1. Parents Information Evening: Measures of Performance,
USH Steps
& Reports

2. 5 A* - C including English and Maths
Where Are We Now?
Attainment 8
& Progress 8
5 A* - C including English and Maths
5 A* - C
4 Levels of Progress
3 Levels of Progress

3. Changes to Final Grades Closest Equivalent Old GCSE Grade
New GCSE Grade
Closest Equivalent Old GCSE Grade 9
A** 8
A*- 7 A 6 B+ 5
B-/ C+ 4
C-/C 3
D/D- 2 E- 1 G+ U
Reformed GCSEs: grades 9 – 1
Unreformed GCSEs: grades A* - G
Exams taken in 2018
(current year 9 students)
All subjects will be reformed other than:
ICT
Film Studies
Graphics / Product Design
Italian
Childcare
Exams taken in 2019 and 2020
(current years 8 and 7)
All subjects

4. Attainment 8 and Progress 8 Measures
Attainment 8 Estimated Scores
Every student who sits KS2 SATs in year 6 is given an ‘Attainment 8 Estimated Score’, set by the DfE. This is the minimum score the student should achieve to have made ‘expected progress’.
Attainment 8
This will be the score of most interest to students and parents.
Progress 8
This is the score used by OFSTED and the DfE to rate the school’s overall performance. Which is an average score per pupil, calculated by subtracting the Attainment 8 score achieved by each pupil from their estimated Attainment 8 score.

5. Attainment 8 Buckets
EBAC bucket
Open subjects bucket

6. Where Are We Going?
‘Life Without Levels’
USH Steps

7. Department for Education Quote
“Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. 
The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.” 

8. Closest NC level for comparison Old GCSE for comparison
USH Steps: Grade Comparison Table
USH Step
New GCSE Grade
Closest NC level for comparison
Old GCSE for comparison 37
GCSE Grade 9 Mastered
exceptional
A**+ 36 9
GCSE Grade 9 Secure
A** 35
GCSE Grade 9 Working Towards
A*+ 34
GCSE Grade 9 Emerging A* 33
GCSE Grade 8 Mastered
A*/ A*- 32 8
GCSE Grade 8 Secure
A*- 31
GCSE Grade 8 Working Towards
A+/A*- 30
GCSE Grade 8 Emerging A+ 29
GCSE Grade 7 Mastered
A/A+ 28 7
GCSE Grade 7 Secure A 27
GCSE Grade 7 Working Towards
A/A- 26
GCSE Grade 7 Emerging A- 25
GCSE Grade 6 Mastered
A-/B+ 24 6
GCSE Grade 6 Secure B+ 23
GCSE Grade 6 Working towards 8a
B+/B 22
GCSE Grade 6 Emerging
8b+ B 21
GCSE Grade 5 Mastered 8b
B/B- 20 5
GCSE Grade 5 Secure
8c+
B- / C+ 19
GCSE Grade 5 Working Towards 8c C+ 18
GCSE Grade 5 Emerging 7a
C+ / C 17
GCSE Grade 4 Mastered
7b+ C 16 4
GCSE Grade 4 Secure 7b
C-/C 15
GCSE Grade 4 Working Towards
7c+ C- 14
GCSE Grade 4 Emerging
6a+ D+ 13
GCSE Grade 3 Mastered 6a
D/D+ 12 3
GCSE Grade 3 Secure 6b
D/D- 11
GCSE Grade 3 Working Towards 6c
E+/D- 10
GCSE Grade 3 Emerging 5a
E/E+
GCSE Grade 2 Mastered 5b E 2
GCSE Grade 2 Secure 5c E-
GCSE Grade 2 Working towards 4a F+
GCSE Grade 2 Emerging 4b F
GCSE Grade 1 Mastered 4c F- 1
GCSE Grade 1 Secure 3a G+
GCSE Grade 1 Working Towards 3b
G-/G
GCSE Grade 1 Emerging 3c
U/G- U
Below GCSE Grade 1
Below GCSE Grade 1 / level 2
level 2
Below GCSE Grade 1 / level 1
level 1

