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Understanding School Reports

Key Stage 3

In Years 7-9, SPM reports are divided into Core and Creative Subjects.

Each of these subjects will report on Progress, Classroom Learning [ATCL] and Homework [H]. The report will also include a statement from each subject explaining what assessments your child has completed in that subject that have informed the report.

In all three years CL and H are based on the descriptors shown below:

Classroom Learning
Outstanding A student shows a consistently outstanding level of commitment to their learning. They are able to work independently at a high level and take responsibility for their own learning, including by responding in detail to feedback to make further improvements. They always show courage in their learning by taking risks and thriving on challenges. They enjoy learning, show curiosity to learn more and take all opportunities to improve their knowledge and understanding. They consistently make positive contributions in lessons and ensure that they are always respectful of others.
Good A student shows a consistently good level of commitment in all areas of their learning. They are able to work independently at a good level and take responsibility for their own learning, including by responding to feedback to make further improvements. They show courage in their learning by taking risks and accepting challenges. They enjoy learning, are often curious to learn more and take opportunities to improve their knowledge and understanding. They make positive contributions in lessons and ensure that they are respectful of others.
Coasting A student’s commitment to their learning is inconsistent and needs to improve. They can struggle to work independently in the classroom, do not take full responsibility for their learning and are slow to respond to feedback, meaning that improvements to work are inconsistent. They are sometimes off task and need prompting to focus on their work. They are coasting in some lessons because they are passive, not engaging in the lesson by not taking risks or challenging themselves to improve. They can be negative towards their learning, not seeing the importance of learning and this means that they sometimes leave tasks incomplete or rush to finish them without really caring about the quality. They do not always listen to instructions and can sometimes disrupt the learning of others.
Poor A student’s commitment to their learning is poor and must improve. They usually struggle to work independently in the classroom, do not take responsibility for their learning and do not respond to feedback, meaning that improvements to work are not made. They are regularly off task and need constant prompting to focus on their work. They do not like taking risks or being challenged to improve. They often have a negative attitude towards their learning and this means that tasks are sometimes not even attempted. Many tasks are also left incomplete or rushed with no real care about the quality of the work. They often do not listen to instructions and frequently disrupt the learning of others, showing a lack of respect for them.
Homework
Outstanding A student shows a consistently outstanding level of commitment to their homework. They are able to work independently and take responsibility for their own learning, completing all tasks set to a high level. They enjoy learning, show curiosity to learn more and take all opportunities to improve their knowledge and understanding.  They frequently consolidate their learning and practise skills in addition to homework tasks set. They consistently prepare well for tests and assessments and demonstrate that they can independently use a wide range of Learn to Learn strategies very effectively.
Good A student shows a consistently good level of commitment to their homework. They are able to work independently and take responsibility for their own learning, usually completing all tasks set to a good level. They enjoy learning, show curiosity to learn more and take opportunities to improve their knowledge and understanding.  They often consolidate their learning and practise skills in addition to homework tasks set. They usually prepare well for tests and assessments and demonstrate that they can independently use a range of Learn to Learn strategies effectively.
Coasting A student shows an inconsistent level of commitment to their homework, which needs to improve. They do not always work well independently and do not take enough responsibility for their own learning.  They sometimes do not complete homework tasks set and some tasks are completed, but to a minimum standard. They do not take enough opportunities to improve their knowledge and understanding.  They rarely consolidate their learning and practise skills in addition to homework tasks set and so are not always well prepared for tests and assessments. They will be familiar with a range of Learn to Learn strategies but do not use them effectively.
Poor A student shows a poor level of commitment to their homework, which needs to improve. They struggle to work well independently and do not take responsibility for their own learning.  They frequently do not complete homework tasks set and many tasks which are completed, are done only to a minimum standard. They generally do not take opportunities to improve their knowledge and understanding.  They do not consolidate their learning or practise skills in addition to homework tasks set and often do not prepare for tests and assessments. They will be aware of Learn to Learn strategies but do not often put them into practice.

In Years 7-9, Progress for Core subjects has been judged based on how well your child is currently achieving relative to the Key Stage 2 average scaled score for English and Maths indication of their most likely GCSE grade outcome. This score is shown at the top of the SPM. Nationally students starting secondary school with this score would be expected to achieve the following:

  • 110+ = GCSE grade 7-9
  • 105-109 = GCSE grade 5-7
  • 95-104 = GCSE grade 4-5
  • 80-94 = working towards GCSE grade 4 or above

The four possible Progress judgements are:

  1. Exceeding Expectation - your child’s progress shows that they are currently working above the level expected nationally for a child who started secondary school with that Key Stage 2 average scaled score
  2. At Expectation - your child’s progress shows that they are currently working at the level expected nationally for a child who started secondary school with that Key Stage 2 average scaled score
  3. Working Towards Expectation - your child’s progress shows that they are not yet working at the level expected nationally for a child who started secondary school with that Key Stage 2 average scaled score, but they are moving towards this
  4. Below Expectation - your child’s progress shows that they are not currently working at the level expected nationally for a child who started secondary school with that Key Stage 2 average scaled score

In Years 7-9, Progress in Creative subjects has been judged based how well your child is currently achieving relative to their starting point in September.

