Reporting Information

This page is designed to support you in understanding the data we collect, analyse and share with parents within the reporting programme for pupils at Felsted.

We suggest that the report is read, discussed and reflected on by pupils with their parents, as well as with their Tutors. In order to provide context to the report full information is available below.

Senior Reporting
Prep Reporting

Senior Reporting

If you have any questions following digestion of the information please do contact Lorne Stefanini (Deputy Head, Academic) or Richard Williams (Assistant Head, Academic) for advice regarding the structure and process, or your child's tutor for pupil-specific advice.

The focus of the reporting is not simply outcome driven, but looking for us to know the individual as a learner and support them in opening dialogue with relevant stakeholders to support progress and development. There is a huge amount of support available but pupils should ensure they are at the heart of their own learning journey!

A single page overview for each pupil is provided within the PDF document on iSAMS and full explanation of this is available by year group below:

Year 9
Years 10 - 13

Year 9

Years 10 - 13

Reporting Schedule

Reporting Schedule

	9	10	11	12	13
Autumn Half Term 1	Interim	Interim	Interim	Interim	Interim / Parents Meeting
Autumn Half Term 2	Interim	Subject	Interim / Exam	Interim / Parents Meeting	Interim
Spring Half Term 1	Interim / Parents Meeting	Interim	Interim / Parents Meeting	Interim	Interim / Exam
Spring Half Term 2	Interim	Interim	Subject	Interim / Exam	Subject
Summer Half Term 1	Interim	Interim / Exam / Parents Meeting	Interim	Interim	Interim
Summer Half Term 2	Subject	Interim	N/A	Subject	N/A

Interim: Gradings (ATL / attainment) and improvement codes
Subject: Gradings (ATL / attainment) and full comments
Exam: Grading from recent internal assessment weeks / mock exams

Interim Report
Subject teachers to provide approach to learning grades in / beyond classroom with relevant improvement codes and if appropriate an attainment grade through iSAMS reporting system.

Subject Report
Subject teachers to provide current attainment grade (if appropriate), approach to learning grades in / beyond the classroom and a comment.

Exam Report
Exam results will be uploaded into iSAMS assessment system to produce an exam report including solely a score and grade.

Reports will be available via the parent portal on iSAMS at 9am on Monday of each completed reporting cycle.

A brief outline of each aspect of the Report for each pupil is below:

1. Attainment

Attainment grades are linked closely to the grading system used by the examination board towards which pupils are working.

The attainment grades rely on some subjective judgement by teachers, but are underpinned by all academic data available on the pupil at the time of writing. The starting point is the school’s historic data, supplemented by central / cohort formative and summative assessments throughout the whole course studied so far. The grading is not be a snapshot of attainment for the reporting cycle but rather reflects the attainment across all reporting cycles pertinent to the course being undertaken (GCSE, IB & Level) as well as any relevant NEA / IA work.

The grading does NOT reflect a prediction for the pupil, but simply states that: “Felsted pupils who respond to all the material studied in this course as this pupil has done so far, typically go on to secure this grade in their terminal exams”

It must be understood that grades may increase AND decrease as the course continues depending on the individual academic progress pupils make and in particular their approach to learning.

Monitoring these changes, reflecting on baseline measurements and focusing on a pupil’s approach to learning is essential in ensuring the best outcomes possible for each Felstedian at all levels and in identifying where interventions are necessary / reflecting on the success of any interventions already in place.

2. Approaches to Learning (ATL)

Separate judgements have been given for Approach to Learning in and Approach to Learning beyond the classroom and may also be accompanied by a set of improvement codes.

Approach to Learning is how the pupil engages with their studies and their teachers’ expectations. When grading a pupil on their Approach to Learning teachers consider to what extent they persevere on a topic or prep, what research they have done (where and how). Is there evidence that they have taken a risk with an answer when they were unsure? Is there evidence that they have reflected upon previous work and found better strategies to improve their understanding or output? Are they organised in having the right equipment, meeting deadlines and being punctual to lessons? When grading pupils for their Approach to Learning there will have to be a certain amount of subjectivity but by focussing on their overall approach to learning rather than just “Effort”, we are rewarding our pupils for working smarter not just harder.