9. USH Steps Departmental Guidance Example Geography8 9
USH steps 30-33
USH steps 34-37 A*
A*+ 30 E 31 WT 32 S 33 M 34 35 36 37
Contextual world knowledge of locations, places and geographical features
I can consistently demonstrate an excellent knowledge of a wide range of locations, places and geographical features. I can show thorough knowledge of subject-specific material.
I have an exceptional and extensive application of knowledge which is sustained throughout my work, involving a wide range of locations, places and geographical features.
Understanding conditions, processes and interactions that explain geographical features, distribution patterns, and changes over time and space.
I can demonstrate an understanding of a wide range of concepts and processes, explaining geographical features in depth. I can also recognise and explain patterns and changes over time and space.
I can consistently, accurately and competently analyse and interpret geographical information, issues and viewpoints.
I can demonstrate an understanding of a wide range of concepts and processes, explaining geographical features in depth which is sustained throughout my work. I can also recognise and explain patterns and changes over time and space.
I can accurately and competently analyse and interpret geographical information, issues and viewpoints which is continually sustained throughout my work.
Competence in geographical enquiry, and the application of skills in observing, collecting, analysing, evaluating and communicating geographical information.
I can consistently select and use appropriately and accurately a wide range of methods, skills and techniques (including new technologies) when thoroughly investigating questions and issues.
I can reach substantiated and valid conclusions.
I can select and use appropriately and accurately a wide range of methods, skills and techniques (including new technologies) when thoroughly investigating questions and issues, which is sustained throughout my work.
I can reach a substantiated and valid conclusion which is sustained throughout my work.
Drama 1 2 3
USH steps 0-1
USH steps 2-5
USH steps 6-9
USH steps 10-13 U
G/F E
D/D- WT M 4 S 5 6 7 8 9 10 11 12 13
Characterisation
I can take part in a role play but I do not stay in role.
I can take part in a role play and create an original character but I do not always stay in role.
I sometimes experiment with body language, facial expressions and tone of voice.
I can take part in a role play and create an original character.
I stay in role when I perform to an audience.
I change my facial expressions , body language and tone of voice.
I always stay in role when I perform to an audience.
I always change my facial expressions, body language and tone of voice to suit the character that I am playing and communicate my character’s emotions.
Devising skills
I can take part in group tasks but I do not contribute ideas to my group.
I am aware of my stage space but I do not use much of my performance space during performance.
I perform everything on the same level.
I can contribute an idea to may group.
I try to use some of my performance space when I perform.
I understand levels in performance but do not always include levels in my work.
I can contribute an idea to my group and I also share this with the class.
I use the all of my performance space when I perform with intention and discuss this during rehearsals.
I consider different levels in all of my work.
I share an idea with my group and listen to ideas suggested by others and respond to these by building them into the performance. I contribute during class discussions.
I use the all of my performance space when I perform with intention and discuss this during rehearsals. I vary rarely have my back to the audience but when I realise I face the audience.
I consider the use of levels in all of my work using staging and link it to character status with justification.
Drama techniques and theatrical skills
I try to include a drama technique in my work.
I can include one drama technique in my work but I use it correctly and it enhances my performance.
I can include the drama technique explored during the lesson in my work and it is used to enhance my performance with great detail.
I also try to include more than one drama technique in my work.
I always include more than one drama technique in my work and they enhance the quality of my performance.
Evaluation
I listen to the evaluation about my group work and performance said by others.
I can evaluate my work and performance using WWW and EBI. I will only share this with my group or when the teacher asks me to.
I can evaluate my group work and performance and the work of others using WWW and EBI.
I can evaluate my group work and performance and the work of others using WWW and EBI.
I always include key words when I evaluate and I am keen to share my evaluations with the class.
ART 4 5 6 7
USH steps 14-17
USH steps 18-21
USH steps 22-25
USH steps 26-29 C B- B+ A 14 E 15 WT 16 S 17 M 18 19 20 21 22 23 24 25 26 27 28 29
Visual Research
I can draw accurately with detail and form.
I can independently collect and choose from a wide variety of information to inspire my ideas.
I can draw accurately showing form texture and detail.
I can purposefully collect and choose from a wide variety of relevant information to inspire imaginative and original work.
I can consistently and
skilfully record ideas,
observations and insights
through drawing and
annotation, and any other
appropriate means relevant
to intentions, as work
progresses.
I show a highly developed ability to skilfully record ideas,
Art heroes
I am able to interpret and explain the ideas and meanings conveyed by different artists using key terms.
I am able to analyse and comment on the artists studied appreciating genres and styles with insightful use of key terms.
I can consistently and
effectively develop ideas
through purposeful
Investigations and critical
understanding of sources.
I show a highly developed ability
to effectively develop
ideas through creative and
purposeful investigations.
My critical
understanding of sources is highly developed.
Design development
I can create considered detailed designs using a variety research sources.
I understand and control materials and use them thoughtfully and with confidence.
I can consistently and
thoughtfully refine idea showing I can effectively select and
purposefully experiment
with appropriate media,
materials, techniques and
processes.
I can consistent y and
thoughtfully refine ideas showing I can
effectively select and
I show a highly developed ability to thoughtfully refine ideas.
My design are highly developed and show I can effectively select and purposefully experiment
Final piece
My planning, preparation and developments lead to a final personal response that shows significant connections with the work of an artist and increased independence showing a creative thought process.
A consistent ability to
competently present a
personal and meaningful
response and realise
intentions.
demonstrate understanding
of visual language
I show a highly developed ability to competently present a
intentions with confidence
and conviction.
A highly developed ability to
of visual language.

