2. To understand the meaning of the National Curriculum Levels and GCSE grades. To understand what is expected progress. To understand how we set targets. To understand your child ’ s report To know some strategies that can be deployed to support your child in making effective progress.

3. What are National Curriculum Levels? The government have written a national curriculum (NC) which all state schools must follow. Alongside this NC, the government have produced level descriptors which describe what a child must be able to do to achieve a particular level in a particular subject area. There are eight levels between year 1 and year 9.

4. Why are National Curriculum Levels subdivided? Each level is very broad. Therefore Barclay, like most schools, further subdivides each level, with 6a being higher than 6b which is higher than 6c. There are no government level descriptors for these sublevels and we do not report sublevels to the government. Schools subdivide levels in this way in order to try to fine tune the measure of progress.

5. What system is used in KS4? In KS4 Qualifications fall broadly into two categories – GCSE and BTEC at Barclay. GCSE’s work on a grading system of A*-G (with a U being ‘unclassified’ or a fail). BTEC work on a more reduced grading system of D*-F (with a F being ‘failed’) Again each grade is very broad so we further subdivides each level, with C1 being higher than C2 which is higher than C3. This enables us to fine tune our intervention programme.

6. Is there a connection between levels and grades? The diagram show’s the rough connection, but it is not an exact science.

7. The ‘target grade’ is the grade a student should achieve if they are going to make good progress from one key stage to the next. It is within the student’s capabilities, but involves an element of stretch or challenge. They show what most students nationally who recorded the same levels in year 6 go on to achieve at the end of each of each subsequent year. It is not a guarantee & will require a committed approach to study if the student is to achieve this grade. It is not a maximum, and a student may exceed their target.

8. At all levels the target grades are designed to give your child the best opportunities so that they can compete with other pupils from other best schools in the area and the country. Target grades are a guide; we hope some students will surpass them, others will find them challenging.

9. Maximising Achievement Flight Path Y7Y11Y9

10. Average progress is around 2 sub-levels every year so if your child has made one or two sub-levels of progress in one year they are in the expected range. Some children may make 3 sub-levels in one year which we call accelerated progress. Occasionally a child will make no progress; this would of course be a cause for concern. Children have phases of progress when they move ahead rapidly and times when they are consolidating their position gathering skills and knowledge ready for the next move forward. Pupils also progress differently through the recognised phases of child development with some reaching a point of maturity that can really help their learning before others.

11. Maximising Achievement Flight Path KS2 APSY6Y7Y8Y9Y11 Target Grade 355A6B7C7AA 335B6C6A7BA/B 315C5A6B7CB 294A5B6C6AC/B 274B5C5A6BC 254C4A5B6CC 233A4B5C5AD/C 213B4C4A5BD 193C3A4B5CD 172A3B4C4AE/D 152B3C3A4BE 132C2A3B4CE 11B/N2B3C3AE

13. This suggests that : A pupil on L4 at KS2 would make expected progress if they attained a C at KS4 (3 LoP) and good progress if they attained a B (4 LoP). A pupil on L5 at KS2 would make expected progress if they attained a B at kS4 (3 LoP) and good progress if they attained an A (4 LoP). Are these equally likely?

14. Children are not machines; they do not make progress in straight lines and in numbers and letters. These values are very crude representations of what is a highly complex body of interlinked knowledge and skills.

15. Life experience and emotional issues also play a big role in a child’s academic progress. It can sometimes be difficult for some children to develop the necessary resilience to make good progress. Support from home plays an important role. It is a partnership between parents and school. We always re-iterate, if you have any concerns about your child and their progress, please discuss them with the class teacher.

16. Current working grade/level: The grade/level the student is currently working at. Awarded using sub grades e.g. C2, 4a etc. Predicted grade: This is the grade that the student is likely to achieve if they continue to achieve and progress in their current way.

17. A pupil’s attitude to learning obviously has a huge impact on their achievements and success. As such we devised an Attitude to learning scale that promotes the best attitudes and behaviours for learning. We have high expectations of all our pupils because we know that they are capable of so much. In line with these rising expectations, we have slightly changed the attitude to learning criteria that we use

19. 90% attendance is half a day off every week In a year that is 20 days off (nearly 4 weeks) In secondary school (Yr 7-11) that is half a year off! 38 school weeks

20. 10 20 30 40 50 60 70 80 90 100 92% 60% 46% 35% 27% 20% GCSE/GNVQ achievements for year 11 2007 by total absence 5+ A*-C grades (including English and Maths) Total absence % who achieved >15 days 15-19 days 20-24 days 25-29 days 30-34 days 35+ days The minimum qualification for a service industry job will soon be this… Taking time off and its impact on your future! 90% 80%

23. SOLO (Structure of Observed Learning Outcomes)

24. What opportunities exist to support students through each stage? Prestructural - the child who knows nothing and may not care about the topic Unistructural and multistructural – ensuring the factual information is given in a meaningful way Relational – allowing students to make or discover connections between several relevant facts Extended abstract - having made connections, can the student apply this new knowledge or link it to another concept or theory?

25. Building Self Esteem It’s ok to get it wrong – that’s how we learn! See learning as part of an on-going process Achievement as a reward for hard work, not necessarily because someone is ‘clever’ Encourage your child not to give up when things get difficult

26. The ABC of Switching to Growth Mind Set! A dversity: What is the problem or obstacle? B elief: What do you believe about the problem/how does it make you think? C onsequences: What will happen next because of your beliefs?

27. The 5 minute Report Plan The subjects I’m progressing well in… The subjects I would like to progress more in… What could I do to make sure I progress? What resources/support will I need to help me understand? What questions do I need to ask to ensure I progress? What will I do to ensure I continue to progress in the in the future? 