Academic Reports and Grades

During the academic year, students will be given a number of interim reports which will help to keep parents informed of their child’s:

– progress in all subjects
– behaviour for learning
– percentage attendance and the number of late registration marks (target is 95% and above)
– any missed home learning deadlines
– achievement points awarded (House points)

Each subject teacher will grade your child’s behaviour for learning during the period covered by the report. Students will be graded as working at one of the following levels:

Outstanding  1:
Always keen and enthusiastic to learn whatever task is set; works well independently or in groups; always has the correct equipment for the lesson ahead; helps develop a positive learning environment through willingness to participate fully in all lessons; outstanding organisation; homework is always completed on time to a standard that is at or above their target; attends every lesson.

Good  2:
Generally keen and enthusiastic to learn; will take some responsibility for learning; works well independently or in groups; generally has the correct equipment for the lesson; willing to participate fully in most learning activities; helps to develop a positive learning environment with little need for the teacher to re‐direct their focus and attention; good organisation; homework is generally completed on time to a standard that is at their target; attends most lessons.

Inconsistent 3:
Can work independently or in groups and able to take some responsibility for learning; occasionally can be passive towards their learning completing the minimum of what is required; occasionally reluctant to engage fully in the learning activity due to behaviour being inconsistent; occasionally prevents others from learning; inconsistent organisation; homework is not always completed on time or to a suitable standard; inconsistent attendance.

Unacceptable 4:
There has been limited progress as time is wasted in lessons; poor attitude and work ethic also affects the progress of others; does not come ready to learn and maybe late; fails to listen to the teacher or peers; unable to follow relevant instructions; demonstrates a lack of respect for their own or the learning of others; unacceptable organisation; no or very little homework handed in; rarely attends lessons.

At Westbourne Academy, we have high expectations of our students and would anticipate most students would strive towards attaining at least ‘2/Good’ in most subjects.

The old GCSE grades A*-G, are being be replaced by new GCSE grades 9-1.  Matching of the old/GCSE grades to the new GCSE grades has not been fully provided by the Department for Education (DfE).  However, we have produced the table based upon the following statements from the DfE:

• Broadly the same proportion of students will achieve a grade 7 and above as currently achieve a grade A and above.
• A grade 5 and above is equivalent to the top of a C grade and above.
• Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.
• Broadly the same proportion of students will achieve a grade 1 and above as currently achieve a grade G and above
• Whilst a C was viewed as a “good pass” The government’s definition of a ‘good pass’ will be set at grade 5 for reformed GCSEs.

It is important to note that the Department for Education (DfE) has removed levels from the Year 7 – 9 curriculum. Therefore we no longer report national curriculum levels to students and parents.

Each student is issued an end of Year 11 School Target and an Aspirational/Transformational Target (see “Where do the target grades come from?”) based upon a combination of their primary school outcomes (SATS) and Cognitive Ability Tests called (CATS), which are taken at the start of Year 7.

Each student’s current attainment and progress towards their end of Year 11 School Target is then categorised into one of three categories:

On:
Your child is currently on-track to achieve their end of Year 11 School Target, based on the skills and knowledge they are presently demonstrating.

Below – Working Towards:
Your child has not yet demonstrated the breadth of skills and knowledge required to be on-track to achieve their target. Your child’s teachers will be able to suggest which skills in particular may need some development or refinement. If your child’s teacher has any major concerns, they will inform you of these directly.

Above:
Your child has demonstrated a range of skills and knowledge that show they have the potential to exceed their School Target and achieve their Aspirational/Transformational Target.

Please note that every child is different and does not follow a standard rate of progress. Children make progress at different rates and may, by nature, have ‘ebbs and flows’ in terms of the progress they make across their secondary school education. Our model is a broad measure of progress. It is possible for students to dip into ‘below – working towards’ or ‘above’, and then find themselves back to ‘on’ as they move through the school.

Please also note that the targets set for our students are very ambitious. We will always aim high for your child. This is what has allowed us to achieve improving results over recent years. We also aim high to ensure that by the time your child reaches Year 10, they are prepared for the increased rigour of the new, more challenging GCSEs that will be fully in place from 2017 onwards for all subjects.

Average Ninja Score (taken during tutor time)

Ninja Maths is a five minute mental numeracy intervention. The test is designed to fill gaps in students’ basic mental calculation strategies; it also empowers them with the skills and fluency required to fully access GCSE Maths concepts when they move to Key Stage 4 study.

Average SPaG Score (taken during tutor time)

SPaG Superheroes is a five minute intervention which is comprised of Spelling, Punctuation and Grammar. This is designed to encourage students to improve and avoid losing marks in their GCSE exams.

Students in Year 9 are given a Working At grade for maths, English and science which will be graded 9-1.

The Working At grade is a professional judgment by the subject teacher of the overall, representative quality of a student’s current work at this time taking into account all aspects of the course in totality. This grade should be expected to increase as the course progresses.

Grades explained for maths, English and science

Each of the grades are sub divided as follows:

4.1 – Almost achieving the next grade.
4.2 – Working solidly at the current grade
4.3 – Only just working at the grade

Each of the grades are sub divided as follows:

New GCSE Grade		Legacy Grade
4.1	Almost achieving the next grade	C1
4.2	Working solidly at the current grade	C2
4.3	Only just working at the grade	C3

Students are set an end of Year 11 School Target based on a combination of their primary outcomes (SATS) and their Cognitive Ability Tests (CATS) taken in Year 7. Additionally an Aspirational/Transformational Target is set, which is for the end of Year 11.  This is the grade your child may achieve at the end of the course by applying extra effort and attending school consistently.

As a consequence, these targets are ambitious but realistic. We believe your child can attain these if they work to their full potential during their time at Westbourne Academy.

In Year 9, as students have begun their GCSE courses the targets are sub divided for maths, English and science as follows:

School          Aspirational/Transformational
Target           Target

3.1                 4.1                 Target set at top of grade
3.2                 4.2                 Target set in middle of grade
3.3                 4.3                 Target set at entry of grade

At GCSE, each of the target grades are sub divided as follows:

School Target	Aspirational/Transformational Target
3.1/D1	4.1/C1	Target set at top of grade
3.2/D2	4.2/C2	Target set in middle of grade
3.3/D3	4.3/C3	Target set at entry of grade

Students sit PREs (practice exams or mocks) in all subjects to prepare them for the end of Year 11.  Where possible students will sit these PREs in the sports hall under exam conditions with exam invigilators.

The most significant in Years 7-9 of these take place ahead of the Year 9 Pathway Evening (where students make their key stage 4 option’s choices) which is usually after the Easter holidays.

During Year 10 – 11 there is a PRE week set aside:

– In June/July of Year 10.
– In November and February of Year 11

These give students a realistic experience of sitting an examination paper under exam conditions, very similar to the one they will sit at the end of Year 11. Given the changes to GCSEs and the removal of coursework/controlled assessment in most courses, this practice is more important than ever before.  The experience will allow them to think about the range of revision skills available to them.

You will be invited to attend a parent consultation evening, where you will be able to meet all of your child’s subject teachers and Principal Tutor.  The dates for the the current academic year are available to view on our academy calendar or Parent Evenings page.

Click here to go to Parent Evenings page

Written reports are provided in Year 9.

Full written reports are provided at the start of Year 11 and in January.