Assessment Excellence Programme - Partner School biographies

Our current Partner Schools

We are pleased to be working in partnership with the following schools (use the dropdown menu to be taken to their biography):


Archway Learning Trust, Nottingham

Bluecoat Aspley Academy forms part of Archway Learning Trust, a Multi-Academy Trust which serves the young people of Nottingham. We are a truly comprehensive and inclusive secondary school, including a large and successful Sixth Form. In the words of our Head Boy and Head Girl, 'At Bluecoat Aspley Academy, everyone is open to express themselves and celebrate who they are, with no judgement. We believe that the enriched student diversity is what makes our Academy such a motivational place to be: there is no one that doesn’t have a valued role in our family.' The inclusive nature of Bluecoat Aspley Academy.

Our family ethos is one which we are proud of and all decisions are focused on what is best for the students. Our curriculum centres on developing the whole child ensuring that each individual makes progress from their own starting point, whatever that may be, in whatever form that takes. It is broad and varied, ensuring opportunities remain open and all students' talents and strengths are celebrated and challenged to improve further. Where appropriate, curriculum and provision is personalised to suit our students' needs.

We have been using GL Assessment's Complete Digital Solution now for 6 years to support with tracking progress in key areas such as reading and English, maths and Science, highlight and anticipate potential barriers to learning and track achievement against potential. Staff across the academy use this information daily to inform their planning, communicate with parents and highlight needs for intervention both inside and outside the classroom.

Working with GL Assessment as a Centre of Assessment Excellence enables us to fulfil our commitment to be an outward-facing Academy who is as willing to share good practice as it is open to learn and collaborate - all good learner attributes that we also ask of our own students.

ashlawn-new.jpg (1)

Ashlawn School, Warwickshire

We are a happy school where high standards and expectations lead to outstanding academic results for all our students. Respect for each other and high standards of behaviour are values which we all share and for which we are all responsible.

Everyone at Ashlawn is committed to providing an inspirational environment where our students are engaged and enthused, and where learning enables all young people to realise their academic potential and acquire the skills and values they need for life’s journey. Whilst academic success is important, we recognise that there is more to education than exam passes; confidence, adaptability, learning skills, creativity and resilience are all necessary life skills. Success is celebrated in all aspects of school life as we recognise the needs of each individual and where everyone really does matter.

As a bi-lateral school, Ashlawn is the perfect blend of tradition and innovation. We are a forward-thinking and exciting centre of learning with excellent results and our young people are proud to belong to a school which offers the range of opportunities that our unique curriculum affords. Our record of success is reflected in our A level and GCSE results and we are committed to providing the highest standards of provision. In 2013 we were delighted when Ofsted recognised the school as outstanding in every category and shortly afterwards we were designated a National Teaching School with responsibility for teacher training and supporting other schools in our region. This success is testimony to the aspirations and efforts of our community - our students, their families and our staff.

We have been a GL Assessment Centre of Excellence since 2016 and in that time we have made extensive use of several GL products including CAT4 and PASS. We have welcomed leaders from many other schools to GL Assessment training events at Ashlawn and look forward to continuing the partnership in the future.

beecroft-new.jpg (1)

Beecroft Academy, Dunstable

Beecroft Academy is a vibrant primary setting at the heart of the Dunstable community, at the foot of the Chiltern Hills in Bedfordshire. We currently have over 400 children on roll, a third of whom are in receipt of free school meals, whilst a fifth have English as an additional language and a quarter have special educational needs.

As a school community, we believe hugely in the value of teamwork and embody our motto of achieving excellence together. From the moment you walk through our doors, you will witness the positive relationships enjoyed by all those connected with the school. We are very successful at promoting high quality education across the curriculum, which is supplemented by a variety of enrichment opportunities both inside and beyond the school gates.

We have been utilising the GL Assessment suite effectively since 2015 and are delighted to now be a Centre of Assessment Excellence. Using the CDS package has enabled us to track children’s progress and attainment across the school and our teachers are able to carefully use the individual and group reports to support their planning and teaching. Being able to compare our children’s performance with a national benchmark has been very useful, particularly in non-statutory assessment year groups.


Brannel School, Cornwall

More information coming soon.

broadclyst-new.jpg (1)

Broadclyst Primary School, Exeter

Broadclyst Community Primary School (BCPS) is a rural school in the heart of Devon with a two-form entry and 90 place nursery. It was designated a Teaching School in 2013, and has created a professional development and support programme for other schools, school leaders and teachers. BCPS is part of the Cornerstone Academy Trust. The Trust is built upon the best practice approaches adopted at BCPS, in its new free school and with other schools that it is working with.

The Trust has implemented the GL Assessment suite of digital assessments to identify and track children’s aptitudes, attitudes, achievements and progress from R to Year 6 since 2014. As a Centre of Assessment Excellence, the school works closely with GL Assessment, trialling new products, supporting and training other schools with their assessment procedures and maximising the benefit within its own classrooms.

The curriculum offered at BCPS is as broad and modern as it is deep and traditional. The school uses accurate assessment data to ensure both progress and achievement, whilst teaching of a wide variety of subjects, from Latin to media in the school’s own TV studio, and still delivering a rich creative arts experience, and sports including sailing, golf and cycling.

BCPS has developed media-rich digital classrooms, home-access systems and collaborative and creative online learning spaces as well as establishing working partnerships with firms and schools around the world. There is 1:1 access to a PC and the school day is often extended, flipped and accessed from anywhere and anytime. The school is currently developing a digital framework that can be used in other schools to support their computing curriculum.

As a Microsoft Showcase School, BCPS runs a Global Enterprise Challenge which has brought together 30 schools from 20 countries around the world, with over 1500 children aged between 9 and 15 years collaborating via cloud-based platforms to run ten international companies. This project has become a massive success, transforming the educational approach developed by schools around the globe. It was founded after a successful bid for funding through the Microsoft Pitch Competition.

The school has developed a state-of-the-art hall and teaching space that also houses a climbing wall and full catering kitchen as well as a coffee shop where parents can meet. This facility has allowed the school to deliver blended learning opportunities through its Teaching School, both for conferences and teacher training, by enabling remote access across the country and beyond.

Executive Headteacher Jonathan Bishop is an NLE and Education Advisor for the DfE, supporting other schools to maximise their potential.


Chadsgrove Teaching School Alliance, Bromsgrove

Chadsgrove Teaching School Alliance offers a broad range of specialist support services and training to schools and academies across Worcestershire and beyond. Support services include:

  • Learning Support Team – offering diagnostic educational assessments, dyslexia assessments, access arrangement assessments and bespoke individualised teaching programmes and interventions. The team also provides advice on assessments (GL Assessment) that schools can be utilising in-house.
  • Autism/CCN Team- specialised support to enable pupils with autism/complex communication needs to access appropriate and engaging educational environments.
  • Sensory Teams (HI, VI, MSI) - advising schools on best practice, environmental and curriculum adaptations and specific teaching methodology that allows them to best support their pupils with sensory needs.
  • SENCo Support Team – providing support, information and guidance to SENCos on all aspects of SEND. This includes in-house pupil screening and assessment using GL Assessment resources.
  • Speech and Language Therapy – working in partnership with the NHS, we deliver a variety of SALT resources, assessments and support that schools can access to further the support their pupils with speech and language difficulties.
  • Occupational Therapy – OT support can be provided to schools who would like information, advice and guidance on a variety of areas including: meeting sensory needs, motor coordination difficulties and handwriting.

Challney High School for Boys, Luton

More information coming soon. 


Crosshall Junior School, St. Neots

Crosshall Junior School is a dynamic environment; no year is the same, as no group of children or individuals are the same. The School offers a consistent approach across the years and has high expectations. Children are nurtured and feel cared about, as demonstrated by our accreditation as a Centre of Excellence for Inclusion – one of only 250 schools nationally.

Our outstanding curriculum aims to develop life-skills and provide a first-class education. Future Me promotes ways in which aspirations for adulthood can be worked towards achieving from the age of seven. Members of the community also work with the children so that they have a realistic understanding of their jobs.

Oracy, literacy and numeracy are promoted alongside the arts, PE, humanities, computing, science, DT, IT and languages, and the school has excellent resources reflecting this ambition.

