Academic Progress

Each academic year is split into three Order Periods. At the end of each of these periods, teachers in each subject will award an Order Grade consisting of an AtL (Approach to Learning) grade and an attainment grade.

Parents can view these grades in the Progress Report which is published on Parent Gateway at the end of each Order Period.

There are regular parents’ evenings where parents can pre-book appointments to speak with subject teachers.

On This Page

Each academic year is split into three Order Periods. At the end of each of these periods, teachers in each subject will award an Order Grade consisting of an AtL (Approach to Learning) grade and an attainment grade. Parents can view these grades in the Progress Report which is published on Parent Gateway at the end of each Order Period.

Approach to learning grades

AtL grades are based on what the school believes to be the 10 most important elements of effective learning behaviour and the grade awarded is based on how often a teacher perceives that a pupil has exhibited these good habits during the Order Period.

The four qualifiers: Always, Mostly, Sometimes and Rarely are used to complete the 10 statements below to describe how the pupil routinely approaches his/her learning.

On pupils’ reports, the AtL grade is represented by the codes: Al (Always); Mo (Mostly); So (Sometimes) and Ra (Rarely).

Always...Mostly…Sometimes…Rarely…

... reflects on and takes responsibility for their progress; actively involved in their learning.
... responds to verbal and written feedback from teachers and peers.
... reflects on and takes responsibility for their progress; actively involved in their learning.
... responds to verbal and written feedback from teachers and peers.
... experiments with new and existing knowledge and skills, understands the value of learning from mistakes.
... perseveres with tasks regardless of difficulty.
... takes opportunities to deepen learning, e.g. through independent research or questioning.
... uses homework as an opportunity to consolidate understanding and apply new and existing knowledge and skills.
... works productively on their own and with peers.
... organised and ready to learn, arriving to lessons on time and with the correct equipment.
... has a conscientious approach to meeting deadlines and catches up any work missed due to absence from lessons.
... aware of the impact of behaviour on their own learning and that of others, respecting the Classroom Code of Conduct.

Attainment grades

Years 7 to 9

We use our own system of attainment grades to measure the progress and performance of pupils in Key Stage 3. These have been carefully devised based on academic research, with input from staff, pupils and parents.

For each year group, there is an ascending scale of grades which are associated with descriptors of a pupil’s knowledge and skills of the curriculum in that year. Each descriptor represents a level of knowledge and understanding which is broader and deeper than the next descriptor down. The grades available in Year 7, for example, range from 1 to 5 and the associated generic descriptors for Year 7 are:

Grade 5 - Mastered Pupils demonstrate a deep understanding of the work taught and are able to select from a range of different approaches. They are able to generalise their knowledge and apply it to new areas. They demonstrate a mastery of all skills taught.

Grade 4 - Confident Pupils demonstrate a deepening understanding of the work taught and are able to combine different strands of the curriculum. They can select and apply skills and apply most skills correctly.

Grade 3 - Secure Pupils demonstrate a secure knowledge and understanding of the work taught and can identify connections between different areas. They can apply most of the skills covered.

Grade 2 - Developing Pupils have a basic knowledge and understanding of the work taught and are starting to make simple links. They can apply some skills independently.

Grade 1 - Emerging Pupils can recall basic facts from the work taught. They are aware of the skills needed and are beginning to use these in some areas with support.

Grades awarded before the end of the year are only judged against content covered up to that point so a grade 5 could still be awarded in Order 1. However, for most pupils, the expectation would be that there would be some improvement over the year as ideas and metacognitive techniques are reinforced (even in topic-based subjects).

The grades awarded in subsequent years will be based on a scale which moves up as shown below. The changes to the numbers used in Year 8 and Year 9 reflect the increase in how demanding the content of the curricula are in these years.

Year 7 Year 8 Year 9
Mastered 5 6 7
Confident 4 5 6
Secure 3 4 5
Developing 2 3 4
Emerging 1 2 3

Years 10 and 11

Pupils’ attainment grade is a GCSE grade based on the quality of their work over the previous Order Period. This will be a numeric GCSE grade from 9 (highest) to 1 (lowest).

Years 12 and 13

Their achievement grade is an A-level grade based on the quality of their work over the previous Order Period. This will be A*-E or U.

Highlighting on the grade

Green highlighting in Years 7-9 indicates that a pupil is on track to meet or exceed their end of year target. In Years 10-13, green highlighting indicates that a pupil is currently on track to exceed their target grade.

Yellow highlighting in Years 7-9 indicates that a pupil is on track to achieve an end of year attainment level which is slightly below their target. In Years 10-13 it indicates that a pupil is currently currently on track to achieve a grade one below their target grade.

Red highlighting in Years 7-9 indicates that a pupil is on track to achieve an end of year attainment level which is significantly below their target. In Years 10-13 it indicates that a pupil is currently working at least two grades below their target grade.

No highlighting may mean that a target has not yet been set in this subject (see academic target setting). In Years 10-13, it is also used to indicate that a pupil is currently working at their target grade.

In general Target Grades are not predictions, but the basis for an on-going discussion with the pupil, focusing on the question ‘How are you doing?’.

Year 7 targets

A raw target is based on a pupil’s Key Stage 2 SATs results; where this is not available, an estimate based on their score in the Gloucestershire Grammar Schools Admissions Test and/or assessments in the individual subject is calculated. Subject teachers are given an opportunity to adjust these targets, based on their knowledge of the pupil, to arrive at a final end of year target and these appear on reports from Order 2 onwards. The targets take the form of a KS3 Attainment (LAL) grade (see Order Grades). Teachers have an opportunity to adjust targets again at the end of Year 7 for use in Year 8.

