Letter for Year 9 Reports

January 2018

Dear Parent/Carer,

We have posted to you, this week, your child’s assessment review. The format of the report has changed from last year, so, I would like to take this opportunity to recap what the document informs you about.

The first table shows each subject your child studies and their performance in each subject.

This Year’s Targets have been set to reflect the 2017 national expectation data, this data changes yearly, therefore these targets might be different to the ones you have had before. The changes to the national expectation data is beyond our control. We use this data to set targets for students that are in line with achievement of similar ability students nationally. Targets are set to motivate and inspire students to stretch and challenge themselves, they are set just above the national averages. They are not supposed to be ‘easy’ to reach and it is entirely normal for a student to have to work hard to meet a target. If you notice that your child’s target is lower than their current grade, or that they have already reached their end of year target; please contact us as it may well be appropriate for us to increase the target in a particular subject.

Current grade refers to where a teacher believes a student’s overall achievement (their knowledge, skills and understanding) sits, so far to date. For example: this might be an average of a range of tests; quality of homework; quality of classwork; quality of participation in lessons. This combined professional knowledge of a student equates to a currently working at level. It is not a snapshot of one test, students should understand what this grade is based upon. If they do not, they need to speak to their subject teachers for clarity. If you have concerns about current grades, or you are worried about your child being ‘not on track’ please contact us.

Learning Independence replaces learning behaviours, these are a reflection of how a student responds to learning. It is not about who is ‘naughty’ or ‘nice’, although, that could influence the grade given. The descriptors can be read overleaf. Please discuss with your child the importance of aiming for good and outstanding in every subject.
Your child’s Form Tutor has also added a Form Tutor Comment this has been written to complement the detail in the table. The Form Tutor will comment on students’ uniform, attendance, punctuality, general conduct and participation in extracurricular studies. Form Tutors may also offer advice about how to address underachievement.

Other relevant information

You may have heard about GCSE reforms,

  • Your child will take the new GCSE courses in all subjects, where grades are shown as 9-1. A grade 4 is the new ‘standard pass’. A grade 5 is the new ‘good pass’. Grade 9 is the highest possible grade.
  • All subjects from Year 7 are graded in grades 1 – 9, these are linked to the new GCSE specifications.
  • All Year 9 students are preparing for the option process, to choose the subjects they will study to GCSE or equivalent. You have already received a pack of information to help students begin to think about this process.

How to contact us regarding the information in this report:

  • An individual subject current grade concern: contact the individual subject teacher.
  • An individual subject target grade concern: contact the individual subject Head of Department.
  • Several subject concerns: contact the Head of Year or Year Manager who can field your concerns to the
    relevant person.
  • Pastoral concerns: contact the Form Tutor or the Head of Year or Year Manager.
    Finally, it is very important to us that you understand the information in this report and that you value it. If you
    have feedback specifically about the report and its format, I would be pleased to hear from you. You can contact
    me at or by telephone, if that is more convenient for you.

Yours Sincerely

Mrs C Johnston

Vice Principal

Learning Independence Grade Descriptors

1. A student with outstanding learning independence is one who meets all of the good criteria and;

  • Actively requests teacher feedback and incorporates it into their work
  • Has a sense of responsibility for their own learning, actively seeking enrichment and / or extension
  • Demonstrates interest in lessons through curiosity, reasoning and questioning with enthusiasm and positive energy
  • Initiates class discussions
2. A student with good learning independence is one who;

  • Is a reflective learner and incorporates teacher feedback into their work
  • Is resourceful and joins in class discussions without being prompted
  • Shows resilience by not giving up
  • Responds respectfully to other students
  • Takes pride in the presentation of their work
  • Hands homework in on time and completed to the best of their ability
  • Is always fully equipped
  • Is always on time to school and to class
3. A student with learning independence that need improvement is one who

  • Completes class and homework efficiently to the minimum standard
  • Participates in class discussions when prompted by the teacher, is more a passive than active learner
  • Usually brings correct equipment / kit
  • Usually on time to school and to class
  • Is at risk of underachieving as a result of their learning behaviours
4. A student for whom we have serious concerns regarding their learning independence is one who;

  • Is distracted when completing work
  • Shows no sign that feedback in incorporated into their work
  • Is reluctant or refuses to participate in class discussion / activities
  • Persistently avoids engagement with the course and related class and home work, even when directed.
  • Is underachieving as a result of their learning behaviours