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Tracking Students’ Progress and Online Reporting 2015 – 2016

A Guide for Parents/Carers

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ONLINE REPORTING: Tupton Hall is committed to providing parents with live information Steps to access:

1. You should already have received details of logging in to e-portal, our online reporting system. If you have not received this information, or would like a reminder please email:

Mr A Adams: andya2@tuptonhall.derbyshire.sch.uk

2. Load the school website (www.tuptonhall.derbyshire.sch.uk) 3. Click on the “Parent E-Portal” link in the drop down box under “Portals”

4. The login details you received should be carefully entered into this screen.

You may be told to change your password before accessing the system. ENSURE you follow the security rules for new passwords.

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Once logged in: The various headings all give information, and more detail is accessible by clicking “more” after each heading:

The added function is available to parents and students:

VIVO miles This is a rewards system that parents and students can keep track of online – students are awarded VIVOs for all sorts of positive actions, behaviour etc. in school. Vivos can be used to “buy” prizes from an online catalogue.

Timetable: each student’s timetable

Attendance: Each student’s attendance data

Student Events: A record of all positive and negative events for achievement and behaviour

Forecasts: Details of target grades and predictive tests

SATs results: Each student’s SATs results

Documents: An electronic store of any letters and important documents for the individual student including reports and data

point sheets

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Reports 2015-2016

Data Points 2015-2016

Data Point 1 will provide information on: For Year 11 students it will provide Attitude to Learning, Barrier to Learning (if required) forecast and current grade. For all other Year groups it provides information on how the year has begun, based on:

Attitude to Learning and Barrier to Learning (if required) Data Point 2-4 will provide information on:

Attitude to Learning and Barrier to Learning (if required) Current and Forecast grades

Year Issue date

7 25/05/16

8 19/04/16

9 26/01/16

10 19/07/16

11 05/01/16

12 11/04/16

13 11/11/15

Data Point

Year Groups

Issued to

Parents

DP1 7 8 9 10 11 12 13

22/10/15

DP2 7 8 10 12 13

11/12/15

DP3 7 9 10 11 13

16/03/16

DP4 8 9

14/07/15

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Targets and Students’ Progress You may be aware of a number of changes to the way in which your child’s progress and achievement will be measured in school, in line with changes made for all schools in England. Students in KS3 are embarking upon a programme of study following the new National Curriculum. This year, all subjects apart from Math’s and English will continue to maintain the previous system, see below:

Key Stage 3, National Curriculum levels and sublevels are used: ‘a’ is at the high end of the level, ‘b’ is secure (in the middle of the level), and ‘c’ is at the low end of the level.

3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a, 8c, 8b, 8a LOW HIGH

Key Stage 4, GCSE (A*-G), and Entry Level (3-1) are used: 1, 2, 3, G, F, E, D, C, B, A, A* LOW HIGH

Sixth Form, AS and A level grades are used: U, E, D, C, B, A, A* LOW HIGH

We aim to ensure that all parents have timely, accurate information on the progress and achievement of their child so that we can work in partnership with you and your child to make sure they are on track to achieve outstanding outcomes and to inform conversations about next steps. Throughout the year we will be tracking and reporting several measures. We believe these measures will give us the most useful information on how well your child is doing in school. All of your child’s subject teachers will be asked to provide information on your child’s Attitude to Learning and Progress. More detail on how these will be reported is set out on the following pages.

Setting Targets When your son or daughter joins Year 7, s/he will have results from the Key Stage 2 Tests (SATs). From the results of these tests, we establish the expected level of attainment that your child should be making each year when compared to students from a similar starting point. This is done using “Expected levels of Progress data” (government set). We are an aspirational school and set targets of at least 4 levels of progress for our students at GCSE. Subject targets are shared with students by their class teachers and progress towards these regularly reviewed and updated as required. With this in mind we will create a flight path for students identifying the expected level of progress for the end of each year. However all targets are flexible and are discussed with students and amended where needed to benefit students. With the appropriate mind-set students will have the capacity to move up their flight path. Flight Paths:

Lower (traditionally those achieving less than National Curriculum Level 4) Middle (traditionally those achieving National Curriculum Level 4) Upper (traditionally those achieving above National Curriculum Level 4)

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Assessment and Reports As identified on page 4, students receive a combination of both Reports and Data Point information throughout the year. The report provides a more detailed account of the student progress consisting of data and written comments, whilst the Data Points are an abridged version providing data linked to progress and attitudes to learning. Due to the number of changes taking place, the information received by you as parents will varying depending on the Year Group of your son or daughter. Gradually we are phasing out these levels, starting this year with English and Math’s at KS3.

