A Guide to Key Stage 4 Reports

This page provides an overview of our reporting process across Key Stage 4 (Years 10 and 11).

Schedule

Year 10 Reports are sent out on the following schedule:

• Report 1 is sent out in October (Term 1)
• Report 2 is sent out in January (Term 3)
• Report 3 is sent out in May (Term 6) and includes Tutor Comments

Year 11 Reports are sent out on the following schedule:

• Report 1 is sent out in October (Term 1)
• Report 2 is sent out in December (Term 2) and includes Mock Exam Results
• Report 3 is sent out in March (Term 4) and includes Tutor Comments

Additionally, there will be an opportunity for parents of each year group to discuss reports with all teachers at the following events:

• Year 10 Parent Consultation Meetings take place in February (bookings open after Report 2 is sent home)
• Year 11 Parent Consultation Meetings take place in January (bookings open after Report 2 is sent home)

Expected Grades

• Expected Grades have been set for all Key Stage 4 students based on what level we would expect the student to achieve at the end of Year 11.
• Expected Grades are based on end of Year 11 estimates generated by FFT, and are calculated using each student’s individual Key Stage 2 SATs scores (or CATs scores for year groups that did not sit SATs).
• Expected Grades should be aspirational.

Predictions

• Predictions indicate the level a student is likely to achieve by the end of Year 9 based on the work they have produced so far.
• A range of data and professional judgment contributes to each prediction.
• In BTEC, CNAT, and other vocational qualifications, the range of grades include L2D*, L2D, L2M, L2P, L1D, L1M, L1P, Fail; where L2 and L1 indicate Level 2 and Level 1, and D, M and P stand for Distinction, Merit and Pass.
• Starting in Year 11, Predictions are fine-graded to indicate how likely the student is to achieve their predicted grade as follows:

+	The student is likely to achieve this grade and has a good chance of achieving a higher grade.
=	The student is likely to achieve this grade.
–	The student has a good chance of achieving this grade, but is at risk of dropping to a lower grade.

Progress Indicators

• Progress Indicators illustrate whether the student is on track to meet their target based on their predicted grade.
• The possible Progress Indicators are:
  • Exceeding Expectations, for students that are predicted to exceed their target.
  • Meeting Expectations, for students that are predicted to meet their target.
  • Working Towards Expectations, for students whose predicted grade is within one grade of their target.
  • Significantly Below Expectations, for students whose predicted grade is two or more grades below their target.
• Progress Indicators are colour coded for your convenience.

Mock Grades

Attitude & Behaviour judgments indicate a student’s approach to classroom work. The possible Attitude & Behaviour grades are:

• Mock Grades represent the student’s performance under exam conditions.
• Mock grades do not take into account any additional coursework or non-examined assessments that might contribute to a student’s final grade in the summer exams.

Attitude & Behaviour

Attitude & Behaviour judgments indicate a student’s approach to classroom work. The possible Attitude & Behaviour grades are:

Exceeding Expectations	– Takes pride in their work and responds to feedback. – Occasionally challenges themselves and shows curiosity in lessons. – Maintains behaviour that supports their own learning; listens attentively, respects others, and arrives on time with the correct equipment. – Uniform is generally well-presented.
Meeting Expectations	– Takes pride in their work and responds to feedback. – Occasionally challenges themselves and shows curiosity in lessons. – Maintains behaviour that supports their own learning; listens attentively, respects others, and arrives on time with the correct equipment. – Uniform is generally well-presented.
Working Towards Expectations	– Needs occasional reminders to stay focused. – Typically completes work and responds to feedback, but does not consistently push themselves to take on additional challenges. – Behaviour may sometimes hinder learning or disrupt others. – Equipment is sometimes missing, and uniform may need adjustments. – Punctuality can be an issue. – There are instances of receiving behaviour consequences.
Significantly Below Expectations	– Rarely engages in lessons or takes pride in their work. – Does not consistently respond to feedback or complete assigned tasks. – Behaviour is frequently disruptive, affecting both personal learning and that of others. – Often arrives late, lacks the necessary equipment, and the uniform is not worn correctly. – Regularly receives behaviour consequences.

Home Learning

Home Learning judgments indicate a student’s engagement with home learning and independent study. The possible Home Learning grades are:

Exceeding Expectations	– Listens with focus to teacher instructions when home learning is set and demonstrates excellent effort with all home learning tasks. – Home learning is always submitted on time and to a high standard. – Often goes above expectations by undertaking additional tasks e.g. extra reading or research.
Meeting Expectations	– Listens well to teacher instructions when home learning is set and demonstrates good effort with home learning tasks. – Home learning is always, or nearly always, submitted on time and to the expected standard. – Uses the resources and home learning support well to complete their work.
Working Towards Expectations	– Does not always listen to teacher instructions attentively and therefore engagement with home learning can be inconsistent. – Occasionally fails to complete home learning or to hand it in on time. – Home learning does not consistently meet the expected standard for the student for the task.
Significantly Below Expectations	– Does not listen attentively to teacher explanations of home learning and engagement with home learning is poor. – Frequently fails to complete home learning and/or does not hand the work in on time. – Any work that is submitted fails to reach the expected standard.

Attendance

• The school considers attendance below 90% to be a cause for concern.
• If a student has low attendance, their teachers may not be able to assess them in all the reported areas.