Reporting
KS3 Reporting
Key Stage 3 Progress Update Information
There are three Progress Updates (PUs) per year. These will be published in November, March and July. This is our reporting system at Stanborough. At each Progress Update the following information will be emailed home.
CAT Scores
The CAT (Cognitive Assessment Test) scores give a measure of Verbal, Quantitative, Non-verbal and Spatial ability where 100 is the ‘National Average’ CAT score. These tests are set at the start of Year 7 and help us to assess the potential of students.
| Verbal (V) | The verbal reasoning element assesses reasoning processes using word |
| Quantitative (Q) | The quantitative tests look at reasoning processes using number |
| Non-verbal (NV) | The non-verbal tests look at reasoning processes but use shapes and figures. |
| Spatial (S) | This is another measure of reasoning processes but this focuses on the ability to think spatially rather than in other ways. |
KS2 Results
National curriculum tests at the end of key stage 2 (KS2) (often referred to as SATs) are administered in Mathematics, English reading and English grammar, punctuation and spelling (GPS).
Approach to Learning Grades
These look at the general approach and attitude of students in their lessons showing how well students are working in each of their subjects.
Students will receive 3 grades for each subject, they will be:
- Behaviour
- Classwork
- Homework
The criteria for each level of these is detailed below.
| Behaviour | Classwork | Homework | |
|---|---|---|---|
| 1 | The student demonstrates an approach towards their learning that will often fail to meet the expectations that teachers would have of them. They will exhibit behaviour that may be deemed as challenging and/or impolite. These students may be easily distracted, unfocused at times and demonstrate a passive approach to their learning. The student will not always respond appropriately to direction in response to occurrences of an inconsistent work ethic or lapses in behaviour. | The student demonstrates an approach towards learning and their work that consistently fails to meet school expectations. The student will exhibit an inability to remain focused on a task and may be unable to complete tasks. The student will often demonstrate a negative contribution to group work and it is likely that they will often have a detrimental effect on the outcomes of the group. The student is regularly ill-equipped for lessons. | Homework is often not completed on time and there is inconsistent evidence of the required effort having been applied to the completion of tasks typified by incomplete or carelessly presented work. In the worst cases, acceptable homework is still not produced despite the application of sanctions and support. |
| 2 | The student demonstrates a generally positive approach towards their learning contributing to a positive classroom environment. The student will co-operate with the class teacher and, when instructed, will support the learning of others and reflect on their work with a commitment to consolidating their learning. These students will respond positively to encouragement in response to rare occurrences of an inconsistent work ethic. The student will demonstrate good behaviour. | The student demonstrates an approach towards their work that meets the expectations that teachers would have of them. The student is capable of remaining focused on a task rarely needing supervision to ensure that this is achieved. These students will demonstrate an acceptable contribution to group work having a largely positive effect on the outcomes of the group. The student will always be correctly equipped for lessons. | Homework is submitted on time and is completed to a standard that is commensurate with the ability of the student; it will be evident that the student has approached the task(s) in a committed way producing competent work. |
| 3 | The student exhibits a highly positive approach towards their learning contributing to an effective classroom environment. The student will co-operate with the class teacher and will support the learning of others and reflect on their work with a commitment to enhancing their learning. The student will demonstrate exemplary behaviour and an engaged approach to their learning. | The student exhibits a positive approach towards their work demonstrating skills of independent working to produce outcomes that frequently surpass what is expected of them. The student will take responsibility for their academic development and will demonstrate a willingness to accept challenges and learn from setbacks to improve their work. These students will make a significant contribution to successful group work and may offer contributions. The student will always be correctly equipped for lessons. | Homework is always submitted on time and is completed to a standard that often exceeds the ability of the student; it will be evident that the student has approached the work in a committed way engaging with the task and producing work that is likely to be carefully presented and thorough. |
| 4 | The student exhibits an exceptionally positive approach towards their learning making a significant contribution to the establishment of a highly productive classroom ethos. The student will co-operate fully with the class teacher and support the learning of others through their impeccable behaviour, demonstration of maturity and an actively engaged approach. The student is in all respects a role model to their peers | This student exhibits an exceptionally driven and engaged approach towards their work utilising independent learning strategies to ensure that outcomes often exceed what is expected of them. These students will demonstrate an inquiring mind and be creative, reflecting on their work with a commitment to meet the ‘Going Beyond our Best’ ethos. The student will challenge themselves and be willing to take academic risks to enhance their learning and that of their peers. It may be that these students will actively seek to lead group work and offer significant contributions. The student is always fully equipped for lessons. | Homework is always submitted on time and is generally outstanding. The work will mostly exceed age-related expectations; there will be clear evidence that the student is striving to meet the ‘Going Beyond our Best’ ethos through producing work that is typified by exceptional precision and depth. |
Personal Learning Goals (PLG)
At Stanborough, we have developed the ‘BASE’ system. This system allows both students and parents the opportunity to assess their performance against age related expectations. A student’s PLG in each subject is given using the following general BASE criteria.