The four possible Progress judgements are:

  1. Exceeding Expectation - your child’s progress shows that they are currently working above our expectations in developing their understanding and skills
  2. At Expectation - your child’s progress shows that they are currently working at the level we were expecting in developing their understanding and skills
  3. Working Towards Expectation - your child’s progress shows that they are not yet working at the level we expected in developing their understanding and skills, but they are moving towards this
  4. Below Expectation - your child’s progress shows that they are not currently working at the level we expected in developing their understanding and skills

Key Stage 4

In Years 10-11, each subject will report on a Realistic Achievable Grade [RAG], Working at Grade [WaG], Classroom Learning [CL] and Homework [H]. The report will also include a statement from each subject explaining what assessments your child has completed in that subject that have informed the report.

In both years CL and H are based on the descriptors shown below:

Classroom Learning
Outstanding A student shows a consistently outstanding level of commitment to their learning. They are able to work independently at a high level and take responsibility for their own learning, including by responding in detail to feedback to make further improvements. They always show courage in their learning by taking risks and thriving on challenges. They enjoy learning, show curiosity to learn more and take all opportunities to improve their knowledge and understanding. They consistently make positive contributions in lessons and ensure that they are always respectful of others.
Good A student shows a consistently good level of commitment in all areas of their learning. They are able to work independently at a good level and take responsibility for their own learning, including by responding to feedback to make further improvements. They show courage in their learning by taking risks and accepting challenges. They enjoy learning, are often curious to learn more and take opportunities to improve their knowledge and understanding. They make positive contributions in lessons and ensure that they are respectful of others.
Coasting A student’s commitment to their learning is inconsistent and needs to improve. They can struggle to work independently in the classroom, do not take full responsibility for their learning and are slow to respond to feedback, meaning that improvements to work are inconsistent. They are sometimes off task and need prompting to focus on their work. They are coasting in some lessons because they are passive, not engaging in the lesson by not taking risks or challenging themselves to improve. They can be negative towards their learning, not seeing the importance of learning and this means that they sometimes leave tasks incomplete or rush to finish them without really caring about the quality. They do not always listen to instructions and can sometimes disrupt the learning of others.
Poor A student’s commitment to their learning is poor and must improve. They usually struggle to work independently in the classroom, do not take responsibility for their learning and do not respond to feedback, meaning that improvements to work are not made. They are regularly off task and need constant prompting to focus on their work. They do not like taking risks or being challenged to improve. They often have a negative attitude towards their learning and this means that tasks are sometimes not even attempted. Many tasks are also left incomplete or rushed with no real care about the quality of the work. They often do not listen to instructions and frequently disrupt the learning of others, showing a lack of respect for them.
Homework
Outstanding A student shows a consistently outstanding level of commitment to their homework. They are able to work independently and take responsibility for their own learning, completing all tasks set to a high level. They enjoy learning, show curiosity to learn more and take all opportunities to improve their knowledge and understanding.  They frequently consolidate their learning and practise skills in addition to homework tasks set. They consistently prepare well for tests and assessments and demonstrate that they can independently use a wide range of Learn to Learn strategies very effectively.
Good A student shows a consistently good level of commitment to their homework. They are able to work independently and take responsibility for their own learning, usually completing all tasks set to a good level. They enjoy learning, show curiosity to learn more and take opportunities to improve their knowledge and understanding.  They often consolidate their learning and practise skills in addition to homework tasks set. They usually prepare well for tests and assessments and demonstrate that they can independently use a range of Learn to Learn strategies effectively.
Coasting A student shows an inconsistent level of commitment to their homework, which needs to improve. They do not always work well independently and do not take enough responsibility for their own learning.  They sometimes do not complete homework tasks set and some tasks are completed, but to a minimum standard. They do not take enough opportunities to improve their knowledge and understanding.  They rarely consolidate their learning and practise skills in addition to homework tasks set and so are not always well prepared for tests and assessments. They will be familiar with a range of Learn to Learn strategies but do not use them effectively.
Poor A student shows a poor level of commitment to their homework, which needs to improve. They struggle to work well independently and do not take responsibility for their own learning.  They frequently do not complete homework tasks set and many tasks which are completed, are done only to a minimum standard. They generally do not take opportunities to improve their knowledge and understanding.  They do not consolidate their learning or practise skills in addition to homework tasks set and often do not prepare for tests and assessments. They will be aware of Learn to Learn strategies but do not often put them into practice.
The Realistic Achievable Grade [RAG]

If your child maintains the current level of attitude to classroom and independent learning and attendance, then this is the grade their teacher believes they could achieve. If their attitude to classroom and independent learning and attendance improves or declines, this may be reflected in their Realistic Achievable Grade on the next SPM and/or their final GCSE result.