Assessment is integral to learning and we use formative and summative assessment to ensure that teaching is targeted, relevant and timely. To ensure accurate benchmarks, we have used GL Assessment packages for over ten years.

The marking and feedback policy recognises that the children are on a learning journey and our use of 'not yet' encourages students to think through problems. Encountering challenges indicates that a child is learning and it is when a child bounces back from difficulties that confidence, resilience and drive are developed. The deepest learning often comes through adversity and perfectionists have their thinking challenged.

Although the children in Year Six sit their End of Key Stage Two Tests, and we ensure that our children are well prepared to do their very best, we do not adhere to an 'exam factory' approach. Throughout the school, process and effort are praised and a growth mindset is encouraged. We want our children to be equally brave and to make the most of every opportunity.

Future Me rewards children who, regardless of academic ability, take risks, try something new, participate in social action and build character, whether at school or home. Personal and social skills are fostered through a secure and positive framework and links have been built with the local and wider community.

By the end of the Key Stage, we believe that our children are successful, more independent, happy and confident students, ready to become responsible citizens: more aware of what they would like to attain in the future and have the skills and know-how to Achieve their Dreams.


Debden Park High School, Essex

Debden Park High School is an outstanding 11-18 coeducational academy, part of The Kemnal Academies Trust. It has a 6-form intake of 180 students per year group, and is a specialist school in performing arts. It was established in September 1999 on a tiny site in Chigwell, before moving to its current buildings in September 2001. At the heart of everything we do are our students. Our curriculum is student-centred and we aim for their education to be inspiring, stimulating and challenging. We want our students to become independent learners, who are critical in their thinking, informed in their choices and confident in their ability to succeed in the modern world, who are respectful and tolerant, driven and confident and who strive for the best. In addition to their academic lives we also want our students to benefit from extra-curricular experiences in the arts, sport and culture which will help them become well rounded balanced adults.

Debden Park opened its sixth form in September 2015, and have just seen our first cohort of students leave with exceptional results. Debden Park is also a Teaching School and we play a key role in developing motivated, passionate and outstanding teachers and visionary leaders. We work in collaboration with King Harold School in Waltham Abbey and this partnership has at it's heart a drive for success.

Our school's vision is to provide an excellent education in a safe supportive learning environment, one where people are valued and make positive contributions to the school community, and where students go on to become responsible, independent members of society.

We have been using GL Assessment tools for a number of years, most significantly the Progress Tests in Maths, English and Science over the past three years. They have allowed us to moderate our own internal assessments by providing a comparison to national attainment and progress, and provide key feedback about our students’ strengths and areas to develop. As well as the attainment of students compared to their peers nationally, GL Assessment have provided us with detailed feedback of the progress students have made (both in year and from KS2) for leaders teachers students and parents. The in-depth skills and knowledge gap analysis, and comparison to national peers question by question and skill by skill, has been incredibly useful for our school leaders in planning their curricula, intervention strategies and assessments going forward.


Dilkes Academy, Essex

In March 2013 we became the first Primary National Teaching School in Thurrock. This status allows us to offer professional development to schools in the area, as well as providing high quality training for our own staff. We are also involved in Initial Teacher Training (Teach Thurrock) ensuring new teachers are of the highest calibre.

As well as offering training and support, we identify and co-ordinate expertise in partner schools, using the best leaders and teachers to:

  • Work with other strategic partners, including universities (IOE), to train new entrants to the profession;
  • Lead peer to peer learning;
  • Identify and nurture leadership potential;
  • Provide support for other schools when needed.

At the Dilkes Primary Teaching School Alliance, our vision is to ensure improved outcomes for all pupils across our borough; by promoting high impact, high achievement and high quality teaching and learning.


Edge Grove School, Watford

Edge Grove is a successful and vibrant day and boarding school for boys and girls aged 3-13 years, situated in 28 acres of beautiful Hertfordshire countryside. Founded in 1935, our long history means that tradition plays its part in shaping our character. We are dedicated to the creation of confident, self-assured learners, and the school nurtures individual excellence and academic rigour in a challenging, warm, fun and inspirational environment. Development of each individual child is at the heart of the school's approach, characterised by a genuine commitment to the pursuit of excellence.

Edge Grove looks to encourage and foster talent whether in the classroom, art room, in music, on the stage or on the sports field. Our first class resources, strong academic approach and accessible and enjoyable teaching allow pupils to progress individually and reach their true potential in all spheres of school life. They achieve highly within a supportive and nurturing environment, and we enjoy outstanding academic performance with many scholarships and places awarded to leading Senior schools such as Harrow, Eton, Rugby, Merchant Taylors', St Albans High School, Uppingham, and North London Collegiate.

We are proud of our Christian heritage whilst embracing the religious and cultural differences of all children and families. Our community of day and boarding pupils and their families is extended into the local area and those we help support through national and international charities.

We offer weekly, flexi and occasional boarding to children from Year 3 onwards, meeting the demands of our parents who need greater flexibility. We run an after-school activities programme throughout the school with a wide range of activities available every day until 6pm, and a breakfast club provided from 7.45am.

Edge Grove pupils are independent, have an adventurous spirit, good manners, respect for others and are resilient. It is these values that provide a strong foundation on which to build our future. Innovation and creativity flourish and help to define Edge Grove as a truly forward-thinking school. Our vision is to be a first choice Prep School for a first class education for now, for life, for generations to come. Our mission is to ensure that every pupil can achieve their full potential within a safe, secure and happy learning environment.


The Firs School, Chester

The Firs is a coeducational independent primary school specialising in the delivery of high quality education for boys and girls aged 2-11. Founded by Mrs Florence Longman in 1945, it has been in the ownership of the same family for three generations. Set in well maintained wooded grounds and conveniently located less than two miles north of Chester city centre, we encourage our children to flourish within a caring, Christian environment which supports children from all faiths and none. Thanks to high academic standards, continuing investment and an emphasis on promoting both the personal and academic development of every child, The Firs is recognised as one of Cheshire’s leading independent schools.

The school has a reputation for excellent communication with parents and, since becoming a partner school with GL Assessment in 2015 and taking on their Complete Digital Solution package for assessment, this communication has grown still further. We make full use of all of the online assessments plus the paper ones for Year 1 and send home all results to parents alongside the comprehensive GL Assessment parent reports. As a school we keep a vigilant eye on the individual progress of each pupil, using internal formative assessments, scheme tests, peer and self-assessment alongside these assessments which take place on an annual cycle with different assessments each term. Our vision is to be an inspirational primary school delivering excellent learning; we believe that we achieve this vision with careful planning based around each individual pupil.

flixton-new.jpg (1)

Flixton Girls' School, Manchester

Flixton Girls School (FGS) is a small secondary school in the Trafford Local Authority. The school is in a selective borough but is a 'non-selective school'. The proportion of students eligible for the pupil premium is slightly lower than average at 21%. The proportion of disabled students and those who have special educational needs supported through school action is slightly higher than the national average.

The school opened it's female Sixth form in 2013 funded by Trafford College. The Sixth Form has grown in success and is now over subscribed. We achieved our best ever A-level results in Summer 2017. At FGS we inspire girls to discover their talents and fulfil their potential through our founding principles of aspiration, empowerment and excellence. These principles are at the heart of life at FGS, ensuring that each individual is able to achieve her personal best.

Aspiration, the first of our founding principles is vital in instilling in each girl the desire to be successful in her chosen field and to have high ambition for the future. Our highly qualified and dedicated staff team deliver rich experiences and opportunities that enable each girl to find and develop her talents. We work hard to ensure that she is aware of the opportunities available to her and that she is fully supported to achieve her goals. Our curriculum together with our wide and varied enrichment programme introduces girls to many new activities and is underpinned by a commitment to the development of self-confidence, self-worth and a love of learning.

Empowerment, the second of our founding principles, ensures that each girl is equipped with the skills and abilities she needs in order to achieve success. At FGS we believe that the empowerment of a young woman is the key to her future happiness and success, as well as to the future of our community and our society.