Reports are on a four level scale (Exceptional, Above Expectations, Meeting Expectations and Needs Improvement) and are intentionally demanding. We want very high standards and obtaining an ‘Exceptional’ is very difficult. Obtaining ‘Needs Improvement’ is worrying and the pupil should reflect with their tutor and the relevant teacher/s about the reason for this descriptor and discuss how to improve over the next half-term and beyond.

The ATL statements are not absolute and need to be considered across the whole reporting cycle. A best fit model, taking the pupils stage of education (eg a Year 9 pupil should not be expected to have the same independent working skills expected of the majority of U6th) should be applied; by no means does a pupil need to display all of the indicative qualities to receive that level, but if in doubt, the lower level should be applied to allow room for improvement. We intentionally have high expectations on approach to learning and as such these should be demanding. Meeting expectations should be the norm.

Full descriptors for each level are available here

Full descriptors for each level are available here

ATL inside the classroom
Exceptional: The pupil is highly engaged and proactive in contributing to the lesson with insightful comments and challenging questions. They take a lead role in group work. They listen to the views of others and look to support and build on other pupil voices. They are highly focused when working independently and proactive in identifying their own support mechanisms and extension material. They have the required equipment. They have high expectations of their peers and act to support the teacher in this regard.

Above Expectations: The pupil is engaged and proactive in contributing to lessons with comments and questions. They take an active role in group work. They listen to the views of others and look to support other pupil voices. They are fully focused when working independently and proactive in identifying their own support mechanisms. They have the required equipment. They have high expectations of their peers.

Meeting Expectations: The pupil is engaged in lessons and contributes willingly when called upon. They participate in group work, listening to the views of others. They are focused when working independently and actively seek appropriate support from peers / teachers. They have the required equipment. They are fully aware of the expectations of them.

Needs Improvement: The pupil may be easily distracted and/or a distraction in class, rarely positively contributing.. They may act as a hindrance during group work and regularly lose focus when working independently or may be slow to seek support as appropriate. They consistently lack the required equipment. Peers may notice that the pupil is unaware of the expectations of them and intervene.

ATL beyond the classroom
Exceptional: The pupil always completes prep on time, the quality of which consistently exceeds the expectations of what the pupil can reasonably be expected to achieve in the time allotted. Performance in class reveals that the pupil is consistently making a concerted effort to work independently i.e. beyond the tasks explicitly set by the teacher. The pupil responds to feedback proactively and evidence of its implementation can be seen in subsequent work. The pupil will likely be reading relevant additional material outside of the subject matter being studied.

Above Expectations: The pupil always completes prep on time, the quality of which usually exceeds the expectations of what the pupil can reasonably be expected to achieve in the time allotted. Performance in class reveals that the pupil is regularly working independently i.e. beyond the tasks explicitly set by the teacher. The pupil responds to feedback and evidence of its implementation can be seen in subsequent work.

Meeting Expectations: The pupil consistently completes in prep on time, the quality of which matches the expectations of what the pupil can reasonably be expected to achieve in the time allotted. Performance in class reveals that the pupil is undertaking some consolidatory tasks i.e. considering the material in between lessons. The pupil listens to feedback and some evidence of its implementation can be seen in subsequent work.

Needs Improvement: Either the pupil does not regularly complete prep on time or the quality of such prep does not regularly match the expectations of what the pupil can reasonably be expected to achieve in the time allotted. Performance in class may reveal that the pupil is not considering their work independently beyond that explicitly set by the teacher. Response to feedback may be minimal and there may belittle evidence of implementation in subsequent work.

3. Improvement codes

In order to contextualise the Approach to Learning grades provided, pupils will be given a maximum of three improvement codes.

The improvement codes will be supported by year group / subject specific advice to support pupils, tutors and parents in understanding how best to target improvement over the following weeks / months. They should act as a starting point for dialogue between pupils and teachers / tutors to set an agenda for improvement.

