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A Guide for Parents on School Reporting Systems and Data 2017-2018

There are currently significant changes to how primary and secondary schools are required to assess the students in their care. These changes are government driven and affect all schools nationally. The challenges for all schools is to ensure that each student makes the required progress and achieve what they are predicted given their starting points.

For students at St Martin in the Fields High school for Girls their starting points are based on data from KS2 test results. From this data every student is given a target grade to achieve at the end of Key Stage 4 in their GCSE examinations. These target grades are what students should aspire to achieve, and in most cases aspire to exceed. The performance of how well all students do in relation to the targets set is how the school analyses the attainment and progress aspects of the education it provides.

It is also important to recognise the other elements of a child’s education that help develop the Spiritual, Moral, Social and Cultural aspects that are essential in developing well rounded individuals that are capable of making a positive contribution to society, regardless of their academic ability. At St Martin in the Fields High school for Girls we are proud of our students and the positive contribution they make on a daily basis to our school and wider community.

This parent’s guide to data will provide information on the national changes to Key Stage 2 and Key Stage 4 assessments and outline how St Martin in the Fields High school for Girls will inform parents as to how well their daughters’ are doing in achieving the targets set for them.

We welcome any feedback, at any time in the year, with regards to how well you think your daughter is doing with regards to their academic performance or their Spiritual, Moral, Social, Cultural contributions to St Martin in the Fields High school for Girls.   We will provide written feedback at three points during the year, including at least one parent evening for each year group. More opportunities for feedback will be provided for students in Year 11.

Introduction to Education Policy:

  • In December 2014 the Government released the new National Curriculum to be delivered by schools. The old National Curriculum attainment levels (5a, 5b, 5c etc) have been removed and schools are free to create their own Key Stage 3 assessment structures.

  • Newly reformed GCSE’s are now being delivered so that the new specifications can be examined in English and Maths in 2017, with the vast majority of other subjects being examined under the new specifications in 2018. (all others will follow in 2019)

  • The new GCSE’s will be graded on a 9-1 scale which replace the old A*-G grades. The numerical system will feed directly into schools accountability measures – Progress 8 and Attainment 8. (which includes specifically student performance in English, Maths and EBACC performance) It is worth noting that the new 9 grade is only the top 7% of the old A*.

  • GCSE’s are increasing in content and difficulty to come in line with international standards. The methods of assessment places more weighting in examinations and reduces the coursework elements of each GCSE.

  • The challenge for schools is to coordinate curriculums and timetables to accommodate these changes to ensure that students of all abilities

Ensuring Progress for All Students:

When students start St Martin in the Fields High school for Girls they will be placed on a Year 7-11 ‘Flight Path’ based on their Key Stage 2 attainment. Each flight path will have differentiated levels of work set throughout Key Stage 3 and 4 to ensure that students meet, or exceed, their expected levels of progress, determined by their prior attainment.

Students are encouraged to strive for the next level of attainment, whatever their starting point, as they move towards excellence in every lesson and subject.   Students should be striving to secure excellence by achieving deep knowledge within all elements of the subject area and beyond.

Progress will be measured by assessing student attainment against the expectations for his flight path, which will increase in difficulty as the pupil moves through the school. This progress will be reported to parents in the three written reports each year.

Interim and Final Reports

You will receive three reports on your daughters’ attainment and progress each year. The table below shows which type of report you will receive and when it will be published.

The school will collect assessment data from your daughters’ subject teachers. This will usually be based on a series of formative assessments on a regular basis and/or a summative assessment such as a recent test, project, presentation or examination.

The assessment data will give you a picture of how well your daughter is currently achieving against her target grades. These are generated based on the students’ prior attainment - how well he has achieved in the past.

You will receive interim reports on your daughter’s progress in the Autumn and Spring term as shown on the table below.