‘Settling-in’ Report:

Early in the new academic year, an ‘Attitude to Learning’ report is written for each pupil. Teachers give a score of 1-4 to indicate the pupils’ attitude and approach to learning. If a score of 1 or 2 is given, it is necessary to add a comment to help the pupil improve. These scores are also given when end-of-term academic reports are written. Teachers may also add an aspirational or encouraging comment if they feel it helps the pupil.

 

Outstanding attitude to learning (4)

  • Always tries to complete work to a high standard

  • Always meets deadlines

  • Highly motivated and implements targets for improvement

  • Contributes fully during learning activities

  • Listens carefully

  • Asks questions which show a keen level of interest and engagement

  • Is an independent learner

  • Exceptional behaviour at all times.

Good attitude to learning (3)

  • Regularly tries to complete work to a high standard

  • Meets the majority of deadlines

  • Motivated and works to implement most targets for improvement

  • Often contributes during learning activities

  • Majority of the time - listens carefully

  • Asks sensible, thoughtful questions when needed

  • Regularly engages actively

  • Can work independently with encouragement

  • Behaviour is always good and rarely off-task

Attitude to learning requires improvement (2)

  • Sometimes completes work to a high standard

  • Sometimes misses deadlines

  • Often gives up

  • Rarely contributes to learning activities

  • Rarely listens carefully

  • Sometimes asks sensible, thoughtful questions

  • Occasionally lacks motivation

  • Sometimes shows initiative but often requires further encouragement

  • Occasionally off-task and behaviour can be variable

Concerns about attitude to learning (1)

  • Lacks motivation and work is mostly completed without care

  • Misses deadlines

  • Lacks motivation and will avoid challenging activities

  • Unwilling to contribute actively in learning activities

  • Finds it difficult to listen and repeats mistakes

  • Reluctant to ask questions

  • Very rarely engaged

  • Usually off-task and behaviour can be disruptive to others

 

Termly Reports:

At the end of each term, each pupil receives an interim academic report. For each subject, this will include:

  • Current attainment (see below)
  • Predicted attainment (A: Above, O: Online B: Below)
  • Attitude to Learning Score (1-4)
  • Next step comment

 

Our Assessment Language:

 

Curriculum Year

Progress Measure

5

Emerging

Developing

Secure

Mastering

6

Emerging

Developing

Secure

Mastering

7

Emerging

Developing

Secure

Mastering

8

Emerging

Developing

Secure

Mastering

Pupils begin each year at Emerging as they begin learning new concepts and skills.

 

As learning progresses, each pupil will move from emerging to developing and then to secure within each subject.

 

Each pupil should aim to be Secure by the end of the academic year. This means that they are working at the standard expected for their age.

 

Once secure in a particular subject, they are then given the opportunity to deepen their understanding of concepts and skills they have learnt (Mastering), prior to starting the next phase of learning.

 

Pupils’ progress is assessed against specific subject criteria using this method, giving teachers and pupils a greater opportunity to focus on the skills that need to be developed or strengthened in order to improve.

 

It may be necessary to report that a pupil is working at a level below their academic year. If this is the case, this indicates that the teacher is differentiating content and adapting teaching methods appropriately to meet the learning needs of the pupil to help them progress.

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