Information on Reports

Current Working Grade

This grade reflects the skills currently being demonstrated by the pupil.  It is an average of the student’s performance over time.  Evidence is drawn from both classwork and homework.

The table below highlights how Key Stage 3 levels convert into Key Stage 4 grades.

GCSE

Grade

KS3

Level

A*1

10a

A*2

10b

A*3

10c

A1

9a

A2

9b

A3

9c

B1

8a

B2

8b

B3

8c

C1

7a

C2

7b

C3

7c

D1

6a

D2

6b

D3

6c

E1

5a

E2

5b

E3

5c

F1

4a

F2

4b

F3

4c

G1

3a

G2

3b

G3

3c

Fail

2a

Fail

2b

Fail

2c

Fail

B

Predicted Grade

This grade represents what teachers feel, in their professional judgement, the student will achieve at the end of Year 11 if they maintain their current working level and effort.

Personalised Target

This target is for the end of this academic year only.  It is set in consultation with the student and represents an ambitious target.  Where the MEG is considered to be an ambitious target this will also be set as the personalised target.

Subgrade Descriptors

If the pupil is working at a grade B, the following should be applied:

B1

Student is securely working within this grade with some elements of the next grade above.

B2

Student is securely working within this grade.

B3

Student is not secure in this grade but is demonstrating some skills at this ability level.

MEG Targets

KS2 – KS4 (Year 6 to Year 11)  = 3 levels of progress

Minimum Expected Progress

Year 7   = 2 sublevels from KS2 SAT result

Year 8   = 4 sublevels from KS2 SAT result

Year 9   = 5 sublevels from KS2 SAT result

Year 10 = 7 sublevels from KS2 SAT result

Year 11 = 9 sublevels from KS2 SAT result

MEG – ‘Talent’ subjects – PE / Art / Drama / Music / DT / French

In order to accommodate for the fact that students have often not had formal tutoring in these subjects prior to attending secondary school, we adjust the Key Stage 2 starting point by 6 sublevels.  The expectation is that students will have ‘caught-up’ by the end of year 9 putting them on the same trajectory as all other subjects.

i.e.

Reducing the Key Stage 2 Average score by 6 sublevels on entry:

Sublevel Increase

End of KS2 Average

4a

6 sublevel adjustment

Adjusted Level

2a

End of Year 7 MEG

4c

4

End of Year 8 MEG

5b

4

End of Year 9 MEG

6b (D2)

3

End of Year 10 MEG

C3

2

End of Year 11 MEG

C1

2

Total   Sublevels of progress

15

Colour Coding

Autumn Term

Number of sublevels away from the end of year MEG

Year   7

Year   8

Year   9

Year   10

Year   11

Blue

0

0

0

0

0

Green

-1

-1

-1

-1

-1

Orange

-2

-2

-2

-2

-2

Red

-3

-3

-3

-3

-3

Spring Term

Number of sublevels away from the end of year MEG

Year   7

Year   8

Year   9

Year   10

Year   11

Blue

+1

+1

+1

+1

+1

Green

0

0

0

0

0

Orange

-1

-1

-1

-1

-1

Red

-2

-2

-2

-2

-2

Summer Term

Number of sublevels away from the end of year MEG

Year   7

Year   8

Year   9

Year   10

Year   11

Blue

+1

+1

+1

+1

Green

0

0

0

0

Orange

-1

-1

-1

-1

Red

-2

-2

-2

-2

PE / ART / Drama / Music / DT / French

Autumn Term

Number of sublevels away from the end of year MEG

Year   7

Year   8

Year   9

Year   10

Year   11

Blue

-2

-2

-1

0

0

Green

-3

-3

-2

-1

-1

Orange

-4

-4

-3

-2

-2

Red

-5

-5

-4

-3

-3

Spring Term

Number of sublevels away from the end of year MEG

Year   7

Year   8

Year   9

Year   10

Year   11

Blue

-1

-1

0

+1

+1

Green

-2

-2

-1

0

0

Orange

-3

-3

-2

-1

-1

Red

-4

-4

-3

-2

-2

Summer Term

Number of sublevels away from the end of year MEG

Year   7

Year   8

Year   9

Year   10

Year   11

Blue

+1

+1

+1

+1

Green

0

0

0

0

Orange

-1

-1

-1

-1

Red

-2

-2

-2

-2

Behaviour / Effort / Homework  Grades

For each of behaviour, effort and homework staff must give the student a grade.  Please refer to the descriptors below for the ‘best fit’ for the student’s performance in each area.  Ensure that the grade given does not contradict the assessment data.

Behaviour

1.       Outstanding

A pupil is outstanding if they demonstrate mature and thoughtful behaviour that promotes a positive working environment.

2.       Good

A pupil’s behaviour is good if they contribute to making a good working environment.  They are reliable, often show maturity and set high standards for others to follow equally well.

3.      Requires Improvement

A pupil’s behaviour requires improvement if they are reasonable and responsive to the support provided by the teacher.  On a few occasions, however, a pupil can demonstrate behaviour that may have a negative impact on their own and others learning.  When challenged, a pupil responds appropriately to sanctions that have been imposed.

4.      Inadequate

A pupil is inadequate when their behaviour is disappointing.  This has a sustained negative impact on their progress and the learning of others and they do not respond to appropriate sanctions applied by the teacher.

Homework

1.      Outstanding

A pupil is outstanding if they record all homework in their planner and always submit it at the set time.  Homework is neatly presented and completed to a high standard.  They bring all necessary equipment to lessons.

2.      Good

A pupil is good if they record most of their homework tasks in their planner and usually submit them at the set time.  Homework is completed to a good standard. They bring the necessary equipment to most lessons.

3.      Requires Improvement

A pupil requires improvement if they record some homework in their planner but on occasions fail to submit this at the set time.  Homework is completed to a fair standard and they respond well to the appropriate sanctions set by the school. They sometimes forget to bring the necessary equipment to lessons.

4.      Inadequate

A pupil is inadequate if they fail to record homework in their planner and rarely submit it at the set time.  Homework is completed to a poor standard and they do not respond to the appropriate sanctions set by the school. They do not bring the necessary equipment to lessons.

Effort

1.       Outstanding

A pupil is outstanding for their effort when their attitude to learning is exemplary in all aspects of their work. They engage positively in all lessons and, in line with their ability, demonstrate consistently outstanding levels of commitment and dedication to the learning process.

2.       Good

A pupil’s effort is good when they make a consistently positive contribution during all lessons. They participate fully and engage readily both in independent and group work. They set a positive example for others to follow.

3.       Requires Improvement

A pupil’s effort requires improvement when they generally show acceptable levels of application during lessons. They are responsive to the support given by the class teacher which encourages engagement and the promotion of a positive working environment.

4.       Inadequate

A pupil’s effort is inadequate when their engagement in lessons is minimal, despite positive teacher intervention, thus compromising the learning environment in the class.

Sir Thomas Boteler Church of England High School by STB