10. End of Year 11 Target Grades
All students will have an end of year 11 target individually calculated for each subject using the following information:
Attainment 8 estimated score
FFT Aspire benchmark grades
DfE releases of relevant tracking information
Target grades are not ceiling grades; students will be encouraged to ‘BEAT not MEET!’ their targets
Targets are much more individualised than the previous method, where everyone who achieved the same whole level in KS2 was targeted the same grade for every subject. Now targets are based on probable outcomes for individual subjects.

11. Baseline Grades
To set students on their USH Step flight path trajectory all students will be baselined on entry (for year 7 students this will be within the first 5 weeks of starting USH), testing current skills and abilities which are relevant to each subject.
The importance of accurate baselining is significant as this will influence all subsequent end of year targets.
Baseline results are used instead of KS2 results (as with the previous method) as this gives a truer picture of the abilities of a students in each particular subject, and all of the progress made by a student can be measured.

12. Subject Trajectories
However, not all subjects have the same progress trajectory; an awareness of this has been taken into account with target setting:
Childcare (2018 only)
Film Studies
Photography
Food and Nutrition
Design Technology
Biology
Chemistry
Physics
Combined Science
Computing PE
French
Spanish
Italian
Art
Drama
Music RS
English
Maths
Geography
History

13. End of Year Student Targets
EOY targets are much more student and subject specific and therefore will be a more useful guide to student performance and expectation
End of year target – baseline result
= Total number of USH Steps to climb
Student example:
GCSE English Language (9-1) target = grade 8, which converts to USH Step 32
Year 7 baseline result in English = 5c, which converts to USH step 8
Calculation: 32-8= 24,
These 24 steps will be split according to the subject’s trajectory to give end of year targets.
GCSE (9 - !) target grade
End of Yr 11 USH Step Target
Yr 7 Baseline result (USH Step)
Total No. of USH Steps to climb
End of Yr 7 Target
End of Yr 8 Target
End of Yr 9 Target
End of Yr 10 Target
End of Yr 11 target
English 8 32 10 22 14 18 27
Art 6 24 2 4 7 12
Biology 28 5 23 11 15 17

14. Performance Data
In each year group there are 3 data captures spread out in 12 week intervals throughout the school year.
Data to be collected for current years 7, 8 and 9:
NEW: Current USH Step
NEW: End of Year Target Expectation (an indication of the likelihood of the target being met)
NC = ‘no: the end of year target will be met or exceeded
MC = ‘mi: the target might be missed without increased effort / intervention
: extremely doubtful the target will be met without significant changes
ATLs (no change from previous data captures)
Behaviour
Classwork
Homework
Perseverance

15. How do we, you and most importantly, the students know that they’re getting there?
Reporting

16. Parental Short Reports
Each year there will continue to be 2 short reports and 1 long report.
How to interpret the information on reports
Fine Point scores from KS2 Results.
Whole number = whole level i.e.) level 3, 4 , 5 or 6
Decimal = indicator within the level; 0 = low to 9 high
Core Subject Graph
Current USH Step: 0-37 – NC levels (in brackets) will be included in the final report of the year for guidance only.
End of year USH Step Target: The USH Step that the student needs to be working at by the end of the year to be on the trajectory to achieve their Yr 11 target
Rather than look at which subjects have the highest USH Step, to see how well a student is performing notice if they have met or exceeded the end of year target and how close they are combined with the ragging guidance
End of year target; USH Step, plus actual expected grade in brackets
Attitude to Learning (ATLs) Indicators; 1 = outstanding to 4 = disruptive to learning
RAGging indicates the level of concern as to whether EOY targets will be met

17. Parental Long Reports

18. Any
Questions?