Reporting & Targets

Written Reports

Students will receive written reports in the spring term of their final exam years: Year 11 and 13. These reports will provide a written summary to mark the final year of study in key stages 4 and 5. Staff will reflect on the work and assessments completed to date in that final year, trial exams in particular, and produce a written report outlining strengths and any successes or issues that have arisen. In addition, two development targets will be indicated, giving advice and guidance on the steps required for the student to reach the next grade.

Progress Reports – Learner habits

Every half term all students will receive feedback on their ‘learner habits’ against the following criteria:

  • I always try to produce my best work and hold myself to high standards
  • I participate fully in all activities, share my thoughts, listen carefully to others and contribute to the group
  • I am open minded, brave, willing to take a risk and ready to step out of my comfort zone
  • I show grit and resilience and I keep focussed even when the work is challenging
  • I’m hungry for feedback and always use it to help me to do even better the next time
  • I’m a critical thinker, I plan carefully before I begin and I reflect on how I could have done it better once I’ve finished
  • I’m intrinsically motivated, curious about what I learn and value the process as much as the product

They will receive a judgement of either:

P – Proactive
R – Reactive

Progress Reports – Progress to targets

All students will receive an indication on their progress towards their GCSE targets three times a year.

To ensure our targets are challenging they are based on the results of the top 5% of schools and each student is estimated to have at least a 50% chance of achieving them. They are generated by the Fischer Family Trust – a highly regarded institution that generates national data for schools – from each student’s prior attainment

To enable the academy to track progress more closely, student’s targets are broken down further to create shorter term targets, twice yearly, that create a flight path of progression.  The ‘Progress to Target’ indicator is the difference between your child’s ‘current attainment’ and their ‘current target’.

To simplify matters, this twice yearly target is not shown on the report but the colour coded indicator shows how close or how far the student is from this target.  The intention is that the indicator gives you a clear picture of how your child is progressing towards their targeted outcomes.

Above Target On Target Near Target Below Target
At least one sub level above the short term target level or grade Exactly meeting the short term target level or grade Within 3 sub-levels of the short term target level or grade More than 3 sub-levels below the short term target level or grade

For further information, the end of year 11 target is also displayed on the report.

Progress Reports – Current Performance

Every term students in years 9-13 will receive a grade indicating their current performance.

Students in years 7 and 8 will receive a report part B. Please see the grading section of our website for more information.

 Report Part B

We have introduced a new ’Part B’ to our regular progress report to support parents and students.  You will find an example of this report below:

As you can see this report gives you an indication of what the expected standards are for the current half term in each subject. Furthermore, students will also be assessed on how well they are developing the key skills that will be required for the new GCSE courses. This will be indicated on the target diagram. Students are aiming to be in the outer two circles in all the strands by the end of the year.

This report will be in students’ books. We feel strongly that the report is most useful when read in the context of the student’s work itself.  Students will be asked to get the reports signed by their parents.

We believe that this new report will support you to gain a better sense of your child’s progress by making reference to specific content and skills your child has been working on in the half term.  It is a great improvement on the overly simplistic levels approach and will hopefully empower you to further support your child.