KS3 English and Maths At KS3 in English and Maths only, Reports and Data Point information will use the new progress grades. The Data Point/Report will include ATL, a Barrier to Learning if appropriate and current level of achievement denoted as Below Expected Progress, Making Expected Progress, Above Expected Progress or Exceptional Progress, plus report comments if part of the full report. In English and Maths, students will not receive a Forecast or a Level, unlike previous years.

KS3 All other subjects

Each subject awards a national curriculum level based on Current Level, a Forecast Level (where teachers think they will be at the end of the current year) alongside an Attitude to Learning (ATL) score and a Barrier to Learning if appropriate.

Y10 English and Maths Each subject awards a GCSE, or equivalent, grade (1-9, U), based on Current Grade, a Forecast Grade (where teachers think they will be at the end of the current year) alongside an Attitude to Learning (ATL) score and a Barrier to Learning if appropriate.

Y10 All other subjects

Each subject awards a GCSE, or equivalent, grade (A*-G, U), or Entry Level Grade (3-1) based on Current Grade, a Forecast Grade (where teachers think they will be at the end of the current year) alongside an Attitude to Learning (ATL) score and a Barrier to Learning if appropriate.

Y11 All Subjects Each subject awards a GCSE, or equivalent, grade (A*-G, U), or Entry Level Grade (3-1) based on Current Grade, a Forecast Grade (where teachers think they will be at the end of the current year) alongside an Attitude to Learning (ATL) score and a Barrier to Learning if appropriate.

Category Description

EXCEPTIONAL Making exceptional progress

GOOD Making good progress

EXPECTED Making expected progress

BELOW EXPECTED Making less than expected progress

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Don’t be concerned that your son or daughter is below their targets in the early stages of Key Stage 3. Students need time to settle in to their new school. In Key Stage 3 Foreign Languages, Drama, and ASDAN courses many students will be working at levels below other subjects because in many cases they are new subjects. Students continually below expected progress will have intervention of some type applied, e.g.

a. differentiation at classroom, subject or year level b. Year group, faculty or whole school specific intervention

An example of a KS3 Data Point is provided on page 8.

Attitude to Learning We expect all students to behave in a manner which encourages and motivates everyone to learn effectively. Every student is graded on their attitude to learning in each subject. This is what the code numbers stand for:

1. Outstanding – Mature, thoughtful behaviour. Very supportive of others. Takes responsibility for their own learning and goes well beyond the minimum contribution expected in lessons and homework.

2. Good – Sensible behaviour. Responsible and responds to routine expectations. Rarely needs guidance on how to conduct themselves. Homework is usually of a high standard.

3. Satisfactory/requires some Improvement– Acceptable behaviour. Does not interfere

with the learning of others and doesn’t waste time. Able to work on their own or in small groups effectively. Homework usually of a satisfactory standard.

4. Inadequate – Frequently affects progress or well-being in lessons, through persistent low-

level disruption or deliberate disobedience, or does not complete a satisfactory amount of work in the lesson. Homework rarely done/Revision techniques are poor.