| Beyond | This level of knowledge, skills and understanding is significantly above what would be expected from a student of this age. To achieve this students must show a strong aptitude for a subject and will be working at a very high level. Students who achieve ‘Beyond’ would generally be expected to achieve a top level GCSE grade later on in their school career. |
| Above | This level of knowledge, skills and understanding is above what is expected for a student of this age. Students who achieve ‘Above’ would be expected to achieve a high level GCSE grade later on in their school career. |
| Secure | This is a level of knowledge, skills and understanding that would be expected at this age. Students who are ‘secure’ would generally be expected to achieve a good GCSE level later on in their school career. |
| Establishing | This is a level of knowledge, skills and understanding that is below what would normally be expected at this age. Students who are at this level would generally be expected to be working towards a good GCSE level later on in their school career. |
How is the Personal Learning Goal in different subjects worked out?
All available information is used to determine a student’s PLG. Work in class and at home, test scores, oral responses, projects and other key assessments will all be used to determine how well a student is getting on in each subject.
Progress Levels
This indicates how well students are achieving in relation to their PLG
KS4 Reporting
Key Stage 4 Progress Update Information
There are three Progress Updates (PUs) per year. These will be published in November, March and July. This is our reporting system at Stanborough. At each Progress Update the following information will be emailed home.
CAT Scores
The CAT (Cognitive Assessment Test) scores give a measure of Verbal, Quantitative, Non-verbal and Spatial ability where 100 is the ‘National Average’ CAT score. These tests are set at the start of Year 7 and help us to assess the potential of students.
| Verbal (V) | The verbal reasoning element assesses reasoning processes using word |
| Quantitative (Q) | The quantitative tests look at reasoning processes using number |
| Non-verbal (NV) | The non-verbal tests look at reasoning processes but use shapes and figures. |
| Spatial (S) | This is another measure of reasoning processes but this focuses on the ability to think spatially rather than in other ways. |
KS2 Results
National curriculum tests at the end of key stage 2 (KS2) (often referred to as SATs) are administered in Mathematics, English reading and English grammar, punctuation and spelling (GPS).
Approach to Learning Grades
These look at the general approach and attitude of students in their lessons showing how well students are working in each of their subjects.
Students will receive 3 grades for each subject, they will be:
- Behaviour
- Classwork
- Homework
The criteria for each level of these is detailed below.