Excellence, our third founding principle, permeates our actions and drives ambition; the unlimited ability to do ordinary things extraordinarily well. Flixton girls are proud of their school and benefit from our deep commitment to traditional standards, courtesy and respect, leading to outstanding achievements and academic success.

In September 2017, Flixton Girls School became the founding school in the 'Healthy Learning Trust'. Through the school’s founding principles of Aspiration, Empowerment and Excellence the Healthy Learning Trust empowers young people to enhance their own lives and the lives of others through our unique partnership with health and well-being providers to deliver a programme across our Five Pathways to Health, Well-being and Scholarship: Physical, Nutritional, Emotional, Academic, Social & Moral.

We have worked in partnership with GL Assessment for 6 Years. At FGS we believe that each girl deserves the very best education and has limitless potential. GL Assessment enable us to diagnostically assess a pupil's strengths and areas for development. The analysis and reports provided by GL Assessment are exemplary and supports a school in providing the best information for Senior Leaders and Heads of Department, that impact on both curriculum and intervention at a whole school level.


The Gleddings Preparatory School, Halifax

At The Gleddings we recognise and celebrate each child as special. We have the highest possible expectations (academically and socially) of ourselves and our children. Established for more than 60 years, the school is co-educational with around 200 pupils. The age range is 3-11 years. Parents generally enrol their children before they are born. We develop self discipline, self respect and confidence within The Gleddings unique "you choose" ethos. We encourage children to "think" and to learn how to learn. Our children enjoy coming to school and it is their love of learning that is the main contributor to their many successes.

Our academic results speak for themselves, but we aim for much more. We teach our children to be independent thinkers so that we will create problem solvers and decision makers. More importantly, we teach them to make good choices, not only in terms of achievement but also to ensure their health, safety, well being and be contributing to society, now and in the future. Wherever they go throughout school, children see the reminders "think" and "you choose". We create an environment that is welcoming and caring, fair and just and which prepares children for the demands of adulthood and employment. We respect each child's individuality and we tailor our teaching to meet their specific learning needs. To ensure that every child is a learner, children learn in one-to-one, small group, large group, whole class and whole school situations according to their needs in different areas of their learning and all as a result of information provided from the full range of GL Assessment.

Children at The Gleddings come to school with a wide range of abilities. The school is non selective (most pupils are enrolled before birth) and all pupils achieve highly in relation to their attainment on entry. This is reflected in the test successes of our 11-year olds, year on year, in the 11+ examinations for the local grammar schools and the award of the Sunday Times Parent Power Prep School of the Year 2017. GL Assessment provide the information we need, from Reception until Year 6, to ensure the best programme of learning to meet the specific and changing learning needs of every child. We focus on the teaching and learning of basic knowledge and skill and we are committed to the teaching of good grammar, spelling and the understanding and application of mathematics. We do recognise the importance of technology and we embed IT skills in to all of our curriculum. In addition to French, from the age of six and Latin in Year 6, the award of Confucius Classroom status has meant that pupils, parents, other schools and businesses learn Mandarin at The Gleddings.

At least termly, we suspend the timetable and consolidate learning by holding whole school WOW Days where children re-enact historic battles, engage in forensic science, build Stonehenge, launch rockets in to outer space, walk with dinosaurs and much, much more. Days that the children will never forget. Extended days and holiday schools provide the opportunity to offer many extra curricular activities across a wide range of sports, martial arts, pottery, textiles, cookery, dance, drama and computer applications. Pupils learn to play musical instruments and children, past pupils and parents receive brass, woodwind, percussion, string, voice and music technology tuition from talented musicians.

We believe that an education that is filled with fun and laughter and which engages hearts, as well as minds, will create life-long learners. When they leave us, our 11 year olds are 'can do' young people. They have both the confidence and skills to become whatever they choose to be, whilst at the same time, possessing 'otherness' - the essential understanding of their responsibility for other people.


Greenwood Academy, Birmingham

We welcome all pupils to Greenwood Academy and will provide the challenge, support and opportunities for all our young people to achieve the highest standards. Our mission is to develop personal and academic excellence throughout our pupils' educational careers. Our motto, 'To make our best better' underpins our educational vision of success through knowledge and character development. By building the foundations for life-long learning, we ensure that pupils have the resilience, determination, creativity, healthy lifestyles and the qualifications for their life beyond the academy.

At Greenwood we believe that instilling a 'Growth Mindset' in our students will allow them to unlock their full potential, by removing preconceptions about their own abilities or a 'fixed mindset' children can grow their intelligence and through effort and hard work will achieve extraordinary things. This philosophy underpins our approach to rewards and celebration of pupil success.

Our ethos and values ensure that we offer an exceptional learning experience as well as a real and tangible sense of community. Education at Greenwood Academy is a partnership between the academy, pupils, parents/guardians and the wider community. Ensuring all pupils have the opportunity of carrying out service within their community is an important part of the Greenwood experience and part of the academy’s wider commitment to character development of our pupils.

Greenwood Academy began using GL Assessment in September 2017. Already we have seen the impact, using CAT4 testing to assess students' strengths and weaknesses, as well as using the stanines to help inform and quality assure our use of subject-specific assessment across the school. We have also had significant use of the PASS survey which has been instrumental in shaping the pastoral provision and intervention for the young people in our care.


The Hawthorns School, Redhill

The Hawthorns is a thriving independent day school for girls and boys aged 2 to 13 years in Bletchingley, Surrey. Offering an exceptional breadth and vision for each child, the production of quality learning and the development of character is key to the work of the school.

Underpinning an outstanding record of academic achievement at senior schools, The Hawthorns academic curriculum is broad and balanced. Developing the talents of each child is at the heart of our work. Dedicated teachers create high expectations and work hard with our boys and girls to help them achieve success in a wide variety of areas.

A wonderful programme of sport and extensive opportunities in Art, Music, Drama and Design and Technology mean that every child has the opportunity to be challenged in a variety of areas and thus develop a confidence for life. The balance of tradition and modernity, which has been embraced over several decades at The Hawthorns, ensures that children learn and strive for excellence. In an environment which is constantly embracing the future, tried and tested values are held dear, ensuring children are well prepared for life.

With a healthy set of values Hawthorns children are loved, feel secure and learn from both their mistakes and their endeavours. Laughter and energy abound as boys and girls, teachers and staff make the most of school life.

We started using the GL Assessment CDS in September 2017 and have seen a new energy amongst staff about using data to assist our planning, target setting and monitoring progress. We are passionate about seeing our pupils exceed their potential and using data from the assessments has been a huge step forward for us as a school.


Hinchingbrooke School, Cambridgeshire

Hinchingbrooke is a remarkable state school, set in acres of beautiful grounds and adjoining a country park. Hinchingbrooke House was formerly the family home of the Cromwells and the Montagus (the Earls of Sandwich). The school finds inspiration from it's heritage and gives both staff and students a very special pride and a sense of identity. Our core purpose is to nurture all of our students as uniquely talented individuals and principled global citizens, maximising their academic outcomes, their personal development and their capacity to be independent autonomous learners.

Our mission is to inspire excellence and to fulfil potential. We aim for all students to be nurtured as uniquely talented individuals, finding fulfilment through their learning and the development of their intellectual, creative, physical and emotional capabilities. We aim for our students to develop the moral integrity to become responsible global citizens, so that they may take their place in society with confidence and we are confident that anyone associated with the Hinchingbrooke learning community, student or adult, will leave the richer for their experience.

To help us on our journey to achieve our aims and to maximise outcomes for all of our learners, we work with a number of external partners, including GL Assessment and Doddle. We use a range of assessments when students first arrive with us in order to help determine their potential and what support they might need to reach that potential. These include CAT4 testing and the NGRT assessment. Retesting is then completed annually to see the progress made by our students and to help determine any support required.

We also use Doddle to provide us with data to help inform our tracking and monitoring of student progress. Doddle is also used as an electronic planner by our students as it shows them homework and classwork tasks which need completing and when the work needs to be completed by. Another great feature of Doddle is the Parental Portal which allows parents to see not only homework that needs completing, but also the areas that child is doing well on and the areas where they need to work on in order to improve. The introduction of Doddle has been extremely successful in building relationships with parents and in encouraging students to complete their homework – even absent students have completed work before they return!

