Teaching and Learning - Secondary

At Serlby Park Academy teaching and learning is at the heart of everything we do. Good teaching ensures the best possible outcomes for our students and as a result we are committed to all our teachers delivering ‘outstanding’ lessons. 

Serlby Park Academy has dedicated senior staff who lead whole school quality assurance, professional training of teachers and performance management. The continued professional development of our teachers is of paramount importance to ensure that our students are engaged in a programme of varied learning experiences. Serlby Park Academy is fully committed to the development of new teachers entering the profession, thus training students following both the PGCE and Schools Direct route into the teaching profession. 

The majority of lessons are deemed to be good or oustanding.  Senior leaders pay attention to improving teaching and outcomes across all three phases, which results in good outcomes in external examinations. Senior leaders continue to have a high presence within lessons alongside embedded QA procedures that middle leaders carry out at a department level. 

At Serlby Park Academy it is our aim that all students enjoy their time both inside and out of the class room. We actively encourage students at Serlby Park Academy to be fully involved in their education; it is important students take responsibility to drive their own learning in order to succeed. At Serlby Park Academy education is a two-way process where we endeavour to lead our students to their goals and dreams, encouraging them to take responsibility for their own learning. Student Voice gives our teachers and managers an opportunity to listen and if appropriate adapt our styles and approaches to meet their needs and ultimately their success. In our most recent surveys undertaken with both students and parents, the results inform us that the teaching and learning provision at Serlby Park is considered to be good or outstanding. 

We believe in the quality of the provision we offer at the Academy provides the best possible start to their lives.

Assessment - Primary

Assessment without Levels

In recent years, the Government has made a huge change in the way that children in schools are to be assessed. This is to tie in with the newly introduced National Curriculum 2014. This is a new way of thinking for schools, and assessment will look very different to how it has done for the past 20 years. The aim of this guide is to hopefully give you some clear information about all the changes that are happening in Education across the country and what that means for the children here at Serlby Park Academy.  Before we even think about assessment we need to be clear on what changes The National Curriculum 2014 has brought to subjects that are traditionally assessed.

Curriculum 2014

So, what are the changes to the curriculum?


The new programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It is also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. 

English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2. 

Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation. These are set out yearly across both key stages.


The main areas in the new programme of study for mathematics are called domains. These are number, measurement, geometry, statistics, ratio and proportion and algebra. 

Two of these, number and geometry, are further divided into subdomains. 

The way that the curriculum is organised varies across the primary age range – every year group has a unique combination of domains and subdomains. There is no longer a separate strand of objectives related to using and applying mathematics. Instead, there are problem-solving objectives within the other areas of study. 

Most of the changes to the mathematics curriculum involve content being brought down to earlier years.

Assessing Without Levels

The DfE announced last year that there would no longer be National Curriculum levels, and that schools would have to set up their own way of assessing pupils.

Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. 

Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the year below. 

Assessment at Serlby Park Academy

At Serlby Park Academy teachers regularly assess their pupils based on whether they are working towards National Curriculum expectations, achieving National Curriculum expectations or working at greater depth within the National Curriculum expectations for their year group. 

These assessments are recorded on a year group spread sheet in conjunction with a whole school tracking system called Educater. These data systems allow teachers and members of the leadership team to discuss the attainment and progress of cohorts and individual pupils.  Attainment and progress through the National Curriculum, towards Age Related Expectations (ARE), are communicated to parents throughout the academic year at parent evenings and in the child’s school report.