Reports Systems
OUR REPORTING SYSTEMS
We produce two types of reports - modular reports approximately every 7 weeks and Annual reports - once a year.
Annual reports are produced once in an Academic Year. They are issued at different times of the school year for different year groups.
Year 9 – December – to provide information to help inform Key Stage 4 option choices
What do the Attitude to Learning Assessments mean?
Our Attitude to Learning Assessment has been adapted to make it more reflective of the pupil’s learning in lessons. Here is what those grades mean.
A – Learner actively takes responsibility for their learning by fully participating in all lessons. They set themselves challenging targets and use their initiative to work independently, creatively and consistently towards them. Independent enquiry, including homework is always completed to a high standard.
B – Learner takes responsibility for their learning and behaviour and participates well in lessons. They work well in a team but can sometimes be hesitant to take risks or independently extend their learning. Independent enquiry, including homework is usually attempted, but is not always to a high standard.
C – Learner does not learn well independently and often needs support with meeting deadlines. They rarely ask questions to extend their understanding and would benefit from increasing their confidence as a learner. Independent enquiry, including homework, is sometimes incomplete or lacking quality.
D – Learner takes little responsibility for their learning or behaviour and rarely participates appropriately in lessons. They do not manage their time or emotions well and usually give up before reaching their goal. Independent enquire, including homework is usually incomplete.
What do ET, OT, WT and BT mean in the progression against target column?
ET – exceeding target – this is where your child has already exceeded the set target so the target will be increased.
OT – on target – your child has reached the set target
WT – working towards – your child just below the set target (by no more than 2 sub-levels) – this is acceptable.
BT – This is a whole level below target and a cause for concern. You can discuss this with their tutor or subject teacher.
YEARS 7, 8 AND 9 ONLY
When are the targets set?
Each child is set such a target twice a year. The first is for where we expect them to be in February of the Academic Year and then in February this is reviewed and replaced with another target for July.
How do we set these targets?
We are looking at your child’s progress as a three year exercise to increase by at least 2 levels. So they are based on two criteria. One is based on their entry level in a subject when they arrive in Year 7 and then after that on assessment by their subject teachers.
What progress are children expected to make?
Progress is marked using National Curriculum Levels set by the government. You will be familiar with these from primary school. On each report these levels are noted for each module. The government’s expectation is that every child should improve by at least two whole levels between arriving in Year 7 and moving to Key Stage 4 at the end of Year 9 in the key subjects of maths, English and science. So if a child arrives with a level 5 in maths they would be expected to achieve a level 7 by the end of Year 9. Arriving with a level 4 would require attaining a grade of level 6.
These grades are further divided into sub-levels.
What do you mean by a sub-level higher?
Each number level is divided into three sub-levels noted by a letter – a, b or c, where a is the highest and therefore nearest to the next number level.
So grades increase as follows:
3a 4 4c 4 4b 4 4a 45c 45b 4 5a 4 6c etc… This increases to a maximum of level 8 in maths, and level 7 in English and science.
Why are the levels in some subjects so much lower than others?
Some subjects such as modern foreign languages (MFL) and ICT have not necessarily been taught to your child before. Therefore the starting levels are lower than subjects they have already studied. However, they would be expected to improve sufficiently in those subjects so by the end of Key Stage 3 they will be at a similar level as that for other subjects.
Sometimes my child’s National Curriculum Level goes down why is this?
Children do not progress at a constant rate, so sometimes they may appear to make no progress or even drop back. This is particularly true when different modules assess different skills. However over the course of the year (5 modules) we would expect an overall improvement to have been achieved.
What do I do if my child’s effort grade is A but they are still below target – how can they improve?
If your child your child is consistently achieving effort grades of A for a particular subject in every interim report and they are still below target, we will need to reassess their aspirational target.
Last Modified: 10/12/2010
