The document provides guidance to parents on understanding student reports from school. It discusses the different types of reports, how to understand the data and grading, and how to set targets based on the reports. The key points are: 1) Schools provide different types of reports throughout the year to update parents on students' academic progress, attitudes, and attendance. 2) Reports use color-coding to indicate whether students are on track to meet targets, with purple, green, yellow, and red denoting different performance levels. 3) Written comments provide an area for students to focus on improving as well as how to access help and resources. 4) Parents should review reports with students and set specific, measurable,

1. Making the most of your
child’s reports

2. Better Together
We know the impact parental involvement in a child’s schooling can have and that
it contributes no less than 10% of variation in achievement so we want to take
every opportunity to build the relationship between school, students and home.
Reporting students’ progress to parents annually is statutory but we want to do
more than just meet that obligation. Here at SBAS we believe that if the
information on the reports is accurate and timely, understood by parents, children
and teachers, then reports are a vital tool to help children to be successful
learners.

3. Content
➢ Types of reports
➢ Understanding data
➢ Understanding Written Comments and setting targets
➢ Understanding ATL and setting targets
➢ Understanding Attendance

4. Types of reports

5. Types of reports
Data & Progress Snapshot (typically 1-2 per year depending on age)
● A breakdown of where your child is currently in their attainment. This is also measured against their
target grade
● A breakdown of the Attitude to Learning
● An update on their attendance at this point in the year
● Written comments for each subject and the next steps they need to take in their learning
Data Snapshot (2 per year)
● A breakdown of where your child is currently in their attainment. This is also measured against their
target grade
● A breakdown of the Attitude to Learning
● An update on their attendance at this point in the year
At one point in the year each year group will also receive a character report outlining how
they have developed personally across the school year

6. Understanding Data

7. Understanding data - colours
Flight-paths have been created to plot a students progress throughout their five years at the
school using their end of Key Stage 2 assessment scores in English and mathematics. All
flight-paths lead to an aspirational target for the end of each academic year. We then colour-code
this information and use it to track whether students are making expected progress.

8. Understanding data - colours
On each report, and on Go4Schools in general, the
current grade will show where your child is. This
grade will be colour coded:
PURPLE: Already exceeding target grade
GREEN: On track to achieve target grade
YELLOW: Slightly off track and has areas to
address to ensure they can achieve or exceed
their target
RED: Serious concerns and off track to the
extent that they may not make acceptable
progress.

9. Understanding data - colours
How do we gather this data?
Students in each year will have a number of
main assessments that give a very good
picture of where they are in their learning
and what needs to happen to improve.
Some of the main assessments are:
● End of unit tests
● End of year exams
● Y10 exams
● Y11 mock exams

10. Understanding data - numbers
The numbers used to outline a student’s Current and Target grade are linked to the new GCSE
grading system. An approximation of what these equate to in the old A*- C system can be found
on the next slide.
**We are reviewing the grading systems used in Year 7s - 9 so some student may have different
grades on their latest report. Details and explanations have been shared on this with the relevant
students and parents.

11. Understanding data
Understanding the
9-1 grades
Please note: this is
an approximation

12. Understanding data - residuals
The final column on the right-hand side provides details on the residuals of the students data.
This provides more precise information on where they are performing in relation to the target and
how many fine grades they are below, or above, target.
Taking the above example, this student is 3.33 grades below target in Religious Studies,
therefore a serious concern. However, there are 1.00 whole grade above their target in English
Language.

13. Understanding Written
Reports
and
Setting Targets

14. Written Subject Comments
As well as providing a personal comment on your child, each subject
will provide information on:
● An area they now need to focus on to move their learning on
● How they can go about working on this area for improvement
● Where they can access resources to help, when relevant
Please note: the comments and targets will need to be subject specific, and we understand that as a result
at times this may make it difficult for the parent to understand, but this is unavoidable. Your child should
however be able to explain what the target means and how it looks in practice in that subject so part of the
reflection process may involve holding this conversation.

15. Acting on data and target setting
Current Grades & Target Grades
Look at the subject area reports together
➔ Which subjects are you on track to achieve your targets?
➔ Why do you think this is?
➔ Are there any subjects where you are not doing so well?
➔ Why do you think this is?
➔ What are you doing in your strongest subject that you can apply to your weakest?
What good habits/skills are using which you could transfer?
➔ Are there any support sessions you could attend to help you in the subjects you find
more challenging?
➔ Have you spoken to your teacher about the issues you are having in a subject you are
having difficulty?

16. The 5 minute Written Report Evaluation
What went well? What didn’t go so well?
What could I do differently
for the next report?
What barriers may there be to achieving my goals? What
support might need to be put
in place for me to develop?
Here are my three commitments for the next half term
☹
☺
What actions can I
take to help me?
1.
2.
3.
1.
2.
3.

17. Understanding ATL
and
Setting Targets

18. Attitude to Learning Grid
These are
the learning
behaviours
teachers will
be looking
for

19. Allocating the ATL Grade
When assessing the behaviours and attitude to learning, staff will be considering
what grade to give a student on a scale of 1 - 4.
1 - Outstanding - you always display that behaviour
2 - Good - you usually display that behaviour
3 - Below Our Expectations - you sometimes display that behaviour
4 - Cause for Concern - you rarely display that behaviour

20. Acting on ATL & Setting Targets
Engagement and Effort:
● In which subjects is your behaviour best?
Why?
● What are you doing here that you can begin
to to do in other subjects?
● Are there areas where you could improve
your effort? How?
● Are there areas where you could improve
your behaviour? How?
Organisation and Homework:
● Are you completing and submitting your
homework on time?
● Looking at your books/folders – how would
you rate the presentation of your work?
● How can you work better at home and what
can parents/carers do to help you?
● What could you do to be more organised?

21. The 5 minute ATL Report Evaluation
What went well? What didn’t go so well?
What could I do differently
for the next report?
What barriers may there be to achieving my goals? What
support might need to be put
in place for me to develop?
Here are my three commitments for the next half term
☹
☺
What actions can I
take to help me?
1.
2.
3.
1.
2.
3.

22. Making Sure Your Targets are SMART

23. Making Sure Your Targets are SMART