GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Assessment at Meridian

DBR 0010

We are proud to offer a broad and rich curriculum designed specifically with our students needs at the heart of it. Our core curriculum (not optional) is EBACC centric and all students, with the exception of those who need additional support with Literacy, study English, Maths, Science, History, Geography, World Views, and Spanish. We understand the need to develop our student's understanding of the world in which they live and fully support the cultural appreciation offered by an extensive EBACC programme. At the end of Year 9, in addition to the core curriculum offer, students opt to continue with History or Geography, specialise in one aspect of our World View Curriculum (RE, Psychology, Sociology), choose their creative pathway in Art or Drama and select a vocational pathway via BTEC Sport, Cambridge Nationals Business or Hospitality and Catering.

Our curriculum

1)Students are challenged to think deeply, recall and skilfully apply information and supported to ensure they produce work of the highest standard.

2)Students learn through the acquisition of knowledge through carefully sequenced learning journeys with opportunities to revisit and build on prior learning to support conceptual understanding.

3)Students achieve the best possible outcomes by studying a carefully considered and, in some cases, personalised educational programme which is ambitious and meets the individual student's needs. We encourage students to apply themselves in every lesson and develop a clear understanding of why achievement matters to their future goals and aspirations.

We believe all students should study a broad and rich curriculum. All students follow a 3-year KS3 and choose from the following options at the end of Year 9

•A vocational course – Hospitality & Catering, BTEC Sport or Business Studies

•A humanities subject – History or Geography

•A creative subject – Art or Drama

•An additional humanities subject – RE, Psychology or Sociology

•All students study Spanish bar a small group of students that study Forest School.

We provide an alternative curriculum for those students that require extra support.


Pinnacle and Summit offer

We have carefully designed an alternative curriculum to ensure that students have a personalised provision that will meet their needs in the most effective way. The alternative curriculum supports students for literacy and language, neurological differences and social, emotional, mental health. We believe that all students of all abilities have the right to an education that is meaningful, appropriate and equivalent to that of their peers. 

Pinnacle offer:

·Alternative Curriculum : Home Cooking, Finance, Forest School and Health & Social Care

·Language & Literacy : Lexia, Dyslexia Gold, SALT and handwriting

·Neurological Differences : ASDAN and Lego Therapy

Summit offer:

·SEMH workshops : Self-Esteem, Conflict Resolution, Social Skills, Emotional Literacy, Breaking Free and Ready to Learn


The purpose of assessment is to measure a student’s ability to recall knowledge acquired and provide an opportunity for students to apply this knowledge to unfamiliar scenarios. It generates accurate and reliable data which informs teacher planning and teacher response to misconceptions.

Data we use in school:

  • End of topic test scores
  • End of term assessments
  • PREP scores
  • Reading ages (NGRT testing)
  • CAT4 testing
  • Mock exams
  • Lucid testing
  • Speech and language
  • EHCP and SEND data
  • Thrive profiles
  • PSP/ISP data (reports)
  • Target setting (FFT5)

Assessment in the classroom:

Formative Summative

Assessment for Learning. It monitors student learning and provides ongoing feedback to our students.

Assessment of Learning. It evaluates the students’ learning at the end of a unit or term, providing attainment data that can be reported home.


•Helps students to identify their strengths and areas of development

•Addresses misconceptions

•Feeds into forward planning


•Helps students to identify their strengths and areas of development

•Allows the teacher to identify what has been retained

•Feeds into forward planning


•Challenge questions

•Extended writing

•Questioning to check understanding

•Questioning to challenge thinking

•Weekly prep quizzes


•End of topic tests and assessments

•Final piece of work at the end of a topic

•End of term assessments

•Checkpoint Quiz

We have a two strand approach to assessment

1) Checkpoint Quiz – assesses the recall of substantive knowledge

A Checkpoint Quiz is completed in half terms 1, 3, and 5 and will specifically test what has been taught over time until that point. The percentage scored in the tests will be reported home to parents, alongside the average percentage score of their class. Teachers will have allocated time to complete a question level analysis of this Checkpoint Quiz. The QLA will highlight any misconceptions which will inform the 5-a-day quizzes for half terms 2, 4 and 6.

2) End of term assessments – assess the application of disciplinary knowledge

End of term assessments provide an opportunity for students to apply their knowledge to unfamiliar scenarios in the form of exam-style questions. These are completed in half terms 2, 4 and 6. Parents will receive reports from the assessments on whether their child is performing above, on or below their target grade.

Assessment 2