Progess and Reporting

At Stamford Welland Academy we ensure every student can reach their full potential.  The use of assessment and reporting enables us to identify a students’ current progress and attainment – if they require additional support, we intervene with a comprehensive intervention programme.

Progress is a key focus for all of our students and teaching is effectively differentiated to ensure that all students are able to enjoy their study, whilst being suitably challenged to achieve their aspirational grades.  We currently set students in English, Maths and Science from Yr 7, whilst all other subjects are taught in a mixed ability setting. We constantly review our approach to this and based on students’ progress, they may be moved up or down a set throughout the year. Students’ progress is closely monitored throughout the year, to ensure they are being taught at an appropriate pace and have sufficient and appropriate challenge.

Year 7 & 8 (Key Stage 3) Reporting on Progress

When reporting on student progress we use a P code structure.  This structure was developed by the Trust’s schools working in partnership to develop a method of reporting that would support the individual progress of every student, and communicate this clearly to parents and carers. By working together this also enables our family of schools to share expertise and standardise student work effectively across subject areas.

Year 7 and 8 students will receive a report twice a year which will be emailed to parents and carers.  Year 7 and 8 students are assessed using the following criteria below:

1. Progress:  P+/P/P-

This indicates whether they are making:

• More than expected progress (P+)
• Expected progress (P)
• Less than expected progress (P-)

This grading system provides a clear indication of how well they are progressing in each individual subject. At Parents’ Evenings, by looking in your child’s workbooks or by contacting their individual teacher you should be able to see what has contributed to this progress picture in terms of the work they have completed in class and at home, and any assessments they have done.

2. Current Indicator of Attainment

At the beginning of Year 7, students are set a ‘Current Indicator’ (CI) of attainment. This is intended to give a broad indication of what a student might achieve at the end of Year 11 based on everything we know so far.  We use information from a range of sources including performance in KS2 SATs, CATS tests, and Progress Tests in English, Maths and Science to determine a student’s CI.  GCSEs are graded in numbers, with grade 9 being the equivalent of a top end A*.

Current Indicators may be adjusted if a student consistently demonstrates that they are making quicker (P+) or slower (P-) than expected progress over a period of time.

Year 9, 10 & 11 (Key Stage 4) Reporting on Progress

In Year 9 onwards, students will receive GCSE grades in their reports.  They will be set an EOC MTG (End of Course – Minimum Target Grade) at the start of Year 9. This is a target grade of what a student might achieve at the end of Year 11 based on everything we know so far.  We use information from a range of sources including performance in KS2 SATs, FFT5, CAT4 tests, and Progress Tests in English, Maths and Science to determine a student’s minimum target grade.

Students will receive a Current EOC prediction which is a teacher’s professional prediction of what they consider that student will achieve at the end of Year 11 based on the work and assessments students have completed that term.

Families receive two written progress checks per year. These are supported by an achievement tutorial (academic mentoring) between the tutor and student and home contact from the tutor to provide explanation and ‘next step’ information.  The format and terminology used in the reports is explained below:

Explanation of Attitude to Learning grades can be found below:

Further information about fine grades used on Year 9-11, can be viewed below: