Secure Student Information
There is now a new version of Secure Student Information. If you have received an email to setup your account then please do so.
Logging in with the secure username and password should list any children currently on roll at the school.
Should you find only one son or daughter listed when there should be others then there is an error in our records. Please telephone the school on 01604 230240 and ask to speak to Mrs Janet Ray or email the school on firstname.lastname@example.org to update us with any of this data.
This facility should enable parents to check on their child's attendance record. This data is updated during registration, so should provide "up to the minute" information.
Registers are taken each day at 8.45 am and 2.00 pm. Students are recorded as Present, Late (to registration) or Absent. Data is added for students who are late after registration or for whom absence notification has been received - i.e. the N for absent is then coded to give a reason for absence.
Where parents are concerned about their child having a missing mark or being shown as absent or having an incorrect reason for absence then they should contact the school to query matters. We would ask that due time is given for records to be updated before contacting the school.
Assessment data is recorded by teachers to indicate how a student is progressing against their targets.
More detailed information on Home Learning and descriptors for Behaviour for Learning and Home Learning can be accessed here.
Behaviour for Learning -
scores 1 - Outstanding; 2 - Good; 3 - Requires improvement; 4 - Inadequate
Home Learning - (scores as for Behaviour for Learning)
End of term tests and grades - subjects will assess how a student has performed each term. The nature of this assessment will differ from subject to subject and in one single term is unlikely to reflect every aspect of the course nor how it will be assessed at the end of the course. It does, however, give an indication of how the student is working at present and enables the teacher to gauge whether the student is on track to do as well as they are expected. Depending on how many lessons a week the course is taught for the assessment will vary in its scope. Grade boundaries are set taking into account how challenging the test is expected to be, and so the same percentage will not equate to the same grade in different tests or in different subjects. When testing on a few weeks work these grades can only be indicative of a grade which is only truly meaningful when applied to the whole course.
Class averages - these scores are provided as an indication of how a student is performing relative to their peers. It should be noted that some classes are set and some are mixed ability.
Expected Target - the grade or level that we would expect your son or daughter to achieve, based on the average progress made by students nationally with the same starting point (KS2 SATs scores for years 7-11 and GCSE performance for years 12 and 13).
Aspirational Target - initially one grade or level above the Expected Target, this is an aspirational target to be aimed for. Achievement of this target would represent exceptional progress. This target may be raised or lowered over time so that it remains motivational for the student.
- a student might perform at a higher level than the target for part of a course but not even achieve the target when the whole course is assessed.
- a student might perform well below the target grade at the start of a course in subjects where skills develop over time and it is impossible for the student to access higher levels until the final stages of the course.
- Students should be well aware of the significant assessments being made on their progress and should be able to explain to a parent what a given grade in a given subject represents.
Comment - this indicates whether or not the subject teacher feels that Freddie is on track to secure his target level by the end of the academic year. The teacher has taken all factors into account including end of term test results, the quality of class work and attitude in making this judgement. This comment may show variation over the year, subject to levels of performance maintained by the student and will not necessarily reflect the grade from the end of term test.
Frequently Asked Questions on Assessment
The questions below often arise when parents first get access to assessment data in Y7 or during KS3. I hope the answers here will help clarify some of the issues as you try to judge how to react to the information provided.
What do the numbers and letters 3b etc. mean?
The National Curriculum at KS3 is assessed using criteria which score students at a Level which goes up to 8. As progress from one Level to another is slow (a good student might progress 2 Levels during KS3) sub-levels a,b,c are used with "a" being the highest. A student performing at an average level at the end of Y9 would get a Level 5. More information than you could want is available from:
My son's Level in one of his subjects is Lower than at KS2. Has he gone backwards?
Firstly, you can not directly compare a level at KS2 and KS3. A Level 4 at KS2 is based on different skills and knowledge than KS3 and you do not "attain" a Level 4 in one by achieving it in the other. Your son should be capable of working at Level 4 but may not be doing so yet. Secondly, your son's teachers will determine a working at level by seeing how he performs in an assessed task (e.g. a test). How he performs in that assessment may not be representative of how he will do over a period of time. Assessment at the end of the Key Stage covers the whole course, an individual assessment does not.
My son has already achieved his target for Y7. Does that mean that his target is too low?
Your son will have a target to achieve by the end of the year. An individual assessment cannot mean he has either achieved or failed in meeting this target. A student may do some work at a Level 5, for example. It is not meaningful to say that he is at a Level 5. To use a golfing analogy, the first hole may be a par 4. Getting a 4 for that hole does not give you par for the course (nor entitle you to change your handicap). You have to repeat your performance or average at that level, for all of the holes. Your son has been assessed only on the work covered so far and this is only a part of what he has to do. It is good if he has made a good start; the rest can not be taken for granted.
My son's Levels have gone up and down in one of his subjects over the first two years , why is this?
In some subjects, Languages for example, your son will start off with a low level, build up his skills and, in this case, vocabulary and improve his Levels. He will then need to start a new topic with new vocabulary. The emphasis might change from writing to listening, for example, and he will start from a lower Level in this section of work. Some subjects are linear and it is expected that a steady progression will be seen, but all subjects consist of different units of work and your son will not always do better in this topic than he did in the last.
How do I know if my son is doing what he should be to achieve his potential?
Looking at the behaviour for learning, home learning and attainment grades should make clear whether your son's teacher feels your son is approaching his work properly. If your son is not trying as hard as the teacher thinks (or vice-versa) then do let the school know.
Will high grades mean my son moves up a set or a low grade that he goes down?
Your son will be moved up if it is felt that he is outperforming corresponding students in his class and that the he will benefit by being in the higher set. His level of working compared to the others in his class and his performance in lessons will be taken into account. A high working-at-level in one term's assessment does not necessarily mean that he is due to be moved up. If your son is showing signs of making good progress then he may well be best left in the class he is in. We move students up where we believe this will give him more scope for improvement.
Your son will be moved down where we come to the conclusion that his potential in the subject has been overestimated or where we believe that he will make better progress in a lower set. Again his performance in assessments, compared to his peers will be taken into account. Once sets are established and settle down it is usual practice to give notice that improvement is necessary to avoid moving down, rather than do so based on one poor performance in one assessment.
What if I am concerned by the grades or levels or behaviour for learning or home learning grades?
You are welcome to share concerns with the Form Tutor if you have an overall concern or, if relating to an individual subject, to make contact with the subject teacher. It is clearly unhelpful if lots of parents contact lots of teachers every term about minor fluctuations in levels, as we need teachers to concentrate their efforts on delivering high quality teaching, but we would rather deal with genuine issues than have an ongoing problem. Do please look at the calendar and see when the subject teachers will be available for a parent evening and if possible wait until these key times to get further information. If you have concerns, however, which can not wait then do please contact the school and ask to speak to the teacher concerned.
If there are further questions you feel we should include in this list then please email me at email@example.com.
The end of term tests are collated into a report on termly progress. Reports for a given year (the termly subject reports) are grouped within a folder for the Academic year and are displayed in PDF format. Additionally one Form Tutor Report will be issued each academic year.
Homework (the Home Learning Schedule)
Recent tasks that have been set by teachers for students to do at home or in non-contact time (sixth form) to support their learning.
Any break, lunchtime or after school detentions which have been set this academic year.