The academic ethos of Clarendon is based on the idea that high standards and improvements in pupil performances are more likely to be achieved within an environment that is nurturing, encouraging and supportive while at the same time setting appropriate challenges. Pupils who are more able and independent will relish in the challenges, and are aware that support is available when they run into difficulty. Our less able and less independent pupils will make better progress and gain in confidence with the more active assistance of the staff. If the challenges and the support are to be accurately targeted it is essential that there is an effective system for monitoring and assessing pupil progress. If pupils are to respond positively to the teaching they receive they must be given praise and encouragement for the effort and progress that they make at their own academic level. This needs to vary from encouraging remarks and praise given by their teacher to public acknowledgement of their success.

1. Incentives and Rewards

Pupil progress is encouraged and rewarded both formally and informally at Clarendon. Informal encouragement will vary, from teacher and situation, but is likely to include positive comments on written work, an encouraging note in homework diaries or a friendly conversation. In addition to the active use of assessment for learning, formal encouragement, rewards are based on a system of points which contribute to individual rewards as well as to the pupil’s floor group.

Pupils have termly opportunities to spend their reward points, whilst weekly winners can choose from a range of rewards, including leading a lesson or wearing their own clothes for a day.

2. Pupil Achievements

Assessment for learning is a central part of the whole school marking policy and plays a significant part in encouraging pupil progress. Positive reinforcement is far more likely to lead to improvement than relentless criticism. Staff are enjoined to make sure that, when they mark and hand back pupil work, effort is encouraged and positive advice is given, especially when a pupil is clearly struggling with a particular target or subject. 

3. Comparison to other schools Y11 leavers

Clarendon works in partnership with a number of other schools for pupils with moderate learning difficulties with a similar demographic and context.  When Clarendon leaver data for standardised tests is compared to the aggregated attainments from all these schools, it could be seen that Clarendon pupils performed significantly better than the norm across the full data set. For Teacher Assessments, Clarendon uses a bespoke assessment system to set targets for individual pupils.  The school continues to work with partner schools to ensure a rigorous and robust “basket” of assessment data is held which enables us to measure progress effectively.

4. End of Year Pupil Achievement Awards

At Clarendon reward points are available to encourage and reward both positive behaviour and academic achievement.  For academic achievement they are usually given for taking a more positive approach to study or for striving hard towards achieving their targets.  These improvements may range from working to a better standard and more independently, to taking positive steps to improve behaviour and follow school rules to strive towards their full potential.