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Reporting to parents at Key Stage 3 

In the Autumn term you will receive an Engagement in Learning report which will outline how your son / daughter has settled into the new academic year. Each subject teacher and personal tutor will report on four categories of engagement:

• Preparation for Learning 
• Attitude to Learning 
• Homework
• Learning Values 

Each category is split into 4 judgements:

	A	B	C	D
Preparation for Learning	Always fully prepared, punctual and ready to start the lesson.	Frequently well prepared with correct equipment. Frequently settles to work sensibly.	Sometimes late or ill-prepared. Sometimes has to be reminded about start of lesson.	Often forgets equipment. Takes too long to settle. May also be late to lessons.
Attitude to Learning	Always demonstrates an excellent approach to learning, displaying resilience, independence and endeavour.	Frequently displays a positive approach to learning and completes class activities. Follows instructions well.	Sometimes off task or engaging in low level disruption that may result in behaviour warnings.	Unsatisfactory attitude to learning, often off task and engaging in behaviour that results in warning or removals.
Homework	Homework and extended learning always completed to a high personal standard. Always submitted on time.	Homework frequently completed to a good standard. Frequently handed in on time.	Homework sometimes not attempted. Tasks sometimes incomplete forgotten or late.	Homework regularly unsatisfactory, often forgotten or completed to a poor personal standard.
Learning Values	Always listens to the teacher and other students respectfully and contributes positively to the classroom.	Frequently listens to the teacher and other students respectfully and contributes positively to the classroom.	Sometimes listens to the teacher and other students respectfully and sometimes contributes positively to the classroom.	Regularly fails to listen to the teacher and other students respectfully and rarely contributes positively to the classroom.

 

In the Spring and Summer term, as well as Engagement in Learning, subject teachers will also comment on your son / daughter’s curriculum knowledge and understanding. 

A Curriculum Knowledge and Understanding judgement will be reported for each subject. The basis for this judgement is the knowledge and understanding shown in your son / daughter’s classwork, homework, verbal answers and assessments in each subject.  

The Curriculum Knowledge and Understanding judgements are as follows: 

	Curriculum Knowledge and Understanding Statement
A	The student has performed exceptionally well in the subject's curriculum so far, demonstrating comprehensive knowledge, understanding and application.
B	The student's performance has been good in the subject's curriculum so far, demonstrating good knowledge, understanding and application.
C	The student has performed competently in the subject's curriculum so far, demonstrating sound knowledge, understanding and application.
D	The student has performed at least at a basic level in all parts of the subject's curriculum so far, demonstrating elementary knowledge, understanding and application.
E	The student has performed at a basic level in some parts of the subject's curriculum so far, demonstrating limited comprehensive knowledge, understanding and application.

 
As well as reporting on your son / daughter’s overall progress through the curriculum, in the Summer term you will receive your son / daughter’s end of year assessment score for subjects where written assessments occur.

Following each report students will be given opportunity to reflect on the judgements that have been made by their teachers and set individual targets within tutor time.  

 

Reporting to parents at Key Stage 4 

In the Autumn and Spring terms you will receive an Engagement in Learning report. Each subject teacher and personal tutor will report on four categories of engagement:  

• Preparation for Learning  
• Attitude to Learning  
• Homework 
• Learning Values  

Each category is split into 4 judgements and are the same as those used at Key Stage 3. These can be seen in the information above. 

In the Summer term, subject teachers will report on your son / daughter’s current performance and predicted GCSE grade. This information will be reported alongside your son / daughter’s ambitious self-selected GCSE target for each subject they study. 

In Year 11, Practice Exam results will also be reported home.

 

Target Setting at KS3

At Key Stage 3 we do not set student targets. 

At Wellfield Academy, we pride ourselves on 'Teaching to the Top' and scaffolding our teaching and learning resources to make sure every student can access the lesson content.

Students are predominantly taught in mixed ability groups and assessed against the curriculum.  

Target Setting at KS4

We are introducing a new way of setting targets for our KS4 students this year.

Students in Y10 will be presented with individually tailored information detailing the percentage likelihood of a student with their KS2 or CAT4 scores achieving each possible GCSE grade. This information has been gained using the Fischer Family Trust estimates (FFT)*.

Students will discuss with a member of staff their individual skills and talents and choose an ambitious target grade for each of the subjects they have chosen to study. After the personalised consultation process, students will take their target sheet home to their parents for them to discuss, review and sign.

The ambitious targets agreed by the student, parent and school will be the ones displayed on future student reports and these will be reviewed throughout KS4.

This will allow students and parents to compare student progress to their ambitious, self-selected targets.

At Wellfield Academy, we actively promote and drive student ambition. It is for this reason, students will not be allowed to select a target which, if met, would mean they achieved below average progress for someone of their prior attainment.

*What is FFT?

FFT is non-profit organisation commissioned by the Department for Education that estimates potential individual performance based on how students of similar ability on entry (at the end of Key Stage 2) perform nationally.