Barrier to Learning If a teacher has concerns about a student’s learning or progress, they will give a barrier to learning code which stands for the main reason for their concern. 1. Poor attendance and/or punctuality in lessons. 2. Poor behaviour 3. Unsatisfactory personal study (homework) 4. Unsatisfactory classwork 5. Poor organisation / lack of equipment 6. Unsatisfactory / unfinished coursework 7. Literacy 8. Numeracy

Literacy and Numeracy may be a barrier in their own right as well as a traditional barrier. In cases such as this, barrier codes 1 -6 should be used with either an L or an N. For instance, Poor behaviour and poor Literacy levels would be recorded as 2L

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1 – Outstanding Mature thoughtful behaviour. Very supportive of others. Takes responsibility for their own learning and goes beyond the minimum contribution expected in lessons and homework. 2 – Good Sensible behaviour. Responsible and responds to routine expectations. Rarely needs guidance on how to conduct themselves. Homework is usually of a high standard. 3 – Satisfactory Acceptable behaviour. Does not interfere with the learning of others and doesn't waste time. Able to work on their own or in small groups effectively. Homework is usually of a satisfactory standard. 4 – Inadequate Frequently affects progress or well-being in lessons, through persistent low-level disruption or deliberate disobedience, or does not complete a satisfactory amount of work in the lesson. Homework rarely done.

Key to Attitude to Learning

TUPTON HALL SCHOOL Year X Summary – September 2015

Key to Barriers to Learning

(1) Poor attendance and/or punctuality in lessons.

(2) Poor behaviour. (3) Unsatisfactory personal study

(homework). (4) Unsatisfactory classwork. (5) Poor organisation / lack of

equipment. (6) Unsatisfactory / unfinished

coursework. (7) Literacy.

(8) Numeracy. A number 1-8 followed by 'L' or 'N' denotes an additional Literacy or Numeracy barrier.

Name: John Smith Course: Key Stage 3

Mean CATS: 96

Verbal CATS: 85

Non-Verbal CATS: 96

Quantitative CATS: 100

Spatial CATS: 101

Possible Attendances: 221

Unauthorised Absences: 0 Authorised Absences: 0

Unauthorised Lates: 2 Authorised Lates: 0

Attendance %: 100.00

Key Cognitive Ability Tests (CATs):

These assess students' reasoning

skills and can be used to detect areas

of strength or weakness in one of the

four sections: Verbal, Non-Verbal,

Quantitative and Spatial.

Target Level:

This is a target based on expected

progress (3 or 4 levels of progress)

between KS2 and KS4.

Forecast Level:

This is the level the teacher predicts

your son will achieve at the end of the

year.

KS2/ KS3 Levels: (a) is higher than (b) is higher than (c).

Progress

Current progress is shown compared to the end-of-year target.

Subject A

ttit

ud

e

Barr

ier

KS

2 L

evel

Le

vel

Red

Am

be

r

Gre

en

Fo

recast

Y7 T

arg

et

KS

3 T

arg

et

Art 2 4b 5c 5b 5c 6b

Design & Technology 3 4a 4a 5b 5b 6a

Drama 3 4b 4a 5c 5c 6b

Geography 2 4a 4b 5c 5b 6a

German 2 4b 3a 4c 3a 5c

History 2 4a 5c 5b 5b 6a

ICT 2 4a 4a 5a 5b 6a

Music 3 4b 4a 5c 5c 6b

Physical Education 1 4a 4c 4a 5b 6a

Religious Education 2 4a 4a 5b 5b 6a

Science 2 4a 5a 6c 5b 6a

Subject

Att

itu

de

Barr

ier

KS

2 L

evel

Belo

w E

xp

ecte

d

Exp

ecte

d

Go

od

Excep

tio

nal

GC

SE

Ta

rge

t

English 1 4b 6-4

Mathematics 2 5a 9-7

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Changes to GCSE Grades

How do the new GCSE points relate to old GCSE grades? The first assessment of new two-year GCSE courses that start in September 2015 will be in June 2017 for English and Maths and from 2018 for all other subjects. The A*-G GCSE grades will be replaced by a Points Scale of 1 to 9. 9 will be the highest grade and 1 the lowest. The proportion of students nationally gaining at least a Grade 4 will be roughly the same as those who currently gain at least a C. The proportion of students nationally gaining at least a Grade 7 will be roughly the same as those who currently gain at least an A. The new Grade 9 will be awarded to the top 20% of students gaining at least a Grade 7. The table below shows how the new number grades relate to the old GCSE grades. Where performance is below the minimum required to pass a GCSE, students will get a U.

