Tracking progress and reporting to parents
Tracking progress and reporting to parents
Student progress data is collected termly.
Parents and carers and students will receive one written report and 2 data only reports per year. Reports will be made available to parents on My Child at School (MCaS) and to students on Student Portal. Parents and students will also be expected to attend a subject Parents Evening each year.
For each subject studied, teachers report on:
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Year 7-9 (EDSM)
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Year 10-11 (Grade 9-1)
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When reported
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Target Band / Grade
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The band the student should aim to achieve by the end of the year
(Year 8-9 only)
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The grade the student should aim to achieve by the end of the course.
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Termly
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Assessment Grade
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The grade achieved in the recent progress / mock exam
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After a Progress Exam window
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Current Band / Grade
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The band that the student is currently working at – this may take into account work completed across the year, with greatest weight given to the most recent assessment work.
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The grade that the student is currently working at – this may take into account work completed across the course, with greatest weight given to the most recent assessment work.
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Autumn and Spring term
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Predicted Band / Grade
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The band that the student is most likely to achieve at the end of the year.
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The grade that the student is most likely to achieve at the end of the course.
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Autumn and Spring Term
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Learner Behaviour Grade
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The “best fit” description of a student’s learner behaviour
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The “best fit” description of a student’s learner behaviour.
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Termly
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Final Grade
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The band the student achieves at the end of the year.
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The grade the student achieves at the end of the course, which is externally assessed.
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Summer Term Year 7-10 (Year 11 Exam Results)
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The grading system used by all staff to judge learner behaviour is as follows:
Ambitious learners are constantly striving to improve their understanding and ability to explain their ideas and take great pride in their work. They enjoy being challenged and are willing to take risks and learn from mistakes.
Active learners listen attentively to instructions and explanations, and do their best to complete each activity to a good standard.
Passive learners sit quietly during teacher instructions and explanations but do not develop their work to the level they are capable of. They do not hinder or disrupt the learning of others, but may make a limited contribution to paired or group work.
Inconsistent learners listen attentively and do their best to complete activities to a good standard some but not all of the time.
Disengaged learners rarely listen attentively, complete learning activities to an acceptable standard or meet classroom expectations without guidance from the teacher.
These descriptors are applied using a “best fit” model. SEND needs and adjustments are considered to ensure the descriptors are applied fairly. Students with both introvert and extrovert personalities can be ambitious or active learners.
These are supported by more detailed descriptors of learner behaviour which are used to support students to develop active and ambitious learner behaviours:
Ambitious learners are constantly striving to improve their understanding and ability to explain their ideas. They enjoy being challenged and are willing to take risks and learn from mistakes. They always listen extremely attentively and do their best to complete each activity to an excellent standard, including homework, which is always completed by the deadline. They take great pride in their work, and always bring the required equipment to the lesson and present work to an excellent standard, demonstrating accuracy and attention to detail. They are excellent role models for other learners. They can use criteria to accurately evaluate their own and others work, and use their own evaluations and feedback from the teacher to develop their learning.
Active learners listen attentively to instructions and explanations, and do their best to complete each activity to a good standard, including homework, which is completed by the deadline. They reliably bring the required equipment to the lesson and present work to a high standard. They support the learning of others by meeting classroom expectations without individual guidance from the teacher, and work well with others in a pair or small group. They use feedback from the teacher to improve their work including through target tackling and green pen activities.
Passive learners sit quietly during teacher instructions and explanations but are not always able to demonstrate that they have listened carefully. They do not develop their work to the level they are capable of. They usually bring the required equipment to the lesson and present work to an acceptable standard. They do not hinder or disrupt the learning of others, but they make a limited contribution to paired or group work. They make limited use of feedback from their teacher to improve their work, including through target tackling and green pen activities.
Inconsistent learners listen attentively and do their best to complete activities to a good standard some but not all of the time. Homework is sometimes but not always completed by the deadline and to a good standard. They sometimes bring the required equipment to the lesson and present work to a good standard. They can support the learning of others by working well in a pair or small group and by meeting classroom expectations, but they may need individual guidance from the teacher at times. At times they use feedback from the teacher to improve their work including through target tackling and green pen activities.
Disengaged learners rarely listen attentively to instructions and explanations, or complete learning activities to an acceptable standard. Homework is rarely completed to an acceptable standard by the deadline. They rarely bring the required equipment to the lesson or present work to an acceptable standard. They rarely work well with others in a pair or small group or meet classroom expectations without guidance from the teacher, which can have a negative impact on the learning of other students. They do not make use of feedback from the teacher to improve their work including through target tackling and green pen activities.