The Working at Grade [WAG]

This shows the approximate grade equivalent of the work that your child has completed and that has been assessed so far during the course.

Key Stage 5

In Years 12-13, each subject will report on an Individual Expected Grade [IEG], Working at Grade [WaG], Classroom Learning [CL] and Homework [H]. The report will also include a statement from each subject explaining what assessments your child has completed in that subject that have informed the report.

In both years, CL and H are based on the descriptors shown below:

Classroom Learning
Outstanding A student shows a consistently outstanding level of commitment to their learning. They are able to work independently at a high level and take responsibility for their own learning, including by responding in detail to feedback to make further improvements. They always show courage in their learning by taking risks and thriving on challenges. They enjoy learning, show curiosity to learn more and take all opportunities to improve their knowledge and understanding. They consistently make positive contributions in lessons and ensure that they are always respectful of others.
Good A student shows a consistently good level of commitment in all areas of their learning. They are able to work independently at a good level and take responsibility for their own learning, including by responding to feedback to make further improvements. They show courage in their learning by taking risks and accepting challenges. They enjoy learning, are often curious to learn more and take opportunities to improve their knowledge and understanding. They make positive contributions in lessons and ensure that they are respectful of others.
Coasting A student’s commitment to their learning is inconsistent and needs to improve. They can struggle to work independently in the classroom, do not take full responsibility for their learning and are slow to respond to feedback, meaning that improvements to work are inconsistent. They are sometimes off task and need prompting to focus on their work. They are coasting in some lessons because they are passive, not engaging in the lesson by not taking risks or challenging themselves to improve. They can be negative towards their learning, not seeing the importance of learning and this means that they sometimes leave tasks incomplete or rush to finish them without really caring about the quality. They do not always listen to instructions and can sometimes disrupt the learning of others.
Poor A student’s commitment to their learning is poor and must improve. They usually struggle to work independently in the classroom, do not take responsibility for their learning and do not respond to feedback, meaning that improvements to work are not made. They are regularly off task and need constant prompting to focus on their work. They do not like taking risks or being challenged to improve. They often have a negative attitude towards their learning and this means that tasks are sometimes not even attempted. Many tasks are also left incomplete or rushed with no real care about the quality of the work. They often do not listen to instructions and frequently disrupt the learning of others, showing a lack of respect for them.
Homework

 

Outstanding

 A student shows a consistently outstanding level of commitment to their homework. They are able to work independently and take responsibility for their own learning, completing all tasks set to a high level. They enjoy learning, show curiosity to learn more and take all opportunities to improve their knowledge and understanding.  They frequently consolidate their learning and practise skills in addition to homework tasks set. They consistently prepare well for tests and assessments and demonstrate that they can independently use a wide range of Learn to Learn strategies very effectively.
Good A student shows a consistently good level of commitment to their homework. They are able to work independently and take responsibility for their own learning, usually completing all tasks set to a good level. They enjoy learning, show curiosity to learn more and take opportunities to improve their knowledge and understanding.  They often consolidate their learning and practise skills in addition to homework tasks set. They usually prepare well for tests and assessments and demonstrate that they can independently use a range of Learn to Learn strategies effectively.
Coasting A student shows an inconsistent level of commitment to their homework, which needs to improve. They do not always work well independently and do not take enough responsibility for their own learning.  They sometimes do not complete homework tasks set and some tasks are completed, but to a minimum standard. They do not take enough opportunities to improve their knowledge and understanding.  They rarely consolidate their learning and practise skills in addition to homework tasks set and so are not always well prepared for tests and assessments. They will be familiar with a range of Learn to Learn strategies but do not use them effectively.
Poor A student shows a poor level of commitment to their homework, which needs to improve. They struggle to work well independently and do not take responsibility for their own learning.  They frequently do not complete homework tasks set and many tasks which are completed, are done only to a minimum standard. They generally do not take opportunities to improve their knowledge and understanding.  They do not consolidate their learning or practise skills in addition to homework tasks set and often do not prepare for tests and assessments. They will be aware of Learn to Learn strategies but do not often put them into practice.
Individual Expected Grade

This has been calculated using a national formula based on your child’s Key Stage 4 examination results.

Working at Grade

This shows the approximate grade equivalent of the work that your child has completed and that has been assessed so far during the course.