A full list of improvement codes and details of the advice to pupils, which will be developed further as the year continues, are both available below:

AC - Improve the depth and/or accuracy of written work

Use subject specific terminology - develop and use a glossary of key terms
Identify and address command words in exam questions
Extend sentences with opinion / reasons to justify, adding complexity to writing
Read over a piece of written work and add another level of inference where you can. It might help to ask yourself 'why?' and 'how?'
Include an example which is fully explained in your answers
Show that you have fully understood the context, meaning and purpose of any artefact you are analysing.
Use Grammarly on electronic documents and check SPAG carefully

BE - Improve behaviour and not disrupt learning of others

CO - Consolidate work in between lessons

Follow the 'rule of 4': ensure you review work after c.4h, 4 days and 4 weeks by actively engaging with it (ie writing down) after completing it
Review classroom notes from Google Classroom assignments and write summary notes / complete extension material
Login to any of the online learning resources available and complete 30 minutes of focused study (Quizlet / Century Tech / Seneca / DFM / Kerboodle / Kahoot / Massolit)
Look over the correct / relevant pages in your textbook
Develop and learn a full set of vocabulary for each subject; make flashcards, test yourself, test a peer

CW - Improve approach to of Coursework / IAs / Portfolio work / NEAs

Check in regularly with your teacher
Plan the time you have before the deadline / Work on your coursework little and often
Make use of extra sessions in labs / studios / workshops / classrooms for independent progress on projects
Follow the rubric / success criteria given to you by teachers, developed in conjunction with examiners / specifications
Record all feedback provided. Note taking during meetings / Record a voice memo on your phone (with teacher permission)

DE - Meet all deadlines

Review Google Classroom To-Do list at least twice a day and use the Google Calendar to organise your workload
Do prep when it is set so it doesn't pile up. Don’t wait until the day before a piece of work is due
Communicate with your teacher regarding deadlines, especially if you have been absent
Talk through your deadlines with your tutor / peers / HM to seek support in organising your time

EQ - Bring correct equipment

ER - Proofread and edit work for errors

FE - Engage with feedback

Review Subject Action Tracker for each subject weekly
Familiarise yourself with the assessment objectives so that you understand why you have been given specific feedback.
Mark your own classwork when whole class verbal feedback is given and add notes for future work in another colour / specific feedback book
If you don't complete a target in class time, review in the evening / prep time
Complete all follow-up tasks where appropriate and redraft completed work using targets provided for teacher review

FO - Improve Focus; get started on tasks promptly and stay on task without reminders

Leave your phone out of reach and close all unnecessary tabs on your laptop / device
Do not respond to or react to distractions or off task chat
Start all tasks as soon as they are explained.
Only have your computer screen up if you are actively using it
Don’t ‘wait’ for help. Use the 3B's if you get stuck, book, buddy (ask a friend) then boss (teacher) if you are stuck
Ask and answer questions in class
Try to listen to explanations first and write notes second

IR - Take intellectual risks

LP - Take responsibility for own learning and academic progress

Ask if you are unsure
Catch up on all work missed within and outside lessons
Use all of the resources available to you. Textbook, previous notes, extra reading, google classroom and internet to support your learning
Don’t ‘wait’ for help. Use the 3B's if you get stuck, book, buddy (ask a friend) then boss (teacher) if you are stuck
Identify your own targets for improvement and embed them in your work
Read ahead
Listen and respond to feedback actively
Complete all extension work when available

PA - Improve proactive participation in discussion

PR - Improve presentation/structure of work

Follow the style guide for each subject
Use highlighters / colours and annotation to make notes stand out
Accurately draw (in pencil) and annotate (in pen) diagrams
Use FIFA method for all calculations and show your working
Always title and date your work and don’t fold any work up to stick in books
Produce a plan for each piece of work before starting the final draft
Take pride in every piece of work you do and review it on completion. Ask yourself if you could improve it

PS - Concentrate and focus on Practical skills

Read / listen to instructions carefully. Ask if you do not understand the practical task
Build on and practise your technical skills such as observational drawing, painting, printmaking, colour-mixing, or other media. Your marks don't just come from the final result but from all the experimentation along the way.
Ensure you are working safely at all times - In line with the Subject Health and Safety guidelines
Record your results as you work in a clear and suitable format

RE - Be more resilient and don’t give up / leave blanks

SU - Proactively seek support in / out of the classroom

Use the 3 B's - If you are stuck about where to start. Check your book, ask a buddy if you are still stuck ask the boss (the teacher) for help
Seek support from older pupils in house / school / subject areas
Find / develop a study group that can work beneficially for you
Seek support from other teachers in your subject’s department
Message / contact / approach your teachers to support you when working independently; don’t wait until the next lesson
Use the support information available in Google Classroom tasks and consult your textbook / online forums

WR - Undertake wider research around the subject and be critically analytical of it

Use the library subject reading lists
Read the library subject periodicals
Ask your teachers for a suggested reading list (articles / books / journals) for the topic
Read articles from relevant magazines available in the library
Engage with authentic material: read news or books, watch films and series or listen to podcasts in a foreign language
Visit museums / galleries / events / exhibitions in your own time. Take notes / complete a scrapbook of your ideas and share with a teacher for discussion.

