This category indicates a student's attainment grade to date, during the Key Stage, in relation to expected outcomes. It is perfectly reasonable for this to alter from term to term as students progress towards their target, taking into account that the work or topics covered during the Key Stage might be more or less complex for individual students to master.
Foundation would indicate that a student has the basic knowledge, skills and understanding for that subject and is making the progress required to achieve a 3/4 at GCSE; Standard would indicate they are performing at the expected level for that subject and on course for a 5 at GCSE; Extended would indicate they are performing better than expected and on course for a 6 at GCSE; Advanced would indicate they are performing much better than expected and on course for a 7/8 at GCSE; and Exceptional Performance would indicate they are performing far beyond expectations and on course for a 9 at GCSE; and Towards Foundation would indicate they are currently behind where they are expected to be for that subject. The table below can be used determine the progress of a student and what outcomes that should lead to.
In this example, the highlighted pathway shows a student on course for a 6 if they continue to achieve an Extended each year.
This is a level for the student to aim for by the end of the Key Stage/course. The target should not change from term to term as it is for students to aim for. With negotiation between the student and teacher it may, however, be increased to ensure a suitable level of challenge for all.
This combines the student’s current performance and target grade to show whether the student is likely to reach their target by the end of the Key Stage/course, based on their teacher making a professional judgement combining all known factors.
|Exceeding Target||the student is likely to achieve higher than their target grade.|
|On Target||the student is likely to achieve their target grade.|
|Under Target||the student is unlikely to achieve their target grade.|
Students should aim to attain their target level each term in order to show sustained progress towards their GCSE outcomes. However in some cases, the current performance and target do not need to be the same for students to be ‘on target’. This is due to fluctuations in knowledge, skills and understanding as they progress through a key stage. With this said however, students should make every effort to reach their target by the end of KS3 (the end of Year 8).
Outstanding, Good, Satisfactory or Cause for Concern is used to show a student’s attitude to a subject and covers issues such as punctuality to lessons, being well prepared and working in a focused way.
Outstanding, Good, Satisfactory or Cause for Concern is used to indicate the quality of classwork, homework and coursework/controlled assessment produced, relative to the student’s ability.
If the work a student is producing (both in and out of lessons) is not in line with their target, this is unlikely to be Outstanding or Good. The use of Satisfactory and Cause for Concern should indicate the degree to which the work is not at the expected level.
Outstanding, Good, Satisfactory or Cause for Concern indicates whether homework is completed to a high standard and/or handed in on time.
Satisfactory would indicate that one piece of homework has not been completed and/or handed in on time. Cause for Concern would indicate that this is the case for two or more pieces of homework.
If applicable, Good, Satisfactory or Cause for Concern indicates whether coursework or controlled assessment is completed to a suitable level and/or handed in on time. Important facets of controlled assessment include revision, exam technique and application of knowledge, skills and understanding of topics covered throughout the term.
A Satisfactory would indicate that the student’s coursework or controlled assessment is not completed to a suitable level and/or handed in on time. A Cause for Concern would indicate that it is a long way off being complete, has not been handed in or that issues with controlled assessment exist that are hindering progress (i.e. lack of revision, exam technique and/or application of knowledge, skills and understanding of the topics covered).
Please note that copies of all communications from the academy to home are available on the Brooke Weston website.
Parents/Guardians who may require further information or who wish to comment on the report may do so either through the Parent Reply Sheet or by contacting Brooke Weston directly. All communication will be replied to within seven days of receipt.