New GCSE Points 1 2 3 4 5 6 7 8 9

Old GCSE Grades G/F- F/E E+/D C C+/B- B/B+ A A+/A* A**

What to expect based on each year group Year 11 These students will continue to be assessed in the traditional GCSE grades from A*-G. There is no change in how we will report to parents for students in these year groups. Year 10 These students will continue to be assessed in GCSE grades in all of their subjects except English and Maths. English and Maths will be assessed and reported on using the new 1-9 grade system. Years 7, 8 and 9 These students will be assessed under the new 1-9 grade system in all subjects.

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Progress Review Days These days take place in February creating the ideal opportunity, at the half way point of the year, to discuss progress with your son or daughters during a 15 minute appointment. Discussion may include things such as:

• Students’ PROGRESS is to be discussed in comparison to TARGETS. • Online reporting information shared and key action point(s) recorded where necessary. • Year 9 students have a follow up meeting with a member of the Leadership Team providing

options guidance. • Enhanced Learning, other agencies and online reporting advice available on the days. • Students need to be in uniform, must attend and should bring their planners.

Parents’ Evenings Traditional, subject-based Parents’ Evenings are held during the year. The dates for these are on the whole school calendar found on the website. Appointments are made by parents via the online parents evening booking system (PEBS) in the days leading up to the evenings General information on the contents of the discussions:

Progress in the subject Effort in class

Homework/Organisation Strategies to further improve Behaviour and attitude

Supporting Your Son or Daughter Please give your son or daughter praise and encouragement if they receive yellow or green levels or grades as this means they are generally on or above target. If progress is unsatisfactory, we will work with you and the student to get them back on track. A variety of intervention strategies might be employed:

Classroom level support Faculty or subject based

Pastoral support Specific whole school intervention

Don’t be too concerned by the odd ‘blip’. Students will sometimes find a particular topic more challenging, or there may be personal reasons that affect their progress for a while. We will work together to ensure that your son or daughter makes as much progress as they possibly can.

Further Information Feel free to contact us directly:

carls6@tuptonhall.derbyshire.sch.uk nickm3@tuptonhall.derbyshire.sch.uk

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Data Point and Report Year Plan 2015 – 2016

Monday Tuesday Wednesday Thursday Friday 07/09/15 INSET Day Year 7 CATs Year 7 CATs Year 7 CATs

14/09/15 Year 7 Maths Tests

21/09/15

28/09/15

05/10/15

12/10/15

19/10/15 Y7 Parents Surgery

INSET Day DP1 Issued to Parents

26/10/15

02/11/15 Y8 Parents Evening

09/11/15 Y13 Report Issued to Parents Y10 Parents Evening 16/11/15 Y11 Internal Exams Start 23/11/15 Y11 Internal Exams End

30/11/15 Y13 Parents Evening

07/12/15 DP2 Issued to Parents

14/12/15

21/12/15

28/12/15

04/01/16 AS + A2 Internal Exams Start Y11 Report Issued to Parents

Y11 English Internal Exam 1

11/01/16 Y11 Parents Evening AS+A2 Internal Exams End

18/01/16

25/01/16 Y9 Report Issued to Parents

01/02/16

08/02/16 Progress Review Day Progress Review Day

15/02/16

22/02/16 Y11 Maths Internal Exam 2

29/02/16

07/03/16 BTEC External Exams 14/03/16 DP3 Issued to Parents

21/03/16 Y11 English Internal Exam 2

28/03/16

04/04/16

11/04/16 Y12 Report Issued to Parents Y11 Maths Internal Exam 3 Y12 Parents Evening

18/04/16 Y8 Report Issued to Parents

25/04/16

02/05/16 Bank Holiday

09/05/16

Y9 Parents Evening

16/05/16 Start of External Exams

23/05/16 Y7 Report Issued to Parents

30/05/16

06/06/16

13/06/16 20/06/16 Y10 Internal Exams Start Y7 Parents Evening Y10 Internal Exams End

27/06/16 INSET Day KS3 Internal Exams Start End of External Exams

04/07/16 KS3 Internal Exams End

11/07/15 DP4 Issued to Parents

18/07/15 Y10 Report Issued to Parents