Academic Reports

This information is supplementary to the information which you will receive along with your child’s report.

All of our reports contain two sorts of information.

Attitudinal information:  We report on Effort, Behaviour and Homework as three key areas which reflect the child’s attitude to learning.  Teachers will arrive at these grades using their record keeping and professional judgement.

Progress information:  We report on whether your child is making good progress versus their starting points.  The starting point for most students is taken as the scores on entry to the academy.  For many year groups, this is Key Stage 2 SATs.  For year groups where testing was not conducted nationally, we conducted CATs testing.  For students in our sixth form, it is the GCSE results.

All of our attitudinal grades are reported using the KSA Purple, Green, Amber, Red scale where purple is excellent, green is good, amber means that some improvement is necessary and red raises a concern.

Progress in Key Stage 3 (years seven, eight and nine)

As students study our curriculum they acquire new knowledge and skills.  This is what we term ‘progress’.  Students who are able to remember more and do more compared to both their peers and starting points are making better progress.  We give our students assessments in class before each reporting point and use these to evaluate student progress before reporting to you.  These assessments will generally assess a range of topics, both recent and from longer ago, in order to evaluate the overall level of knowledge and skills of a student in a subject.

All of our Key Stage 3 Progress grades are reported using the KSA Purple, Green, Amber, Red scale where purple is excellent, green is good, amber means that some improvement is necessary and red raises a concern.

An example would be a student who is amber for maths.  This means that this student has not done as well in the assessment as we would expect her to.  Other students who had lower starting points have done better than she did.

We do not set target grades (‘MEGS’) for students in key stage 3.

Progress in Key Stage 4 and 5 (year ten upwards)

Your child’s report shows their predicted grade, which for years ten and above students is what his/her teacher predicts he/she will achieve in their final GCSEs or A-levels, if they continue to make progress as they are. 

The Progress rating tells you whether your child is on track to achieve their Minimum Expected Grade (MEG).

• Red – Concern.  Currently not expected to achieve the Minimum Expected Grade
• Amber – currently not on track to achieve the Minimum Expected Grade
• Green – currently on track to meet the Minimum Expected Grade.
• Purple – currently on track to exceed the Minimum Expected Grade.

The Minimum Expected Grade (MEG) is based on the average performance of students with a similar level or score in year 6 SATs, nationally.  The MEG is what a student would be expected to achieve, if they make good progress, based on their starting point.  A chart showing how students are expected to make progress towards their MEG is below.

Minimum Expected Grades (MEGs) and Flightpaths

A student’s Minimum Expected Grade (MEG) is based on their scaled score at Key Stage 2.