This page provides an overview of our reporting process across Key Stage 3 (Years 7, 8 and 9).

Year 7 Reports – Reporting & Progress presentation for parents

Year 8 Reports – Reporting & Progress presentation for parents

Year 9 Reports – Reporting & Progress presentation for parents

Schedule

Key Stage 3 Reports are sent out on the following schedule:

  • Report 1 is sent out in October (Term 1)
  • Report 2 is sent out in late January or early February (Term 3)
  • Report 3 is sent out in late June or early July (Term 6)

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

  • Year 7 Parent Consultation Meetings take place in Term 5.
  • Year 8 Parent Consultation Meetings take place in Term 6.
  • Year 9 Parent Consultation Meetings take place in Term 3 to support the Key Stage 4 Options process.

Expected Grades

  • ‘Expected Grades’ have been set for all Key Stage 3 students based on what level we would expect the student to be working at the end of Year 9.
  • Expected Grades are presented in GCSE 9‒1 grades.
  • 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.
  • In most cases, end of Year 9 targets are two grades lower than end of Year 11 targets, but there can be some variation across subjects.
  • Expected Grades will be published in Year 8.
  • 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.
  • Predictions are presented in GCSE 9‒1 grades.
  • Students that are predicted below a GCSE grade 1 will receive a ‘W’ which stands for ‘working towards’.
  • Predictions will be published starting in Year 8 on Report 2.

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.

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.

Physical Education

  • Due to the differences in curriculum between Key Stage 3 and Key Stage 4 Physical Education, we do not publish targets for students at Key Stage 3.
  • Instead of Predicted Grades, the students are assessed in three key areas of the curriculum:
    • Fitness
    • Leadership and Teamwork
    • Technique

Reading for Power

  • In Year 7, we will report student progress in Reading for Power using Reading Ages.
  • Student Reading Ages are assessed regularly throughout the year using the STAR Reading programme.
  • Reading Ages are reported in the format yy.mm, where the digits before the decimal point represent the year and the digits after the decimal point represent the month. (i.e. 12.06 can be read as 12 years and 6 months).
  • Reading Ages are colour-coded according to progress against age-related expectations, and the colour will also be indicated by a short, written statement.
  • The range of statements are: Above Benchmark (dark green), At Benchmark (green), On Watch and Receiving Support (blue), Intervention (amber), and Urgent Intervention Required (red)