Guidelines for Reporting
Reporting
Each term we communicate directly with parents through either a Parents’ Evening, Progress Report and full Pupil Profile. Full details of reporting/Parents' Evening dates for each year group are available on the school calendar.
Assessment and Recording : Principles
For new Year 9 Curriculum starting September 2013
In Years 9 to 11, pupils will be set targets based on an aspirational range of attainment. This means that their work will be marked and assessed using GCSE/BTEC criteria and notional* grades. When designing the curriculum for Year 9, Subject Leaders will be taking into account the most appropriate topics for study in order to ensure that pupils can achieve in the early stages of the course. However, owing to the fact that we aspire to the very best outcomes for all pupils, it is likely that their targets will feel challenging to begin with. When reporting on progress, we will take into account the rate of progress measured against each individual’s target. Therefore, even if a pupil’s current grade does not fall within their range of attainment, they may well still be considered ‘on target’ as their work demonstrates the necessary potential to meet this expectation.
*Notional grades – approximate grades based on historical data
Current Grade/ Level of Attainment
The current grade/ level of attainment reflects the performance of the pupil at this point in time. Due to the breadth of each subject area, it may be that a pupil’s performance does not currently fall within their target range of attainment; the grade/level could also be lower than that which was previously reported. This reflects the nature of progress across Key Stages Three and Four: whilst the overall trend is usually positive, there will be aspects of each course in which pupils do not perform at their usual level. A more holistic view of a pupil’s progress and work ethic can be seen in the marks awarded under Effort and Progress on the report.
We have carefully considered our criteria for the effort grades awarded: overall, the grade reflects the pupil's involvement in the learning process, as appropriate. This is deliberately teased away from the Progress made, though clearly over the medium term the amount of effort will have a direct bearing upon the level of progress. We have set out below our criteria for the gradings and would ask you to consider these in conjunction with your child's report.
Effort
Exceptional effort – 1
Pupil:
- works consistently very hard in lessons;
- actively participates in the learning activities;
- regularly makes contributions to discussions;
- consistently meets deadlines;
- sometimes does additional work – “goes the extra mile”!
- demonstrates determination to succeed;
- presents work with pride
Good Effort – 2
Pupil:
- presents work to a good standard
- works consistently hard in lessons;
- regularly makes voluntary contributions to discussions;
- consistently meets deadlines;
- is keen to succeed;
Minimal effort -3
Pupil:
- generally works to a minimum expected standard in lessons;
- makes contributions when prompted;
- home learning is occasionally late but completed to a minimum standard;
- shows willingness to act on advice.
Unacceptable level of effort – 4
Pupil:
- can be negative about participation;
- regularly fails to meet deadlines;
- demonstrates little or no effort with home learning or presentation of work;
- often arrives without correct equipment
- rarely contributes to discussions
- needs regular prompts to complete work
Progress (please read this alongside the effort grade)
Exceeding Target - ET
Measured against KS3 target is most likely to achieve or possibly exceed this at the end of Y9. Measured against target range in KS4, is most likely to achieve the upper target level.
Pupil:
- has made excellent progress towards achieving academic targets;
- in some cases, may exceed the target;
- consistently uses targets set by the teacher to improve work and monitor own learning;
- asks questions about how to improve and puts this into practice;
- demonstrates enthusiasm for supporting others eg through contributions to lessons and peer marking.
On Target – OT
Measured against KS3 target is most likely to achieve this at the end of Y9. Measured against target range in KS4, is most likely to achieve within their target range.
Pupil:
- demonstrates sound progress towards academic targets;
- makes effective use of targets set by the teacher to improve work;
- seeks to understand how to improve and takes action to do so
- makes good use of peer assessment to monitor own learning
Below Target – BT
Measured against KS3 target is not likely to achieve this at the end of Y9 but may achieve a sub-level or two lower. Measured against target range in KS4, is most likely to achieve lower target in range or a grade lower.
Pupil:
- may be meeting the demands of the subject in some areas but not all areas;
- demonstrates some progress against academic targets;
- may find it difficult or is not managing to use specific strategies set by the teacher to improve work;
- may be struggling to complete independent work in order to make progress;
- benefits from additional support in making progress;
- is likely to achieve target with greater use of feedback from the teacher or, by taking additional home learning or revision opportunities;
- may not yet be making the most of home learning opportunities;
Underachieving – U
Measured against KS3 target is not likely to achieve this at the end of Y9 and may be at least a level below. Measured against target range in KS4, is highly unlikely to achieve a grade in the range; for most able pupils, is more likely to achieve at the bottom of the range.
Pupil:
- is not making academic progress despite additional guidance from the teacher;
- is perhaps reluctant to act on advice;
- is sometimes resistant to help;
- demonstrates very little willingness to succeed;
- is often not willing to improve work or will do the bare minimum;
- lack of organisation impedes progress and creates a barrier to learning.