Reporting to Parents

2016-17 Overview of Parents’ Consultations and Assessments

Point 1
Point 2
Point 3
Year 7 24 November
Progress Reports will be
given out at Parents' Evening.
24 November (Progress Report) 08 March (Progress Report) 28 June (Progress Report)
Year 8 16 March
Progress Reports will be
given out at Parents' Evening.
30 November (Progress Report) 16 March (Progress Report) 015 July (Progress Report)
Year 9 03 April
Progress Reports will be
given out at Parents' Evening.
07 December (Progress Report) 03 April (Progress Report) 12 July (Progress Report)
Year 10 01 December
Progress Reports will be
given out at Parents' Evening.
01 December (Progress Report) 22 March (Progress Report) 19 July (Progress Report)
Year 11 16 January
Progress Reports will be
given out at Parents' Evening.
09 November (Progress Report) 16 January (Progress Report) 05 April (Progress Report)
Year 12 26 January
Progress Reports will be
given out at Parents' Evening.
17 November (Progress Report) 26 January (Progress Report) 09 February (Progress Report)
Year 13 26 January
Progress Reports will be
given out at Parents' Evening.
26 January (Progress Report) 09 November (Progress Report) 05 April (Progress Report)

During the year information is reported to parents in different formats:

  • All Year Groups have a Parents’ Consultation Evening
  • Years 7-11 will have Academic Mentoring  Meetings to which parents are invited
  • Years 7 to 13 will have 3 sets of progress reports at different Assessment Points (APs) throughout the year; these update parents on students’ academic progress and their responsibility for learning
  • Years 11 will receive PPE (mock examination) results for all subjects the second week in January and English and maths PPE results the third week in April.
  • Year 12 will receive PPE results the first week in February.
  • Year 13  will receive PPE results the second and third week in January.
  • GCSE results are published Thursday 17 August 2017.
  • A and AS level results are published Thursday 24 August 2017.

Progress Reports
These reports communicate student end of Key Stage target level, current attainment data and responsibility for learning data, as well as a comment about whether the student is on track to meet their end of Key Stage target level/grade or not.

Criteria for reports (Years 7 to 13)
The following information is given as guidance for staff about the information contained in reports.

1. End of Key Stage Target Grade
The TG is the grade or level that a student should aim to achieve or exceed by the end of the Key Stage, based on prior attainment data.

2. Current Level
This is the current attainment of the student; based on accurate, moderated assessments completed during or just prior to calendared assessment weeks. Copies of the assessments on which the levels are based will be clearly indicated in the student’s exercise book or assessment folders.

3. Progress Towards Target (Years 7-11)
Teachers’ prediction as to whether, based on their current performance, the student is on track to not meet/  meet or exceed their end of Key Stage TG.

4. Responsibility for Learning
The Responsibility for Learning (RFL) grade is one which the students will have discussed with their subject teacher. Students may be asked to produce evidence of why they think they should have a particular RFL grade. The RFL grade encompasses attitude to learning, meeting deadlines and the student’s engagement and involvement in the learning process.

The RFL scores will be decided on in discussions between subject staff and students. Prior to this students will work on deciding what their score should be for each subject in their mentor time and what evidence they have for their decision. The score awarded will not reflect attendance.

The following criteria will have been referred to by the teacher and student when judgments are made:

The Student
  • Is always prepared for lessons with all the equipment they might need and calmly gets ready for lessons as soon as they enter the classroom
  • Always concentrates in lessons , listens to the speaker and always tries their best
  • Can work independently for long periods of time at a good pace
  • Can adopt a variety of roles in group work
  • Actively seeks opportunities to extend and improve their work
  • Responds thoughtfully to DIRT time
  • Always hands in homework on time
  • Always tries to present their work to the best of their ability
  • Always follows the schools code of conduct and has an  excellent attendance record
The Student
  • Is prepared for lessons with the basic equipment and enters the lesson quickly
  • Can concentrate well on a task and starts tasks quickly
  • Contributes well in group work
  • Can work well independently but might need gentle reminders
  • Responds well to suggestions on how to improve their work
  • Usually hands in homework on time
  • Usually presents their work to the best of their ability
  • Follows the school code of conduct
Requires improvement
The Student
  • Is sometimes unprepared for lessons or does not have all the basic equipment.
  • Can work well at a steady pace but needs input from an adult to maintain this.
  • Can concentrate on a task and work independently but might drift off task or get distracted. 
  • They might be slow to get started
  • Can find tasks difficult because of a lack of effort or because they didn’t listen carefully to instructions
  • Allows other to do the work in group situations
  • Responds to advice but for a limited time
  • Misses homework deadlines or completes homework of a standard below their best
  • Generally follows the school code of conduct but may need reminding
The Student
  • Is rarely fully prepared with the correct basic equipment or regularly needs equipment form the teacher. 
  • Might enter the lesson in a disorderly way.
  • Rarely tries to produce work that is well presented
  • Rarely starts tasks quickly or often fails to complete tasks to the best of their ability
  • Might disrupt group work
  • Often wastes time in lessons, is easily distracted or distracts others from their learning.
  • Might be disruptive or argumentative.
  • Needs too much teacher input in lessons
  • Rarely completes homework on time
  • Struggles to follow the schools code of conduct.