We believe we are at the forefront of educational change; making the best use of technology to support learning and building our reputation as a Centre of Excellence whilst providing a first-class, all-round education of the whole child.


Holy Trinity CE Junior School, North Yorkshire

We are proud to be a Church of England school and our values are the basis of our excellent relationships with our parents, local infant school and churches. Our school is located close to the centre of the city of Ripon in beautiful North Yorkshire. We are a large junior school and our numbers change frequently as we have lots of children from military families.

We are a school that likes to innovate and be at the forefront of educational development and change. This includes in our use of technology and anytime anywhere learning. All our curriculum materials are suitable for the school community to use on any device and at any time where there is connectivity. We have developed our use of SharePoint and Google Classroom, alongside RM Unify to integrate technology into teaching learning and assessment.

We use GL Assessment's Complete Digital Solution (CDS) as part of our assessment and reporting cycle. Staff find the information we glean from the range of assessments very informative and this in turn helps to ensure we are meeting the needs of all the children. The clear reporting is helpful for parents and it also allows us to review and adapt our approaches as necessary.

Having used CDS for a number of years, we are confident that it is an effective tool for schools. We have found that recent additions to CDS, such as scaled score predictions and progress measures, help us to focus our development priorities and, as a junior school, we find the use of CAT4 tests on entry provides helpful benchmarking. In addition, having the screeners easily available in CDS helps us to target support through early identification of need.

If you would like to know more about our school please visit our school website:


Hugh Sexey CofE Middle School, Somerset

Hugh Sexey Church of England Middle School, part of the Wessex Learning Trust, serves the young people of the Cheddar Valley in Somerset. We are a middle-deemed-secondary setting in a rural location, with the majority of our 600 pupils bussed onto site from the surrounding villages. Pupils enter in Year 5 and are with us until the end of Year 8. Hugh Sexey Middle School (HSMS) is proud of its great reputation within the local community, built over many years with strong community links, high academic standards and sporting achievements.

Our school vision is ‘to strive to create a caring Christian community, where diversity is celebrated and all are empowered to achieve their full potential. Living out our core Christian values, we aim to provide a happy, fair and safe environment, to enable our children to be reflective, confident and open-minded global citizens of the future’.

HSMS works closely with our partner schools in the Wessex Learning Trust which was formed in 2016 to offer a 2 to 19 pathway for pupils of the area. Pupils gain much from the three-tier system and, as a middle school, we take full advantage of the ability to nurture our KS2 pupils in a more traditional primary education while making full use of the facilities and subject specialists from KS3 to enhance the curriculum offering. KS3 pupils receive a secondary style timetable in a familiar setting with staff who know their educational journey to date, enabling rapid progress at a time when many may see a dip in performance.

The GL Assessment PT Series has been an invaluable source of robust data on pupil progress in an educational system where transition does not match the national assessment points. Our pupils first sit these assessments at the end of Year 4 to provide standardised exit data, which is built on through Years 5 to 8 to give an accurate picture of ongoing pupil progress and attainment, supporting transition into the upper school and GCSE courses.


King Edward VI School, Bury St Edmunds

King Edward VI School is a proudly inclusive 11-18 school which has been inspiring young people in Bury St Edmunds since 1550. We are proud of our students and our focus on academic excellence. We aim to help every single child develop his or her talents and individuality. Our students join King Edward VI School as children, and leave as young adults equipped with the currency and confidence to thrive as global citizens.

Our core values are 'Respect', 'Aspiration' and 'Creativity'. We believe that every member of our school community should demonstrate care for others, strive to achieve their best (no matter how tough the challenge), and develop their creative talents in order to fulfil their ambitions.

We are a Church of England School and, as such, enjoy very close links with St Edmundsbury Cathedral through our Lunchtime Recitals, Evensong, Remembrance Day service, Christmas Celebration and our Musician in Residence, the Cathedral’s Organ Scholar. We gain confidence from our long history as Schola Buriensis, but continue to seek out and implement the very latest developments in learning and teaching. We employ only the best teachers, and are proud that graduates and graduands from the University of Cambridge, Suffolk and Norfolk Initial Teacher Training and other providers from around the country come to us to learn to teach; it’s a very special honour.

We have a wide range of enrichment activities. The range is huge – we have a Debating Club, many bands and orchestras, choirs, extra Latin and Mandarin, a thriving Media and Music Technology club, an enviable range of sporting and creative societies and many, many more opportunities for students to reach their potential. Our curriculum is broad, balanced and tailored to the development of each of our students. We have something here for everyone in fact, whether it be languages, science, the arts, mathematics, sport, humanities or literature. When our students join in Year 7, they discover new, diverse subjects such as Dance, Philosophy and Ethics, Computing and Food and Nutrition.

Student Leadership is another key focus of our work. The School Council is led by our Sixth Form Head Boy and Head Girl and their deputies, and a Student Leader chairs each sub-committee. Two Head Prefects lead the school’s prefect team, comprising forty students from Year 11. Our flagship leadership project is our 10-year partnership with the Yangjing Yu-Juan Experimental School, Shanghai, through which our students who travel to China, and those who take part in our Legacy programme, experience a unique leadership experience in a culture very different from our own.

Our College system ensures that every child is known, as an individual, both to their tutor and also to their Head of College. We have six Colleges, which form the heart of our pastoral work. Tutor groups are made up of around twenty-two students in Years 7 to 11 from each College. Each group has a personal, close-knit feel, helping individual students to find their way and to thrive.

We have been using GL Assessment products for a number of years now, and are particularly pleased with the power of CAT4 and PASS testing in terms of transition from Year 6 as well as how these products help us plan learning effectively.


The Kingston Academy, Kingston

The Kingston Academy is an academy free school, located in North Kingston, not far from the River Thames. The school was set up by the Kingston Educational Trust, a partnership between Kingston University, Kingston College and Royal Borough of Kingston. Having opened our doors for the first time in 2015, our aim is to go beyond what schools ordinarily do.

Technology is strongly integrated into our curriculum and classroom practice through our partnership with Google Apps for Education. All pupils are issued with Chromebooks for use in the classroom and at home. These laptops, which run primarily while connected to the Internet, allow for a more collaborative and accessible approach to teaching.

With pupils being able to access technology for their learning so easily, we have been able to take full advantage of GL Assessment’s Complete Digital Solution, both to help us validate our own judgements about pupils’ achievement as well as to provide fresh insights into pupils’ strengths and barriers to learning.

GL Assessment’s suite of assessments form part of our wider toolkit of cutting-edge approaches to both summative and formative assessment. The process of building a new start-up academy has afforded immense opportunities and given us the scope to adopt a fresh approach, free from the legacy issues faced by many existing schools. We have embraced the removal of national curriculum levels as an opportunity to shape our approach to both formative and summative assessment, with visitors to our school being overwhelmingly positive about our approach, which can be summarised as follows:

  • Twice per year, we set rigorous assessments in each subject, which we grade on a scale of 1 to 9. Crucially, these grades are age-related, not ladders like old levels.
  • We use the GCSE indicators and SAS scores from GL Assessment Progress Tests to help validate our own grades, as well as to provide an independent measure of progress.
  • We compare the grades our pupils achieve to Fischer Family Trust FFT50, FFT20 and FFT5 benchmarks to measure the rates of progress made by individuals, pupil groups and cohorts
  • Teachers target pupils and pupil groups for intervention, mainly using in-class approaches
  • In between these summative assessments, we make regular use of online Socrative quizzes to pinpoint what pupils do and don’t know in great detail for more formative purposes.
  • We reshape our teaching so to plug the gaps in learning that have emerged

We welcome any schools that would like to find out more about our approach!


Longacre School, Surrey

Longacre School is a thriving, co-educational preparatory school for pupils aged 2 ½ to 11 years. Set in a beautiful rural location on the outskirts of the picturesque village of Shamley Green, between Guildford and Cranleigh, the school offers a wonderful environment for young children. The school buildings comprise the original large 1902 house plus modern, purpose-built classrooms standing in nine acres of grounds. Facilities include a brand new sports hall and Astroturf, sports fields, woodland and an adventure playground. Longacre has a proud history and the motto of the school’s founder, Ursula Fairfax Cholmeley, 'A happy heart goes all the way’; is still very much part of the school’s ethos.

