Assessment and Grading 

​

Assessment at our school is designed to be purposeful, transparent and supportive of every learner’s progress. Across all age groups, assessment informs teaching, celebrates achievement and helps identify next steps in learning. We are committed to ensuring that assessment is fair, age-appropriate and clearly communicated to both students and parents. 

Parents are informed of their child’s progress at key points throughout the academic year, with formal reporting taking place in December and June, alongside ongoing feedback and dialogue. 

​

Our Approach to Assessment 

​

Assessment is embedded within everyday teaching and learning. Teachers use a combination of formative and summative assessment to build a clear picture of each learner’s development over time. Regular class assessments support day-to-day learning, while reporting assessments provide a holistic overview of progress across the year. 

​

Across the school, assessment is guided by four key milestones, ensuring consistency and continuity as learners progress through different phases of education. Evidence from classwork, tests, projects and observations is used to inform professional judgement and support accurate reporting. 

​

Cambridge Early Years Assessment 

​

In Cambridge Early Years, assessment is observational and developmental in nature. It reflects the individual pace at which young children grow and learn, focusing on key areas such as communication and language, early mathematics, personal social and emotional development, physical development, understanding the world and creative expression. 

This approach ensures that assessment supports confidence, wellbeing and a positive attitude to learning from the earliest stage. 

Parents are frequently updated with observations through our online based programme – Evidence Me.  

 

 

Cambridge Primary and Lower Secondary Assessment 

​

From Year 1 through to Year 9, assessment becomes increasingly structured while remaining supportive and developmental. Learners are assessed against Cambridge-aligned descriptors that reflect their level of understanding and skill development. 

Progress is described using a range of attainment levels, from developing understanding through to outstanding achievement. These descriptors help teachers track progress over time, identify strengths and areas for improvement and ensure learners are well prepared for the next stage of their education. 

​

Assessment information is shared clearly with parents through written reports and Parent-Teacher Meetings, enabling strong partnerships between home and school. 

​

Cambridge Upper Secondary (IGCSE) Assessment and Grading 

​

In Cambridge Upper Secondary, assessment aligns with the requirements of Cambridge IGCSE courses. Students are assessed through a combination of coursework, internal assessments and external examinations, depending on the subject. 

Grades reflect performance against international standards and provide clear preparation for further education. To ensure fairness and accuracy, reporting is cautious and evidence-informed. Predicted and reported grades are carefully moderated to avoid over-inflation and to set realistic expectations for final examinations. 

​

Grading at ISIB 

​

A snapshot of our grading scales can be found here 

​

Reporting to Parents 

​

Formal reports are issued twice per year, in December and June, providing a clear overview of attainment, progress and teacher feedback. Parent-Teacher Meetings further support open communication and shared understanding of each learner’s development. Our Parent-Teacher Meetings are scheduled twice per year where parents can meet with all subject teachers to discuss their child’s progress.  

​

Assessment evidence is securely recorded and reviewed, ensuring consistency and transparency across the school.