Reports are published at various points during the academic year:
They are published to parents and students both via email and the ‘School Gateway’ app. Parents should ensure the school has a valid email address on file. The ‘School Gateway’ app is available for free on both android and apple devices.
There is one Parent/Carer teacher consultation evening during the academic year:
Friday 15th November 2019
Published on Friday 27th March 2020
Published on Friday 26th June 2020
Thursday 7th May 2020
Thursday 21st May 2020
Thursday 6th February 2020
Thursday 11th June 2020
Thursday 5th December 2019
Published on Friday 17th July 2020
Thursday 9th July 2020
Thursday 21st November 2019
A Guide to Reports
The attendance information gives attendance to the previous Friday before the report has been published. It states the percentage of attendance and the percentage of authorised / unauthorised absence.
Attitude to Learning and Independent Learning
The Attitude to Learning grade is linked to work, effort and attitude in lessons. It is graded on the following scale: Outstanding, Good, Requires Improvement and Unacceptable. Whilst all students are encouraged to aspire towards achieving outstanding attitude to learning, the outstanding grade is reserved for attitude to learning which is exceptional and which has been demonstrated consistently between report windows. Conversely, any attitude to learning which is reported as less than good, will initiate some form of intervention from the subject teacher; if this is a pattern across more than two subjects, the additional intervention will be initiated by the Head of House.
The Independent Learning grade is linked to homework, effort, quality of independent work completed outside of lessons and/or at home. It is graded on the following scale: Outstanding, Good, Requires Improvement and Unacceptable. Whilst all students are encouraged to aspire towards achieving outstanding levels of independent learning, the outstanding grade is reserved for a level of independent learning which is exceptional and which has been demonstrated consistently between report windows. Conversely, any level of independent learning which is reported as less than good, will initiate some form of intervention from the subject teacher; if this is a pattern across more than two subjects, the additional intervention will be initiated by the Head of House.
Please refer to the following for the detailed descriptors:
Grades used on reports
There are two questions that we aim to answer for you with the grades on our reports:
- What is my child’s current attainment?
- Is my child’s current attainment appropriate for someone of their prior attainment?
At the start of every academic year (with the exception of Year 7) we set every child a Minimum Expected Grade (MEG) for each subject they are studying (with the exception of PE/Games). This is the minimum expected grade we would expect your child to achieve by the end of the year. It is based on their KS2 baseline data alongside national data to determine the minimum grade they should achieve based on their prior attainment.
It is important to note that a MEG grade is a Minimum grade and not a target grade. Hence it is perfectly acceptable for students to reach and exceed their minimum grade during the year. All MEG grades get reviewed and set at the start of each academic year.
In Year 7 we set MEG grades for English, Maths and Science only. MEG grades in all other subjects get set at the start of Year 8.
We have devised a system based on the GCSE grading system 1-9 with two additional grades below grade 1 called Emerging and Developing and use this across the 5 year groups from Year 7 to Year 11.
MEGs are set in every subject using this 11-point scale over the 5 years of main school.
We would expect the vast majority of students to be set MEGs of 5 and above when they are in Year 10 and Year 11.
|Emerging||Developing||GCSE 1||GCSE 2||GCSE 3||GCSE 4||GCSE 5||GCSE 6||GCSE 7||GCSE 8||GCSE 9|
What is my child’s current attainment?
For this we report whether your child is ‘In-line’. This gives an indication of how far their current attainment is appropriate for someone with their prior attainment i.e. to their MEG. This is reported on a 4-point scale as follows:
Above – working above their MEG
In-line – working in-line with their expected progress towards their MEG
Nearly in-line – is not currently working at their MEG but not far off
Below – working below their MEG and isn’t making suitable progress towards their MEG
If your child is working above their Minimum Expected Grade they should not take this as a sign they can stop working; they should feel encouraged to keep going and aim higher still. Hard work, a positive attitude, great attendance along with your support are the main factors in determining how well they achieve.