Assessment, Feedback and Reporting


Providing effective feedback is a key aspect of formative assessment and can lead to significant gains in attainment and progress. Dean Trust Wigan aims to exploit feedback opportunities to increase student learning by ensuring that feedback leads to a positive reaction from students that improves academic performance. Feedback will be specific and linked to explicit targets for improvement. Indeed, the whole purpose of feedback should be to increase the extent to which students are owners of their own learning. We expect all students to be aware of the level of their current performance and more importantly how to achieve the next level / grade.

Feedback will:

  • Challenge the students.
  • Be given formally at least each half-term.
  • Be more focused on what is right than what is wrong.
  • Be as specific as it can be, and if possible, compare what they are doing right now with what they have done wrong before.
  • Encouraging, and should not threaten self-esteem.


  • To help students to rewrite/improve their next piece of work – EDITING.
  • To correct errors – PROOF READING.
  • To grade/level/band the work – EXAMINING.
  • To check that the work was carried out – MONITORING.
  • To set targets – COACHING.
  • To mark all class work and homework and return it to students within the given time frame.
  • To consistently adhere to the Academy’s marking codes, system, expectations and ethos.


Feedback and Marking

Students (and parents/carers) at Dean Trust Wigan can expect work to be regularly assessed and marked within the academy policy. Students can also expect to be given time for reflecting on the teachers’ feedback and making corrections / showing their understanding.

We recognise that the frequency of feedback/marking is dependent upon the number of times students are seen during a school week; however, all students can expect their work to be regularly marked.

We also expect students to be involved in the marking process themselves through self and peer assessment. This leads to a greater understanding of subject content and reinforces learning opportunities.



Formal summative assessments take place within KS3 and KS4.
KS3 subjects have a set assessment calendar that clearly informs the students of upcoming tests/assessments.  These tests and assessments are only part of the band that the pupil achieves; however, it is imperative that students learn to produce quality work under test conditions.  Performance in these tests impacts on the planning and identification of areas to improve for students and teachers.  They are also used as predictor of grades/bands and the skills and knowledge being developed and assessed will lead them into their GCSE programmes of study.
In KS4 testing is carried out via the practice exam schedule.  Subjects set GCSE papers that are undertaken within the formal exam conditions and rules.  Again, these exams are vital in informing future planning and instruction to enhance student performance. Students will also be directed to complete exam questions in lessons and for homework as part of the assessment process. These will be completed in an ‘exam’ style environment to ensure we are preparing students effectively for their GCSE exams. This process will help staff to make more accurate predictions regarding student performance.
Controlled Assessments also take place throughout KS4 (in some cases, in KS3).  These assessments are again a formal assessment but may be taken over a period of time rather than one single sitting.  A strong performance in these assessments greatly enhances the students’ chances of success within the subject as a whole.  Work for Controlled Assessments can only be completed in the Academy and under a high level of control (supervision).  Completion outside of the boundaries, as specified by the awarding bodies and JCQ, may result in disqualification form that course.


Parents/carers will receive a written report once a year. The report will detail current performance against target grade and will identify barriers to learning in addition to strategies to bring about improvement for each subject. In addition to this written report parents/carers will receive data related to student performance and attitude to learning three times a year. This reflects the progress review points for reporting in the school calendar. Parents/carers evenings for each year group also take place throughout the year at which class teachers and school leaders will be available to discuss student’s progress.


Student Help

If you need help or support with any problems whilst at the Academy, here are the key people who are available for you to talk to:

  • Learning Tutors.
  • Head of Year.
  • Head of Hall.
  • Inclusion Manager.
  • Standards Leader.

You will always be listened to and supported!

Anything that you talk about will be treated with respect and not passed onto others UNLESS you are in danger of harm and need protection.

We will always discuss with you any action we propose to take to help you.