At Longacre, we believe that children learn more effectively when they are happy, and that excellent academic results can be achieved without subjecting pupils to hothouse pressure. The fact that our pupils gain a range of scholarships, and that they transfer successfully to their senior school of choice, is evidence that this approach works. Academic progress is closely monitored and regularly tested. Small class sizes enable pupils to be taught at an individual level, with increasing subject specialist tuition as children progress through the school. Alongside the core curriculum, Longacre offers a wide range of sporting opportunities, stimulating off-site visits and exciting workshops. There are after school clubs every day, ranging from cooking to judo, and regular masterclasses for able pupils.

We have used GL Assessment for two years and have recently bought into their Complete Digital Solution. This has allowed us to collate a comprehensive overview of progress and support the teaching and learning. We are particularly pleased with the CAT4 assessments and how these can help assist with senior school choices.


Manor Leas Junior Academy, Lincoln

Manor Leas Junior Academy is an innovative, three-form entry Junior School in Lincoln. We pride ourselves on providing the very best exciting and challenging curriculum where children can reach the highest academic outcomes. We are situated to the South of Lincoln and intake pupils from two feeder infant schools. During 2018, our academic results at the end of Key Stage 2 were well above average, both locally and nationally. More recently we have been recognised as an 'Area of Excellence' for the impactful and innovative work in developing our assessment procedures in our 'Responsive Assessment' project. These procedures reduce teacher workload through using technology to assess pupils with digital assessments, limited written marking and responsive teaching.

We have been using GL Assessment for 3 years in order to track 'progress over time' for all of our pupils. As a Junior school, having a robust and rigorous baseline is incredibly important and we have been using the Progress Tests and CAT4 tests to help us form our judgements. Currently judged as a 'Good' school by Ofsted (June 2016), we have recently been judged as 'Outstanding' through our national peer review Challenge Partners.


Minehead Middle School, Somerset

The West Somerset Academies Trust (WSAT) was born in 2015 following a period of considerable turbulence within some of the schools in the area. WSAT is comprised of 4 First schools (3-8 years of age) and 2 Middle schools 9-13, along with 3 nurseries into which we take babies from a few months old. The purpose of the Trust from the outset was to raise standards by having a single set of accountabilities and working in close collaboration with each other. Every half term, teachers meet from across the Trust to discuss great practice, planning, assessment and moderation. We also hold joint INSET days and have programmes of review and improvement for all our schools. Our schools tend to be in very old buildings – most of them dating back to the 1920’s when Minehead, Dunster, and Porlock were popular holiday and retirement destinations.

West Somerset is sparsely populated but is a beautiful part of the country. We have Exmoor on one side of us and the Bristol channel running down to Devon on the other. It is an idyllic place to raise children in many respects but inevitably young people need to move out of the area to find employment opportunities. Some of our children travel for 90 minutes to and from school each day.

The three tier system has many great attributes related to child development and attainment, but is challenging because National Assessment points at Year 2 and Year 6 do not match our transition points. As a result we needed robust data on children’s progression and use GL Assessment's CDS annually from Year 3 – 8. They present a convincing picture of improvement across our schools and because they are online and low stakes, are not subject to the difficulties associated with end of Key Stage results.


North Star Inclusion Advisory Team, West Midlands

North Star Inclusion Advisory Service exists to help you to help your children be the best that they can be. Our service is run from Rushall Primary School in Walsall in the West Midlands. We currently support over two-hundred schools with all aspects of inclusion in a number of ways. This can encompass:

  • work with individual pupils to identify their needs and formulate a personalised teaching and learning plan in order to maximise their progress;
  • working with parents and carers;
  • coaching and mentoring;
  • whole school development projects;
  • INSET delivery;
  • OFSTED preparation work;
  • central training and conferences led from our purpose built training facility.

Our unique service is four years old and is passionate about placing the needs of the children, young people and their families at its heart. We believe that all children and young people deserve every opportunity to become the best that they can be and recognise our place in ensuring that no pupil is ever left behind. To achieve this, our service offers innovative and cutting edge but realistic advice and support. Our approach is individually tailored to match the needs of each school and setting that we work with.

We are proud to be a GL Assessment Centre of Assessment Excellence and use a range of their assessments in our day-to-day work to ensure that we truly uncover any barriers to learning that a pupil may face. This ensures that the children we work with get the right help at the right time.


Penkridge Middle School, Stafford

Penkridge Middle School is run as a secondary school with primary values. Students join us in Y5 and then stay with us until the end of Y8, where they move up to Wolgarston High School. We are part of Penk Valley Academy Trust, which formed in April 2018, which currently consists of three first schools, ourselves and Wolgarston High School, with other schools looking to join in the near future. Our unique selling point is that all of our schools base their pedagogy around Visible Learning, based on the research of John Hattie, from New Zealand. Visible Learning is an evidence based approach to teaching, learning and assessment – where teachers see their work through the eyes of the children and children view themselves as their own teachers through becoming assessment capable. We also follow a consistent approach to behaviour across the trust, based on the research of Paul Dix. Our school rules are simply: Ready, Respectful and Safe.

We have used GL Assessment for a number of years and buy into the Complete Digital Solution. It is a crucial accountability measure for sharing attainment and progress of year groups with stakeholders such as children, parents, trustees and Ofsted. As a middle school we are judged on KS1-KS2 data (Y2 to Y6 progress), even though we actually have children from Y5 to Y8, so we use GL to keep an accurate measure for entry to exit data and the progress children make over the four years that they are with us. The assessments we use the most are the PTE, PTM and PTS and NGRT. The first schools and high school also use GL Assessment.

At the end of Y8 we find that as an overall cohort, the students are classed as significantly above national in maths, English and Science using the PTM13, PTE13 and PTS13. This has been the case for the last 3 years.


Roath Park Primary School, Cardiff

Roath Park Primary School opened on the 9th January 1895, making it 122 years old this year. We are one of the oldest schools in the County and the building is a Grade 2 listed building. We are a two form entry school and at present we are well over capacity having 490 pupils on roll including 64 Nursery children. We are located about a mile from Cardiff City Centre and the school runs parallel to the Roath Park recreation ground.

We are proud to be a very multicultural school and celebrate the fact that we have 34 different home languages spoken by our children. 56% of our families do not have English as their home language. We are a very inclusive school and 16.4% of our children are currently on the SEN register. 11.4% of our pupils are eligible for Free School Meals. We have excellent family engagement and good links with our local community. We are also proud to be part of several international projects in parts of the world including Brazil, Poland, Spain, France, Finland, Iceland and China.

We have been using GL Assessment in school for many years and the assessments form a key part of our pupil progress and tracking systems.


Rothley Church of England Academy, Leicester

Rothley Church of England Academy is located in Leicestershire, north of the city of Leicester. It has been at the heart of Rothley village since 1901, and in January 2015, we moved to a new, modern state of the art site.

Our school is about our pupils and the experiences they have, which prepares them for their future lives in modern Britain and the world they live in. Education and live-long learning is our passion, as educators we want to bring that joy to them.

At the centre of everything we do is the child. We do this in a calm, safe and welcoming environment, in a building purpose built 21st century learning that we deliver. We want our pupils to feel valued and to achieve their very, very best.

We encourage creativity throughout our curriculum and we strive to create freedom for the pupils and teachers to follow their enthusiasm. Creating a positive relationship between the children, the school and home is of the utmost importance and at the heart of our ethos.

We have the very best teachers who know their subjects and instil new skills and knowledge in a way that develops deep learning and confidence. They tailor the teaching to support every child’s needs and use reflective assessment to plan their next steps. We ensure our teachers have opportunities to continue their own learning. This includes external and internal opportunities. Like the children, the teachers strive to do their very best and to BE the best.

Our leadership team strives to ensure that the beating heart of the school pumps the direction of our school, with a steady purposeful and exciting pulse. Ensuring strong bodies and minds.

We have been using GL Assessment in school since October 2015 and the assessments form a key part of our pupil progress and tracking systems, enabling us to achieve excellent results in all primary assessment areas.