| Behaviour | Classwork | Homework | |
|---|---|---|---|
| 1 | The student demonstrates an approach towards their learning that will often fail to meet the expectations that teachers would have of them. They will exhibit behaviour that may be deemed as challenging and/or impolite. These students may be easily distracted, unfocused at times and demonstrate a passive approach to their learning. The student will not always respond appropriately to direction in response to occurrences of an inconsistent work ethic or lapses in behaviour. | The student demonstrates an approach towards learning and their work that consistently fails to meet school expectations. The student will exhibit an inability to remain focused on a task and may be unable to complete tasks. The student will often demonstrate a negative contribution to group work and it is likely that they will often have a detrimental effect on the outcomes of the group. The student is regularly ill-equipped for lessons. | Homework is often not completed on time and there is inconsistent evidence of the required effort having been applied to the completion of tasks typified by incomplete or carelessly presented work. In the worst cases, acceptable homework is still not produced despite the application of sanctions and support. |
| 2 | The student demonstrates a generally positive approach towards their learning contributing to a positive classroom environment. The student will co-operate with the class teacher and, when instructed, will support the learning of others and reflect on their work with a commitment to consolidating their learning. These students will respond positively to encouragement in response to rare occurrences of an inconsistent work ethic. The student will demonstrate good behaviour. | The student demonstrates an approach towards their work that meets the expectations that teachers would have of them. The student is capable of remaining focused on a task rarely needing supervision to ensure that this is achieved. These students will demonstrate an acceptable contribution to group work having a largely positive effect on the outcomes of the group. The student will always be correctly equipped for lessons. | Homework is submitted on time and is completed to a standard that is commensurate with the ability of the student; it will be evident that the student has approached the task(s) in a committed way producing competent work. |
| 3 | The student exhibits a highly positive approach towards their learning contributing to an effective classroom environment. The student will co-operate with the class teacher and will support the learning of others and reflect on their work with a commitment to enhancing their learning. The student will demonstrate exemplary behaviour and an engaged approach to their learning. | The student exhibits a positive approach towards their work demonstrating skills of independent working to produce outcomes that frequently surpass what is expected of them. The student will take responsibility for their academic development and will demonstrate a willingness to accept challenges and learn from setbacks to improve their work. These students will make a significant contribution to successful group work and may offer contributions. The student will always be correctly equipped for lessons. | Homework is always submitted on time and is completed to a standard that often exceeds the ability of the student; it will be evident that the student has approached the work in a committed way engaging with the task and producing work that is likely to be carefully presented and thorough. |
| 4 | The student exhibits an exceptionally positive approach towards their learning making a significant contribution to the establishment of a highly productive classroom ethos. The student will co-operate fully with the class teacher and support the learning of others through their impeccable behaviour, demonstration of maturity and an actively engaged approach. The student is in all respects a role model to their peers | This student exhibits an exceptionally driven and engaged approach towards their work utilising independent learning strategies to ensure that outcomes often exceed what is expected of them. These students will demonstrate an inquiring mind and be creative, reflecting on their work with a commitment to meet the ‘Going Beyond our Best’ ethos. The student will challenge themselves and be willing to take academic risks to enhance their learning and that of their peers. It may be that these students will actively seek to lead group work and offer significant contributions. The student is always fully equipped for lessons. | Homework is always submitted on time and is generally outstanding. The work will mostly exceed age-related expectations; there will be clear evidence that the student is striving to meet the ‘Going Beyond our Best’ ethos through producing work that is typified by exceptional precision and depth. |
Target Grade Information
The Target for the end of Year 11 is shown within a report. A current assessment is given showing the level the teacher believes the student is currently working at. A projection is also given by the teacher which is an expected level of attainment at the end of the course in each subject. This is based on current assessment grades and expected progress. This projection is highlighted in red if it is under target, yellow if it is on target and green if it is above target.
Targets and Progress
Most of the targets for subjects will be GCSE grades. These range from 9-1 (9 being the highest.) A student of national average ability is generally expected to achieve grade 4/5.Please see comparison table below to convert between different grade types.
| Old Style GCSE | New Style GCSE | Combined Science Grades | BTEC / NCFE | BTEC Technical / CNAT |
|---|---|---|---|---|
| A* | 9 | 9-9 | ||
| 9-8 | D* | *2 | ||
| 8 | 8-8 | |||
| 8-7 | ||||
| A | 7 | 7-7 | D | D2 |
| 7-6 | ||||
| 6 | 6-6 | |||
| B | 6-5 | M | M2 | |
| 5 | 5-5 | |||
| 5-4 | ||||
| C | 4 | 4-4 | P | P2 |
| D | 4-3 | |||
| 3 | 3-3 | D1 | ||
| E | 3-2 | |||
| 2 | 2-2 | M1 | ||
| F | 2-1 | L | P1 | |
| G | 1 | 1-1 |
It is expected that a student should make progress as they move through the Key Stage towards the end of Year 11. The progress may not be continuous and there may be times when it levels out or even falls for a short period of time. It is important to look at the big picture not just one grade in isolation.
If you are concerned about the progress your child is making in a subject, this can be discussed at a parents’ evening. If an event is not imminent, please contact the class teacher directly.
