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Newlands
Girls’ School

Progress Reports

Explanatory Notes

Student reports will be issued on a two-sided document, with the corresponding school year and academic term clearly detailed at the top of the first page. The report will display the student’s name and tutor group.

Aside from the subject/teacher details and a column that shows the target level or grade, each termly report will supply information in three columns: attainment/ prediction, effort and homework. As the year progresses, the columns will be gradually populated until the document is complete and has built a simple, continuous and useful record of the student’s progress and effort across the year.

Reporting at Key Stage 3

Year 7 pupils will be given an overall target band, which represents the level they are expected to attain consistently throughout Years 7 to 9, when making good progress. Throughout these three years, the level of challenge in your daughter’s learning will become progressively higher, whilst her target band remains constant. Each girl’s target has been calculated based on her attainment at KS2 and, taking a long-term view, indicates her likely average attainment at GCSE within the grade range 9-1. Your daughter will also be awarded a predicted attainment band for each subject, which indicates the level at which she is currently working relative to her overall target band. Pupils and parents will therefore be able to see if she is on track to achieve her expected GCSE outcomes.

Please note that because teachers are getting to know their classes and undertaking baseline assessment throughout terms 1 and 2, the first Progress Report for Year 7 will report on effort and homework only.  

Reporting at Key Stages 4 & 5

All GCSE subjects are now graded 9-1, with ‘4’ considered a standard pass and ‘5’ considered a strong pass. Grades ‘7’, ‘8’ and ‘9’ are equivalent to the old A and A* grading.

At Key Stages Four and Five, teachers are asked to fine level the grades of girls in their classes based on professional predictions of performance.  ‘Whole’ grades will be reported in the final examinations, with the fine grading being used only to show a student’s progress during the course. A student’s target grade will always be a whole grade.

Fine grading is based on very clear and simple criteria, where each grade is split into three parts. This then allows us to track attainment, predict performance and offer additional support, which is more closely tailored to the needs and progress of the student.

Examples:

Fine Grade (GCSE):

Descriptor:

5,1

The top of a grade 5, very close to a 6.

5,2

The middle of a grade 5: this grade is fairly secure.

5,3

A low grade 5. It is possible that the student could attain a grade 

 

Fine Grade

(A-Level):

Descriptor:

C,1

The top of a grade C, very close to a B.

C,2

The middle of a grade C: this grade is fairly secure.

C,3

A low C grade. It is possible that the student could attain a grade D.

The grades available in vocational qualifications such as BTEC are Distinction*, Distinction, Merit and Pass (with a ‘Fail’ if a pupil does not meet ‘Pass’ criteria). These will also be reported using fine grading, as shown below:

Fine Grade (BTEC):

Descriptor:

M,1

The top of a Merit, very close to a Distinction.

M,2

The middle of a Merit: this grade is fairly secure.

M,3

A low Merit. It is possible that the student could attain a ‘Pass’.

Should you have any queries regarding your daughter’s report, her effort or attainment, please do not hesitate to contact the appropriate person here at school.

Effort Descriptors

There is a strong relationship between effort and attainment and we have high expectations of our students in becoming independent, proactive learners. Your daughter’s general effort in lessons is awarded a number from 1 to 4. The criteria for the awarding of each number are detailed below:

1.     Excellent

        In lessons the student:

  • always has a positive and committed attitude to learning
  • demonstrates resilience and approaches learning with a growth mindset
  • is always engaged and always on task
  • participates fully in class discussions
  • works very well both collaboratively and independently
  • is proactive in seeking to improve her learning and make progress
  • takes initiative when responding to feedback on how to improve

2.   Good

       In lessons the student:

  • generally, has a positive and committed attitude to learning
  • usually demonstrates resilience and often approaches learning with a growth mindset
  • is nearly always fully engaged and never off task
  • participates constructively in class discussions
  • works well both collaboratively and independently
  • seeks to improve her learning and make progress
  • readily responds to feedback on how to improve

3.   Requires Improvement

       In lessons the student:

  • sometimes has a positive attitude to learning
  • sometimes lacks commitment and resilience
  • is sometimes off task
  • demonstrates limited participation in class discussions
  • sometimes does not work cooperatively with others
  • will improve work only when prompted by the teacher
  • shows some interest in making progress

4.   Inadequate

       In lessons the student:

  • is too frequently lacking commitment to her learning
  • demonstrates little resilience and sometimes her mindset is negative
  • is often off-task and disengaged
  • participates too little in discussions
  • too frequently does not work cooperatively with others
  • shows little interest in making progress
  • is reluctant to respond to feedback and improve work

Homework Descriptors

Homework is set regularly by teachers and serves to consolidate and extend learning from lessons. The student’s general effort in completing quality homework is awarded a number from 1 to 4. The criteria for the awarding of each number are detailed below:

1.    Excellent

       At home and when completing homework tasks, the student:

  • meets all deadlines and is well organised
  • produces quality homework to the very best of her ability
  • works independently outside of lessons to extend her learning
  • prepares independently and very thoroughly for all tests and assessments

2.   Good

       At home and when completing homework tasks, the student:

  • meets deadlines and is well organised
  • produces homework to the best of her ability
  • can work well independently outside of lessons to support her learning
  • prepares willingly and effectively for tests and assessments

3.   Requires Improvement

       At home and when completing homework tasks, the student:

  • sometimes misses homework deadlines
  • does not always produce homework to the best of her ability
  • produces homework which may be incomplete
  • sometimes works outside of lessons to improve her learning
  • sometimes prepares well for tests and assessments, although this preparation may lack depth

4.   Inadequate

       At home and when completing homework tasks, the student:

  • frequently misses homework deadlines
  • Produces homework which lacks care and quality
  • Produces homework which is often incomplete
  • completes very little work outside of school
  • rarely undertakes adequate preparation for tests and assessments

Parents’ Evenings

Parents’ Evenings are important in maintaining a dialogue with your daughter’s teachers. The discussions that take place will provide information, which is both supplementary and complimentary to the termly reports. Please do bring your daughter’s current Progress Report to Parents’ Evening and do not hesitate to contact the school should you have any further questions regarding any of the above; we will be happy to respond.

Updated December 2019