St Bede's Catholic Middle School Academy, Redditch

St Bede's Catholic Middle School is an oversubscribed middle school, situated in Redditch Worcestershire. We are part of OLOL (Our Lady of Lourdes) MAC and are the only Catholic middle school within the Archdiocese. Pupils join us in Year 5 (aged 9) and leave us in Year 8 (aged 13). We are currently rated good by Ofsted. Our SATs results have improved markedly over the past couple of years, so that we are now achieving above National Standards.

Senior leaders and governors have created a school culture where pupils are encouraged and supported in order to achieve well academically and develop emotionally and socially. (Ofsted June 2017)

At St Bede's we firmly believe that having a broad and balanced curriculum is key to our success. As a middle school, we pride ourselves on the fact we cover all areas of the curriculum thoroughly and prepare pupils well for GCSEs, as we condense Key Stage 3 into two years in Years 7 and 8. Our curriculum is designed to ensure that pupils leave us not only with the highest academic ability, but also that they have developed as young people and have the right life skills to continue in their education.

Specialist teaching in both Key Stages 2 and 3 ensures that pupils make strong progress in all year groups in science, history, geography, computing, technology, art, physical education and music. (Ofsted June 2017).

We have been awarded ARTSMARK Platinum and KITEMARK Gold in recognition of activities that are on offer to pupils at St Bede's. On the sporting field we compete regionally and nationally in a broad range of sports, becoming the first Worcestershire School ever to win a National ESFA Competition in May 2017.

We have an outstanding Pastoral and SEN team who help meet the needs of all pupils. We use GL Assessment's PASS survey with all pupils to identify any issues pupils have in school. The pastoral team and trained counsellor then work to ensure that any issues pupils have are addressed as the mental well-being of pupils is paramount to us here at St Bede's.

Pupils' spiritual, moral, social and cultural development is promoted effectively, preparing them well for life in modern Britain. (Ofsted June 2017)

The SEN team, as well as using the results for the PT Series, also use the Dyslexia and Dyscalculia Screeners with specific pupils to identify needs and then work in conjunction with staff to put provision in place for these pupils.

The school is fully inclusive and pupils who have special educational needs and/or disabilities or other additional needs are fully integrated into the school community. (Ofsted June 2017)

We have used GL Assessment for over five years now and buy in to the Complete Digital Solution. We predominantly use GL Assessment for the PTM, PTE, PTS and CAT4 assessments, to help us monitor pupils through their time at the school and demonstrate progress from entry to exit. Last year our Year 8 pupils left with 89% at or above National Standard in English and Maths; when they arrived in Year 5 this figure was only 35%.


St Edward's Church of England Academy, Leek

St Edward’s Church of England Academy is a semi-rural Middle deemed Secondary, standalone Academy Trust with in excess of 730 pupils on role.

The school caters for pupils in Years 5-8 (aged between 9 to 13) and has a six form entry. Specialist subject teachers deliver our diverse Key Stage 2 and 3 curriculum in a similar way to that of a high school. English and maths are taught in ability sets; however, all other subjects are taught in mixed ability tutor groups.

The ethos and values of St Edward’s Church of England Academy are based on the teachings of Jesus Christ and underpin everything that we are and do, which is encompassed in the word 'RESPECT'. Each letter links to the Academy motto: 'Learn for Life'

  • Recognise and Encourage - everyone’s potential, individual skills and talents
  • Strive - to be the best we can be
  • Prepare - for the challenges of life
  • Empathise - promoting the values of respect, kindness, compassion, fairness, forgiveness, love, honesty and trust
  • Christian – a community where we learn from the teachings of Jesus so that we can contribute to the family of St Edward’s and beyond
  • Teamwork – an environment where we work together so we can all achieve our potential

We operate a Pastoral System based on three houses:

  • Nightingale
  • Newton
  • Elgar

These are led by our full time pastoral team of House Leaders who provide 'wrap around' pastoral care for our pupils and instil a sense of belonging to our learning community.

In partnership with our feeder first schools, GL Assessment is used prior to pupils beginning and throughout their stay at the Academy to assess their attainment and progress. Currently, we utilise and process the following GL Assessment information:

  • Year 4 PT English and PT Maths assessments: Paper-based
  • Level 9 (Year 5) on entry PT Series (English, Maths and Science): Online
  • Level 11T (Year 7) PT Series (English, Maths and Science): Online
  • Level 13 (Year 8) PT English and PT Maths: Online
  • PASS survey: All pupils at the start and end of each academic year: Online

The above assessments are used for the following reasons:

  • To benchmark our pupils at whatever point they join the Academy in terms of their ability and knowledge of key core subjects
  • To provide guidance when setting robust and accurate pupils focussed targets
  • To demonstrate attainment and progress of pupils when there is a lack of other formalised external assessment
  • To provide a clear knowledge of the pastoral challenges and outlook of pupils
  • To provide a benchmarking and accountability tool to measure new initiative and the application of premium funding pots against
  • To outline the impact of teaching and learning to outside agents, e.g. Ofsted and DfE.

St. Peter's Collegiate School, Wolverhampton

More information coming soon.


Shevington High School, Wigan

Shevington High School is a very popular 11-16 community school located in the village of Shevington, 3 miles from Wigan town centre and 5 minutes from the M6 motorway. The school is smaller than the average size secondary school. The current Headteacher took post in January 2013 and we are extremely proud of the school and it's achievements, as well as the progress made over the last four years.

In January 2017 the school was judged by Ofsted as Good in all categories and in recognition of our outstanding practice and work we have done to support other schools we have been designated a National Support School.

The school has a strong school vision supported by all stakeholders. Together we have the highest expectations for all our students, inspiring and enabling them to become amazing and successful individuals.

As a school we have developed a learning culture of high aspirations and expectations for all students. We are just at the end of a refurbishment building programme to meet the growth the school is experiencing. The school is full on first choices in Year 7 2017 and that reflects the popularity and reputation of the school by the local community.

Ofsted 2017 stated:

  • Pupils benefit from effective teaching. Teachers have high expectations of what pupils are capable of achieving and provide pupils with challenging work.
  • Staff at the school know pupils extremely well as individuals and pupils receive a high level of personalised support.
  • Pupils behave well both in lessons and around school site. They are friendly and very supportive of each other.
  • Pupils have excellent attitudes towards learning. They work hard in lessons and are keen to do well.
  • The school is safe and harmonious where teaching is effective and students make good progress.

Over recent years we have undertaken considerable pioneering work with Whole Education, as we fully endorse the ethos that we need to develop the whole child for him or her to become an 'amazing and successful individual' and our way is one of creativity, excellence, resilience, equality, leadership and ambition.

It is as a result of our links with Whole Education, and in line with our own vision, that we have undertaken ambitious projects with GL Assessment where we have measured attitudes using PASS and undertaken research alongside CAT4 data to bring about improvements in achievement for groups of students. Rather than making assumptions, we believe the data provided as a result of these projects has allowed us to gain a deeper knowledge of our students as individuals. Only once we have this data can we look at specific, well-focussed strategies and intervention to meet the learning needs of the individual and begin to remove barriers.


Swavesey Village College, Cambridge

Swavesey Village College is a high achieving 11-16 school situated in the village of Swavesey in south Cambridgeshire. The school first opened in 1958 and is one of a number of village colleges across Cambridgeshire inspired by the educational vision of Henry Morris. The school now has around 1300 students on roll and is recognised regionally and nationally for its contribution to the development of education and commitment to the local community.

Swavesey Village College aims to provide an inspirational environment where the needs of every child are catered for and students are helped to fulfil their potential. The 2011 Ofsted inspection reported that Swavesey Village College is an "outstanding school in every respect". More significantly, the report praised the schools lack of complacency and its desire to provide the best possible academic experience for all of our students.

Swavesey Village College constantly strives to improve its practice and deliver its vision of an "inspirational place to work and learn at the heart of our local community". The 2017 exam results were among the best in the county with 81% of students achieving at least a grade 4 in both English and Mathematics. The school provides a comprehensive curriculum which not only includes a very strong academic offer, but also excellent vocational and technical studies including engineering, computing, construction and hairdressing. These subjects are delivered working in partnership with local employers to ensure that students develop a wide range of knowledge and skills.