Prep Reporting

If you have any questions following digestion of the information below, please contact your Head of Phase or Christina Bury (Assistant Head, Academic) for advice regarding elements related to structure and process, and your child's Tutor for pupil-specific advice.

Reports will outline areas of achievement and success as well as targets and next steps both for attainment and approach to learning. They should also serve as a channel of communication, through which we can all work together to support the overall progress of each child as an individual learner.

The ultimate aim of reporting is to increase academic dialogue between pupils, parents, teachers, pastoral staff and senior leaders. This will allow our pupils to make better overall progress and put metacognition at the forefront of their learning, allowing them to have a greater understanding and be more involved in their own developmental process.

Reports will contain current attainment and approach to learning grades with examination scores/grades and comments depending on year group, time of year and subject.

Reports will be available via the parent portal on iSAMS and parents will receive an email to let them know this has been completed.

A brief outline of each aspect of the report for each pupil is below.

1. Attainment

Grading	Description
Exceeding	Working well above the expected level for the Year Group
Above Expected	Working above the expected level for the Year group
Expected Secure	Working at the expected level for the Year Group
Within Expected	Working within the expected level for the Year Group
Working Towards	Working towards the expected level for the Year Group

Attainment grades in English and Maths are linked to external assessments and related to National Expected Standards for Years 1 and above.

In other departmental areas, the attainment grades rely on teacher judgement and are underpinned by all academic data available for the pupil at the time of writing. The starting point is the school’s historic data, which is then supplemented by central/cohort formative and summative assessments carried out throughout the year.
Therefore it must be understood that grades may fluctuate at various stages of the course, depending on the individual academic progress pupils make, their approach to learning as well as the subject content of the specific topic areas being studied.

Monitoring these changes, reflecting on baseline measurements and focusing on a pupil’s approach to learning is essential in ensuring the best outcomes possible for each Felstedian at all levels.

2. Approaches to Learning

Separate judgements have been given for Approach to Learning. Approach to Learning is how the pupil engages with their studies and their teachers’ expectations. When grading a pupil on their Approach to Learning, teachers consider how engaged the pupil is in the lessons, to what extent they lead their own learning, both independently and through group work, and how proactive they are in their approach. Grading pupils based on their Approach to Learning, is in part subjective as it ensures that the child’s learning habits and attitudes are the focus, therefore promoting their ability to work smarter not harder.

Reports are on a four level scale (Exceptional, Above Expectations, Meeting Expectations and Needs Improvement) and are intentionally demanding. We operate under extremely high standards and obtaining an ‘Exceptional’ is very difficult. Obtaining ‘Needs Improvement’ is concerning and the pupil should reflect with their tutor and the relevant teacher/s about the reason for this descriptor and discuss how to improve over the next term and beyond.

(ATL) Grades

Exceptional

The pupil is highly engaged and proactive in contributing to the lesson with insightful comments and challenging questions. They take a lead role in group work. They listen to the views of others and look to support and build on other pupil voices. They are highly focused when working independently and proactive in identifying their own support mechanisms and extension material. They have the required equipment. They have high expectations of their peers and act to support the teacher in this regard.

Above Expectations

The pupil is engaged and proactive in contributing to lessons with comments and questions. They take an active role in group work. They listen to the views of others and look to support other pupil voices. They are fully focused when working independently and proactive in identifying their own support mechanisms. They have the required equipment. They have high expectations of their peers.

Meeting Expectations

Needs Improvement

The pupil may be easily distracted and/or a distraction in class, rarely positively contributing. They may act as a hindrance during group work and regularly lose focus when working independently or may be slow to seek support as appropriate. They consistently lack the required equipment. Peers may notice that the pupil is unaware of the expectations of them and intervene.