Explanation of codes for monitoring reports.
Key stage 3
Yrs. 7 -9
Key stage 4
Yrs. 10-11
In the
majority of
subjects this
will be a
GCSE fine
grade.
Key stage 5
Yrs. 12-13
Currently working at:
Professional Projected grade/ level
This reflects the students attainment at this
stage of the course, it is a composite grade
based on all work done so far this year. This
will change as the student progresses through
the key stage.
Examples:
A 5a means your daughter is nearly a level 6
A 5b means your daughter is a firm grade 5
A 5c means your daughter is just a level 5
A projected grade / level is based on the
students current work, attitude and progress; it
is a realistic composite grade / level that the
teacher thinks the student will achieve at the
end of the key stage.
Levels 5 and 6 represent achievement at the
Nationally expected standard for most 14-yearolds
Levels 4 and below represent achievement
below the nationally expected standard for
most 14-year-olds
Levels 7 and above represent achievement
above the nationally expected standard for
most 14-year-olds
Examples:
C1 Absolutely secure
Examples:
C1 Regularly and consistently produces
work at this grade. If teacher feedback/
advice is followed she could achieve the
next grade up in future work e.g. B3
C2 Produces work at this level but not always
consistently. She needs to consolidate
work at this grade by responding to
teacher/feedback advice
Additional grades
You may see at various times during the year for specific year groups
Yr 7 integrated learning- Competencies for learning
Hc Frequently shows a high level of competence in this area.
HC- Occasionally shows glimpses of a high level of competence in this area
C+ Consistently shows competence in this area
C
Frequently shows competence in this area
C- Occasionally shows glimpses of competence in this area
ND+ Has improved in some areas of this competency but some development still needed in
others
ND Needs continued development in this competency
Mock Grades
Grades achieved in mock examinations – Yr. 11
C2 Will probably attain a C
C3 Insecure/Weak grade. She is as likely to
attain a D as a C.
An ‘X’ means your daughter will not be entered
for this exam.
C3 Has occasionally produced work at this
Entry Level Certificate this appears as a
grade. She needs to follow teacher
number 1 – 3, 3 being the highest grade
feedback/advice to ensure she achieves
awarded.
this grade consistently.
In all subjects this is the form of an A/As level grade.
A* grades are only awarded in A levels NOT in As levels
Alps target grade
An aspirational target grade based on his/her prior attainment at GCSE. The average GCSE
score is used and compared with the achievement from previous cohorts of students nationally to
arrive at this grade
Suitable candidate to continue on to A2
This is the impression the member of staff has at this moment, based on their knowledge of the
students work, attitude, ability, skills and knowledge shown during the year, which leads them to
say whether they are a suitable candidate to continue onto A2 in their subject. This is subject to
them achieving a grade C in their As exams which they will sit in the summer term.
% Attendance to lessons
The attendance to lessons is calculated from lesson registers and therefore shows the
percentage of lessons the student attended.
Non-attendance may be due to one or more of the following reasons: authorised absence,
unauthorised absence, unexplained absence or approved absence through educational activities.
1
Constantly striving to exceed their target level.
Always on task.
Actively focused on tasks, shows perseverance,
determination & commitment.
Collaborates well with others taking on leadership
and other roles
Makes positive, relevant, valuable contributions in
lessons.
Asks relevant questions
Involved fully in discussions
Excellent interaction with teacher and peers
Regularly responds to feedback
Has an enquiring mind.
Takes responsibility for own learning.
Engagement in learning
2
3
All tasks completed fully at appropriate target level. Needs to complete tasks to appropriate target
Aware of personal targets and works hard to
level.
achieve them.
Needs to be more consistent in completing tasks.
Attempts all work
Needs reminding to work independently
Focuses on most tasks.
Needs to use time effectively
Collaborates effectively with others
Can be easily distracted
All work completed.
Mainly an observer in collaborative work.
Makes positive contributions in lessons.
Needs to be more proactive in responding to
Needs to develop confidence to contribute orally in feedback and advice.
class.
Displacement in activities
Frequently responds to feedback.
Needs to demonstrate sustained effort in aiming for
their personal target.
Will contribute when prompted.
Needs to ensure that contributions are relevant to
discussion.
1
Always follows instructions quickly
Always ready to learn.
Respectful to staff, peers and others.
Always contributes to a positive learning
atmosphere and encourages others to do so.
A positive role model
Behaviour for learning.
2
3
Follows instructions and is ready to learn.
Low level disruption of their own and others
Responds immediately to reminders.
learning.
Respects equipment, environment and others.
Has been reminded over a series of lessons to
They contribute to a positive learning environment. focus.
Interrupts learning
Easily distracted.
Does not always respond to requests.
1
Always has equipment, journal/Ipad, homework.
No strikes in monitoring session
Work is complete and in correct order.
Up to date with work and all deadlines met
Outstanding presentation (subject standards)
Effective use of planner/Ipad.
Organisation
2
3
Predominantly has equipment
Strikes letter sent home in monitoring period.
Evidence of strikes during the monitoring period.
Frequent lack of equipment.
Good time management of tasks.
Frequently misses deadlines (e.g. homework,
Most deadlines met.
coursework, preparation for controlled
Good use of planner/Ipad to record
assessments, projects).
HW/reminders/key dates.
Inconsistent use of planner
1
Always meets success criteria at a level which
reflects their ability.
Acts on feedback to improve work.
Uses initiative to catch up on work missed through
absence.
Attempts challenge /extension activities.
Quality of homework/independent study
2
3
Success criteria usually met which is reflective of
Frequently submits work below their target level.
their ability.
Needs to act on feedback.
Most deadlines met.
Needs reminding to catch up on work missed
Usually acts on feedback.
through absence or lateness.
Sometimes needs reminding to catch up on work
set.
4
Rarely completes work to appropriate target level.
Rarely can work independently
Lacks interest in learning
Does not respond to feedback and advice.
Distracts self and others from learning
Shows little interest in achieving her personal
target.
Does not contribute in lessons.
Does not take responsibility for own learning.
4
Often disrespectful to staff and/or peers.
Ignores or argues with requests.
Persistently has a negative impact on others.
Incidents of verbal, non verbal, physical and
antisocial behaviour.
Talks loudly across the class.
Has generated incident report forms during the
monitoring period.
Has been removed from lessons as a result of their
behaviour.
4
More than 1 strike letter sent in monitoring session.
Rarely brings in equipment or homework.
Rarely uses or has journal.
4
Rarely responds to feedback.
Homework often not attempted/ or incomplete.
Does not catch up on work missed.