In 2011 Swavesey Village College became an Academy and established the Cambridge Meridian Academies Trust, the Trust has since opened Nene Park Academy in Peterborough, West Town Primary Academy in Peterborough, Stamford Welland Academy, Sawtry Village Academy, Sawtry Junior Academy, North Cambridge Academy, Ely College and Downham Feoffees Primary School, all of whom work in close partnership together. This provides new energy to drive further improvements and to recruit, develop and retain staff.


Walthamstow Hall Junior School, Kent

Walthamstow Hall was founded in 1838 to provide a home for the daughters of Christian missionaries. The school is now a day school with a Christian non-denominational ethos and a tradition which respects all faiths.

We aim to provide a broad education, rich in opportunity, in a Christian setting that will foster confidence and prepare girls for challenging and fulfilling lives in the 21st Century. The Junior School offers excellent facilities appropriate to Pre-Prep and Prep girls from the ages of 3-11 in a well-equipped location in Sevenoaks, Kent.

We have been using the GL Assessment Complete Digital Solution package for just over two years and use this to track pupil progress, support us with identifying girls requiring intervention and to monitor the success of our intervention strategies.

We currently use all the Baseline assessments with our Reception girls, together with NGRT from Year 1 to Year 6, SWST from Year 1 to Year 6, PTM from Year 1 to Year 6, PTE from Year 1 to Year 6 and PTS from Year 3 to Year 6. We also use CAT4 tests with girls from Year 3 to Year 6 and have recently started to use the PASS Survey with our Year 3 to Year 6 pupils.


Wellingborough Preparatory School, Northamptonshire

At Wellingborough School we provide children and young adults with a world of opportunity. We aim to nurture pupils throughout their education, empowering them with the aptitude and tools to be life-long learners who are passionate to grow their knowledge and are unafraid of rising to new challenges.

Teaching and learning are at the heart of our provision, and across the three schools, our dedicated and specialist teachers are devoted to getting the best out of pupils. We are firmly focused on the future of our pupils and seek to equip them with the skills and qualifications they will need to achieve their dreams beyond School, whether at university or in their chosen vocation.

Complementing our robust academic provision is an extensive co-curricular programme which develops a rounded character and allows pupils to progress their own interests, whether in drama or on the sports field.

With more than 400 years of history, we are proud of our traditions but progressive in our thinking. At the core of our ethos is the well-being, happiness and development of our pupils. We are a family of schools, which enables us to provide a considered and consistent model of teaching from Nursery to Sixth Form. We also welcome new joiners at entry points throughout the schools and this adds to the richness of our community.


Yarrells Preparatory School, Poole

Yarrells School and Nursery empowers each individual to have the confidence to achieve their full potential within a friendly community and an inspiring, nurturing environment. Yarrells is a unique, creative school, where everyone in the whole community feels safe and valued as part of the family.

Yarrells provides excellent opportunities for children to enjoy learning both indoors and outdoors. We promote high academic standards, integrating the performing & visual arts and sport within a dynamic and extensive curriculum.

The school, originally known as St Monica’s, was established in Kent in 1927 as a school for girls. In 1940, during the war, the school moved to Poole in Dorset. In 1992, when the school was purchased by the Covell family, it was renamed Yarrells after the naturalist, William Yarrell (June 1784-September 1856), and this is when the school became co–educational.

A member of the prestigious Independent Association of Preparatory Schools, Yarrells now takes boys and girls between the ages of 2 and 13 and our pupil numbers exceed 250. The school is housed in a Georgian mansion and includes contemporary classroom buildings encircled by gardens, fields, courts, a pool and woodland of its own estate. We believe that every child has something valuable to offer and that in our setting, guided by expert staff, we can find and nurture a child’s gift and give each the confidence to tackle life’s challenges with spirit and determination.

Whilst academic progress is prioritised and success rates in obtaining entry to local grammar schools and independent schools are high, non-academic learning is also central to our school’s ethos. Our broad curriculum ensures that every child is given the opportunity and encouragement to find their niche and excel. Whether this is through dramatic performances in our frequent productions, excellence in the swimming pool or achievement in local and national maths competitions, we identify and develop talent in every area, instilling confidence and self-belief. Through our eco schools status, our extended curriculum reminds children of the important role they play in helping to preserve and save our planet. This, together with other important skills, is further promoted through the development of our pupil leaders and in the progress we are making towards becoming a Rights Respecting School.

Yarrells has been making use of GL Assessment's Progress Test Series, CAT4 and stakeholders surveys for the past two academic years, further developing a full picture of each pupil’s learning profile alongside ongoing, day-to-day assessment for learning. Staff make careful use of reports and data to support their students, identifying early those that may be showing signs of concern, intervening so as to address these concerns before they become significant, and identifying and exploiting potential excellence.


Ysgol Emmanuel, Clwyd

The primary purpose of education in Ysgol Emmanuel is to awaken a love of learning in young people and give them the ability and desire to carry on learning throughout life. We are a large Welsh primary school located on the coast of North Wales with two form-entry. We cater for Nursery to Year 6 and even have our own early-years provision on site. As a school, we are passionate about creating an exciting and Donaldson friendly curriculum which prepares learners for the rapidly changing world.

We are proud to be a Welsh school and promote bilingualism. We instil a strong sense of pride in our children and encourage them to be active learners in their education. They shape their learning and take responsibility for the content that is taught. At Ysgol Emmanuel, our young people bring with them the expectation not just to sit and listen, but to participate, to interact and to shape. This is our challenge.

In order to make informed decisions in teaching and learning, assessment is key. As a school, we choose to use GL Assessment to help provide us with summative and formative assessment as an integral part of the process. As an Apple accredited school, technology plays a daily part of school life; the assessments that GL Assessment offer match the culture and IT basis that we have. The academic assessments alongside the PASS tests allow teachers to know where the children are throughout the year. Alongside teacher judgement and work in books, we have a triangulated approach for tracking assessment. We also benefit from the Dyslexia and Dyscalculia Screeners to support learners.

At Ysgol Emmanuel, all learners regardless of background, have the opportunity to 'Learn… Grow… Achieve' ('Dysgu… Cyflawni… Tyfu…'). We feel this is so important that in fact this is our school motto.

In Ysgol Emmanuel, our curriculum and assessment methods:

  • engage the learner with exciting, relevant content and opportunities for learning through experience and by doing.
  • nurture creativity and capacity for independent and critical thought.
  • help young people to understand how to be happy and to develop and maintain their own emotional, physical and mental well-being.
  • are inclusive.
  • create a community that builds tolerance, respect and empathy in young people.

Through teaching a creative and Donaldson-ready curriculum, we ensure that all of our learners are:

  • Ambitious, capable learners gaining a solid base of knowledge and understanding of different times, places and beliefs; recognising and applying appropriate tests of validity and reliability of evidence used to support arguments.
  • Enterprising, creative contributors engaging in activities that develop enterprising skills and dispositions; understanding how to exercise their democratic rights and responsibilities.
  • Ethical, informed citizens using a variety of historical, geographical, social, political and religious perspectives to address contemporary issues; understanding different beliefs and respecting those who hold them.
  • Healthy, confident individuals developing personal stances on matters of faith and spirituality; having the confidence arising from authoritative research to adopt personal stances on issues such as sustainability.

Cliftonville Integrated Primary School, Belfast

Cliftonville Integrated Primary School is located in North Belfast, an area of high socio-economic deprivation, with over 60% of our pupils in receipt of free school meals. The school was granted integrated status in 2008 and has seen its enrolment rise in each successive year because of its strong pastoral ethos, high quality learning and welcoming atmosphere. Approximately 10% of our pupils have English as an additional language and around 21% of pupils are on the SEN register.

Currently, we have 361 wonderful children in Primary One to Primary Seven, with an additional 26 in the Nursery. The dedicated and enthusiastic staff consists of the Principal plus seventeen class teachers and a Learning Support Team which comprises of a full-time SENCo and 2 part-time Learning Support teachers. The teaching staff are ably assisted by highly trained classroom assistants and support staff. The school offers a teaching and learning environment where all religions, traditions and cultures are respected, valued and nurtured together.