Year 8 targets

In Year 8 target grades are based on the target set in Year 7 with the end of Year 8 target usually being one grade higher than that set for the end of Year 7. The targets take the form of a KS3 Attainment (LAL) grade (see Order Grades). For example, if the target at the end of Year 7 was a grade 5, the target for the end of Year 8 will usually be a grade 6. There will have been an opportunity at the end of Year 7 for teachers to adjust the Year 8 target based on the additional knowledge of pupils that they have gained during the year.

Year 9 targets

In Year 9, target grades are based on the target set in Year 8 with the end of Year 9 target usually being one grade higher than that set for the end of Year 8. The targets take the form of KS3 Attainment (LAL) grade (see Order Grades). For example, if the target at the end of Year 8 was a grade 6, the target for the end of Year 9 will usually be a grade 7. There will have been an opportunity at the end of Year 8 for teachers to adjust the Year 9 target based on the additional knowledge of pupils that they have gained during the year.

Year 10 and 11 targets

GCSE raw target grades are based on estimates which are calculated in line with the methodology used by the DfE to determine Progress 8. We use a data analysis service called SMID to do this and the algorithm is based on Key Stage 2 SATs results or estimates of these based on other assessments including those which have taken place during Key Stage 3. Targets also include a degree of challenge and subject teachers have an opportunity to adjust them based on their knowledge of each pupil. Targets appear on reports from Year 10 Order 1 onwards and they are then used throughout the rest of Year 10 and 11 without further adjustment.

Year 12 targets

A Level raw target grades are based on estimates which are calculated in line with the methodology used by the DfE to determine Level 3 Value-Added. We use a data analysis service called SMID to do this and the algorithm is based on average GCSE points achieved by a pupil in Year 11. Targets also include a degree of challenge and subject teachers have an opportunity to adjust them based on their knowledge of each pupil. Targets appear on reports from Year 11 Order 1 onwards and they are then used throughout the rest of Year 12.

Year 13 targets

The target A Level grade for Year 13 is set by subject teachers based on a combination factors. This will include the target grade set in Year 12, progress made in Year 12 and the result of the end of Year 12 Examination. It will usually be the same as the UCAS prediction in the subject.

Progress Reports are published on Parent Gateway after each Order Period unless an Examination Report or Full Written Report is scheduled. The dates that Order Grades and reports are published are on the School Calendar.

Years 7-10

Once during a school year pupils will receive a progress report with a written comment from their form tutor which summarises concerns or areas of development suggested by subject teachers.

Year 11

Students receive an examination report (with comments from pastoral staff) following the trial GCSE examinations.

Years 12-13

A Level students have three Parent Evenings during their two-year course in place of written report comments.

Years 7-9

Pupils have approximately 1-1.5 hours of homework a night with English and Mathematics 1 x 60 minutes per week and all other subjects 1 x 30 minutes per week.

Years 10-11

Pupils have approximately 1.5-2 hours of homework a night with one substantial piece set per week per subject (English may set two smaller pieces of homework per week).

Years 12-13

For both Year 12 and Year 13, not less than 3 hours per night (45 minutes per subject) or 15 hours per week outside private study time (at least 45 minutes of homework, per subject, per night).

Satchel One

We use a platform called Satchel One for listing and tracking homework tasks, which can be checked by both students and parents.

Pupils in all year groups have regular parents’ evenings. When a parents’ evening is approaching, parents receive an email with information on how to book an appointment online using the Parent Evening Booking System. Parents’ evenings also appear on the main school calendar.

Year 7

An informal parents’ evening takes place in September at the school, and is a chance to meet the Headmaster, key Year 7 pastoral staff, form tutors and other parents. A further online parents’ evening takes place later in the academic year. There is alos an invitation Key Stage 3 evening (see below).

Year 8

There is an online Year 8 parents' evening as well as an invitation Key Stage 3 evening (see below).

Year 9

There is a face-to-face Year 9 parents' evening which takes place shortly after the GCSE options evening. There is also an invitation Key Stage 3 evening (see below).

Key Stage 3 Invitation Evening

We hold an additional parent's evenng for Key Stage 3 pupils. This event is by invitation from subject teachers. Teachers will invite pupils who they feel will most benefit from a discusssion about their progress. Parents may request an appointment with individual subject teachers, particualrly if they were unable to secure an appointment at the year group event

Years 10-11

We hold three parents' evenings during the two years of the GCSE courses. These will be a mixture of virtual and face-to-face evenings.

Years 11-13

We hold three parents' evenings during the two years of the A Level courses. These will be a mixture of virtual and face-to-face evenings.

In the Spring Term of Year 8 parents are notified of the dates of meetings, parents’ evening, talks and deadlines. There is an information evening for parents at the beginning of the spring term in Year 9.

Years 7-10 have annual examinations arranged by the school.

Year 11 students sit trial GCSE examinations, and public examinations take place in spring and early summer.

Year 12 students sit two sets of examinations in November and June.

Year 13 sit trial A Level examinations, and public examinations take place in spring and early summer.

See the School Calendar for confirmed dates.

GCSE grades are now awarded from 9 (highest) to 1 (lowest). Grades 9 to 7 replace the old A/A* grades; grades 6 to 4 replace B/C grades (with grade 5 classed as a ‘strong pass’) and grades 3 to 1 replace grades D to G.

GCSE and A Level results days take place in August every year, and dates appear in the School Calendar.