Our Open Morning offers an opportunity for parents and students to meet the Principal, key staff, and current pupils, and to get a flavour of daily life at HSAEL. Follow the link or scan code to reserve your place.https://t.co/FVBQoP7dyo pic.twitter.com/Of3Tzs5cy2

16/06/25

Our Weekly Community Bulletin is out now. https://t.co/DG03umbAwV pic.twitter.com/ltD8IVSjbu

16/06/25

News of our "OUTSTANDING" Ofsted report in the press. Thanks to The “highly ambitious curriculum” was a key focus of the report. Inspectors praised the “broad and diverse” range of topics which students are taught...” https://t.co/CDwiYm4Clr pic.twitter.com/WKHXeQBSso

09/06/25

This week's Community Bulletin is out now on our website. https://t.co/6qWcxy7iMt pic.twitter.com/zXdmfFAByF

29/05/25

In the latest HSAEL blog post, Ms Wake, Head of History suggests that our curriculum 'is like a beautiful English summer garden, and at KS3, our students are budding with skills and knowledge by the summer term...' read the full piece on our website.https://t.co/tH6HiyVBEf pic.twitter.com/f0v7Gfck0n

19/05/25

In our latest blog post, 'The House HSAEL Built', we explore our unique approach to SEND and why we do things differently. We embedded SEND support into the very foundations of our teaching , ensuring every student thrives from day one.https://t.co/glbd4kqoV1 pic.twitter.com/jVHfEjk7R0

19/05/25

Our latest Weekly Community Bulletin is out now. https://t.co/FfDYUuSIOM pic.twitter.com/S2yehZ3yxp

12/05/25

Our latest weekly Community Bulletin is out now. https://t.co/u0lwSTeBfN pic.twitter.com/HcWudo2VLc

08/05/25

Best of luck to all our students starting their GCSEs this week, and well done for all your hard work! pic.twitter.com/S4EDZXu4Jm

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Brent

Bromley

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Stratford

Sutton

Thurrock

Wandsworth

Westminster

Assessment and exams

Intent, implementation, impact, research underpinning approach (high level overview of assessment dates)

Intent

The intent of the HSAEL assessment framework is to enact the schools mission by:

  • Encouraging growth – ensuring our leaders receive feedback regularly and building resilience.
  • Instilling a sense of responsibility – through supporting our leaders to make improvements independently.
  • Promoting ambition – rigorous assessment that enables leaders to achieve the highest grades and access to leadership opportunities and elite careers and universities.
  • Fostering compassion – placing knowledge in the context of the wider world and creating an understanding of different perspectives.
  • Cultivating excellence – creating consistent habits in gaining knowledge and a pursuit of the mastery of every subject.

Additional aims of the HSAEL assessment framework are to:

  • Support teachers in regularly identifying gaps in scholars’ knowledge to enable effective planning.
  • Measure the impact of our intended curriculum, identifying areas for development.
  • Quantify scholars’ attainment at times when inferences will be valid and useful.
  • Prepare leaders for end of phase external examinations.

Exams officer

Implementation

Building the assessment profile of a student begins with our baseline testing programme. This programme includes the use of SPARX maths to baseline in Mathematics alongside the use of NGRT testing to test in reading, writing and spelling. Students are additionally screened with Exact to identify dyslexia needs where we can support with access arrangements for exams. Tests are repeated to assess development as students make progress through their learning journey at HSAEL.

Our assessment approach is two pronged. Our summative assessment points are augmented through our use of in class assessment. Our in-lesson use of DPR, allows for immediate feedback for pupils that focuses on the specific lesson objectives. Parents can also access this information immediately allowing you to support your child.

Assessment dates 2024/25

7

8

9

10

11

12

13

Term 1

  • Exact screener
  • NGRT
  • SPARX Testing

Term 1

  • NGRT tests
  • SPARX Testing

Term 1

HSAEL assessment

  • NGRT tests
  • SPARX Testing

Term 1

HSAEL assessment

  • NGRT tests
  • SPARX Testing

Term 1

Mock exams 1

Term 1

Exact screening

Baseline/induction tests taken in individual classes

GCSE resits

Term 1

A Level Mock Exams 1

GCSE resits

 

Term 2

Harris cycle 1 assessments

NGRT retesting

Term 2

Harris cycle 1 assessments

 

Term 2

NGRT

retesting

Term 2

Access arrangements testing

Term 2

Mock exams 2

Term 2

Mock exams 1

Term 2

A Level Mock exams 2

Term 3

End of year exams 

- NGRT retesting  

- SPARX Retesting 

 

Term 3

End of year exams 

- NGRT retesting  

- SPARX Retesting 

 

Term 3

End of year exams 

-Exact screener 

- NGRT retesting  

- SPARX Retesting 

Term 3

End of year exams 

- SPARX Retesting 

  

Term 3

GCSE

exams

Term 3

Mock exams 2

GCSE resits

Term 3

A Level exams

GCSE resits

Mock exams 2

 

Evidence

Research

Impact on the curriculum

Paul Bambrick-Santoyo (2010), “Driven by data”, Jossey-Bass

Assessments must be:

  • common and interim
  • the starting point and must be transparent
  • aligned
  • Cumulative
  • Swift action must be taken to systematically close the teaching- and learning- gap.

Ruth Butler (1988), “Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance”.  British Journal of Educational Psychology

Use a mechanism (such as a seating plan) to intrinsically motivate student interest and performance.

Daisy Christodolu (2016), “Making good progress? The future of assessment for learning”, Oxford University Press

The curriculum as a model for progression.  

Formative assessment as a tool to improve the quality of instruction in the classroom.

Dylan Wiliam (2018), “Embedded formative assessment”, Solution Tree Press

(Shute, 2008) “Focus on formative feedback.”

Formative assessment has the biggest impact on student outcomes.

Dylan Wiliam & Paul Black (1998) “Inside the Black Box: Raising Standards Through Classroom Assessment”, GL assessment

Self- and peer-assessment by pupils as ways of enhancing assessment.

Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement.

The value of feedback for the learner.

 

 

Exam guidance and notifications

Ofqual

The Ofqual student and staff guides provide valuable information about this year’s arrangements for qualifications regulated by Ofqual. They also explains what support is in place when taking exams and assessments. Ofqual Student Guide | Ofqual Schools Guide

Links

HSAEL Exams policy 2024-25