At Cliftonville we provide a happy, safe and stimulating environment where high quality teaching and learning takes place throughout the school. Our pupils are encouraged to dream big and make the most of their abilities and the opportunities offered to them during their years with us. We understand that parents have trusted us with their most prized possession and we never take that for granted.We recognise that parental partnership is the key to success for our children so we encourage parents to accept and play a full, supportive and responsible role in the development of their children. At Cliftonville Integrated, we understand that this development is not just about academia. We recognise that we are preparing children for life by nourishing and developing their cognitive, social and emotional capabilities.

We are delighted to be a GL Advocate Partner, using a range of their assessments in our day-to-day work to ensure that we help each child to achieve their full potential.


Nettlefield Primary School, Belfast

Nettlefield Primary School is situated in the lower Woodstock / Mount area of inner East Belfast, bordering both the Titanic Quarter and City Centre.Founded in 1936, the school is well-established in the community and has amassed a rich heritage of success having footballer George Best and world-famous author Jack Higgins listed as just two of its past pupils. 

The school currently has 318 pupils from P1 – 7 and 52 pupils in nursery. Due to the increase of immigration, Nettlefield’s demographics have changed dramatically and it currently has 22 different nationalities of children enrolled. The language skills range from fluent to having no English at all. Most children live within walking distance of the school.

Nettlefield has valued the use of assessment testing for many years. The school presently uses CAT, PTE / PTM and PASS. Though it’s understood that the tests are a ‘best fit’ solution for the Northern Ireland Curriculum, the data produced is still a key to ‘unlocking’ achievement. It uncovers hidden strengths and weaknesses in not only the children, but also the teaching staff. Gaps in curricula are revealed and steps are taken to remedy the situation for the following year. 

The data is used simultaneously to give a holistic approach to learning; potential, attitude, learning style and overall achievement. The school’s job is to unlock the potential in every child and give them every opportunity to learn and thrive. Nettlefield believes that all children deserve excellence in their education and assessment is the key.

haileybury.jpg (1)

Haileybury, Hertfordshire

Haileybury is an independent school just North of London. Founded in 1862, we are a school with a rich tradition and history; however, we are also an institution that seeks to innovate in a progressive context.

Each pupil at Haileybury has their own learning profile and their own learning pathway. It is our job to ensure that all pupils fulfil their potential.

We look at pupils’ strengths and weaknesses early in their time with us. Qualitative information on our girls and boys is just as helpful as quantitative information.

A pupil’s attainment and progress are compared with their social and emotional wellbeing to build up a detailed picture of each boy and girl. The question we always ask ourselves is: ‘What can we do to help this pupil develop?’

It is in trying to solve these questions that we have turned to GL Assessment. The level of quantative and qualitative feedback offered through their assessment systems support us in understanding learners as individuals and in supporting them to exceed their own expectations.


The Royal School, Wolverhampton

The Royal School Wolverhampton has a long and proud history of educational excellence. It is a non-selective, non-denominational Free School that welcomes boys and girls aged 4-19 from all ethnic, social and cultural backgrounds.

As a Free School, it is state-funded but manages its own affairs independently from central and local government. The Royal therefore continues to provide a dynamic mix of academic learning and extra-curricular enrichment with the added advantage of no day fees. The School is one of only a handful of free schools in the UK offering such an all-through education and pupils gain hugely from the long-term stability this provides, developing lifelong friendships and receiving on-going support and inspiration from staff who get to know them well and can make informed decisions about their progress and future.

The Royal primarily serves the local Wolverhampton area, as well as Shropshire, Staffordshire and the greater West Midlands. We also maintain our long-established boarding culture and have 100 boarding places taken up by students from more than 20 different nations.

Many of The Royal’s core values date back to its history as an orphanage, founded in 1850 by local philanthropist and businessman, John Lees. As well as compassion and caring for others, it was his intention to help and support the most vulnerable in society and that ethos remains as strong today.

We currently have 1,374 pupils in School made up of 586 Primary, 579 Secondary and 209 in Sixth Form. Future growth will be carefully managed to balance local demand with a continued commitment to keep class sizes smaller than most other state-funded schools in the region.

After opening as a Free School in 2016, and following an ambitious and successful growth in pupil numbers over the past three years, The Royal School’s exciting building programme is now well under way to develop first class teaching facilities for pupils. Phase one of the School’s development plan saw a new Sixth Form Centre and refurbished classrooms. Phase two started this summer with new science labs and more classrooms opening in September.

At the centre of all that The Royal does is an inclusive community where students study, play and live together harmoniously with a friendly atmosphere for both day pupils and boarders alike. Our strong academic tradition is based upon individual attention and encouragement, as well as excellent pastoral care founded on respect, tolerance and understanding of others. Students achieve their full academic potential, whilst a wide range of extended-day activities develop character and leadership. We prepare pupils for Oxbridge and other top universities while also catering to pupils of all abilities. The School regularly achieves high standards in both A-Level and G.C.S.E. results, particularly in STEM subjects of mathematics and the sciences. The Royal combines traditional values with a modern outlook and a 'real-world' attitude.

Developing the ‘whole person’ in sport, drama, music and adventurous activity, young people at The Royal are also better placed to make the best of their opportunities to become well-rounded individuals with confidence and empathy for those around them.


Newport Girls High School, Shropshire

Newport Girls’ High School (NGHS) is one of the country’s leading 11 – 18 girls’ grammar schools, based in Newport in Shropshire. We welcome girls from the town of Newport as well as further afield from Telford, Stafford, Shrewsbury and Wolverhampton. Our intake has steadily grown over time and currently stands at around 570. In 2019 our school celebrated 100 years of education provision.

Our curriculum is academically rigorous with all students studying two modern languages in KS3 and separate sciences at GCSE. Some students also study Further Maths as an additional equivalent GCSE. At A-level we offer a full range of subjects to enable progression to university, apprenticeship or employment. Significant support with UCAS applications is available to all. Our pastoral team, comprising both teaching Heads of Year, SENDCO and non-teaching support staff ensure that our students’ individual needs are met and we work closely with families and primary schools to ensure a smooth transfer from Year 6.

Success does not just come from excellent results. We passionately believe that an all-round education is essential for positive mental wellbeing and success in later life. We encourage all students to participate in our extra-curricular programme, which is extensive, as well as participating in a range of trips and visits, some local and some further afield. With a clear emphasis on success both inside and outside the classroom, our students achieve highly and make the most of opportunities to see the world and make life-lasting friendships. Visitors are assured a warm welcome at all times.

Every pupil belongs to one of three houses, named Seacole, Roddam and Austen, with a house captain from the sixth form assigned to each house. There are many events throughout the year in which the houses compete against each other to win the event, or in individual categories. These include competitions such as House Drama, House Bake Off, House Art/Photography, House Quiz, House Dance, House Board Games, House Charity and House Music, and also includes regular school events such as Sports Day. Students also participate in inter-house sports competitions, based on the half-term's focus.

We are delighted and excited to be working alongside GL Assessment. We use both CAT4 and PASS. We have used CAT4 for just over a year and it is mainly used when considering in-year admissions, having established an NGHS baseline for comparison purposes. In addition, the KS4 indicators and the ‘Implications for Teaching and Learning’ report are used to ensure a smooth transition and to set challenging subject targets. We are also planning to investigate the use of CAT4 to establish a baseline for when students have not taken KS2 tests. Furthermore, the Deputy Head has extensive knowledge and experience of CAT4 having used them for many years and presented at GL Conferences.

All pupils completed a PASS survey in the Autumn Term of 2019, the results of which were extremely positive. The Pastoral Team, led by the Assistant Headteacher, have used the results to inform their targeted pastoral work. We have also analysed the results from PASS in conjunction with internal test results (mocks) to better inform our intervention plans for particular students. Proud to be a very open and honest school, the results of the PASS survey were shared with parents through the weekly ‘Newport News’ that the school publishes and action points made clear.

A Section 8 Ofsted inspection (October 2019) confirmed that NGHS continues to be recognised as an outstanding school. We are equally delighted to be the Parent Power Sunday Times Secondary School of the West Midlands and to have topped the GCSE School Performance Tables in Telford and Wrekin for the third year in a row.