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There are many opportunities for parents to find out about how well their son or daughter is progressing and about the ways in which they can support their child’s learning. These include parents' evenings and termly Progress Reports, but we also actively encourage parents to directly contact individual teachers for further information and guidance (see staff contacts).
A typical reporting cycle for Year 7 is as follows:
 
October - Parents’ evening with personal tutor
December - Progress Check 1 sent home
February - Progress Check 2 sent home
March - Parents’ evening with subject teachers - teachers or tutors may request to see you or you can request to see a particular teacher
June - Progress Check 3 sent home
 
There are many opportunities for parents to find out about how well their son or daughter is progressing and about the ways in which they can support their child’s learning. These include parents' evenings, bring your parent events and  termly Progress Reports, but we also actively encourage parents to directly contact individual teachers for further information and guidance (see staff contacts).
 
The table below highlights the main events in a school year for parents to meet teachers, faculty leads or receive written feedback.
 

YEAR 7

YEAR 8

YEAR 9

YEAR 10

YEAR 11

Tutor Evening

PC with comments

Bring your grown up to Maths,
English and Science events.

Parents’ Evening

Data Update

KS 3 Revision Evening

PC with comments

PC with comments

Data Update

Parents’ Evening

KS 3 Revision Evening

PC with comments

PC with comments

Parents’ Evening

Data Update

KS 4 Options Evening

Options Interviews

PC with comments

GCSE Success Evening

PC with comments

Data Update

Parents’ Evening

PC with comments

KS 4 Revision Evening

GCSE Success Evening and Yr 10 Mock Results

PC with comments

Yr 11 Mock Results

KS 5 Options Evening

Parents’ Evening

PC with comments

KS 4 Revision Evening


Monitoring and Reporting Progress

Grading System

From September 2015, the Government introduced a new grading system for GCSEs. Liskeard School and Community College use this new grading system for all years. The new grading system is based on a number system from 0 to 9. We have broken these numbered grades into three parts for students current grades to make our own assessment and therefore intervention more accurate and precise. The sub-grades mean:

.2 = just into a grade

.5 = secure and solidly working at this grade

.8 = showing elements of the grade above

We use whole grades for s students forecast and target grade.

To see how the new 0-9 grading system equates to the previous GCSE grading system, please click on the link below.

Click here for the grading system 

 

Target Setting

School Target Grades

All students are set aspirational targets by the school using a national data system call Fischer Family Trust (FFT). The system gives the probability a student has of achieving each grade in each subject. This is based upon the past performance of students who have the same starting point, using key stage 2 National Tests outcomes. We use this information to set target grade bands in years 7, 8 and 9 and end of KS4 targets for years 10 and 11. The table below is an example for one students and shows their likely chance of achieving each grade based upon the past performance of students with the same starting point.

 

 

We use the FFT 20 targets, these are based upon students who perform in the top 20%. For students in Years 7, 8 and 9, the FFT20 target grades are used to track back through the years to identify a target grade for the end of the school year which would place students on track to make strong progress.

There is a probability that students can achieve higher than their FFT target and many students do. To ensure students, teachers and parents are aspirational for their achievement, end of year 11 aspirational target grade bands are reported to parents in years 7 and 8 progress checks.

The student current, forecast and target grades are used to track every students’ progress in each subject after a data collection. We use this information to identify areas of strong performance and  underperformance or concerns; so that appropriate support and intervention can be planned and put in place.

 

Reporting Progress to Parents

Throughout the year, teachers submit assessment data on each student. This data is reported back to parents through Progress Checks. Every student will receive three Progress Checks every academic year. In addition to these reports, each year group has their own Parents’ Evening where parents are invited into school to meet with their child’s subject teachers to discuss their progress. The dates of the parents’ evenings and when Progress Checks will be published can be found on the school’s calendar.

The Progress Checks for years 7 and 8 give a current and forecast grade for the end of the academic year, along with their end of year 11 target grade for English, Maths and Science. For all other subjects an application and organisation score is given. These are the key indicators of how a student is working in and out of their lessons.

In year 9 Progress Checks give a current grade (which is sub-levelled), along with a forecast and target grade for the end of the year. In years 10 and 11, the forecast and target grade are for the end of year 11.

The Autumn and Summer term Progress Checks include a comment from the teacher. The Spring Progress Checks do not give a comment, parents evenings provide an opportunity to discuss progress in greater depth

Students’ attitudes to their learning is also reported on every Progress Check. Teachers score students on a scale of 1 to 5 on their application and organisation as follows:


Progress Check Attitude to Learning Descriptors

Score

Application

Organisation

1

Excellent

Often goes ‘above and beyond’.

Classwork and homework show high levels of independence and motivation.

Fully equipped for lessons and starts tasks as soon as they are set.

Always meets homework deadlines.

 

2

Attentive and ready to learn.

Participates fully in every lesson.

Classwork and homework show commitment and some independent skills.

Has the correct equipment.

Always meets homework deadlines.

 

 

3

Attentive but sometimes needs prompting.

Work is completed to a reasonable standard for the student.

Effort and/or focus could be increased at times.

Normally has most equipment.

Organisation can sometimes delay starting and completing tasks.

Homework deadlines are mostly met.

 

4

Greater attention and effort are needed.

Can disrupt the learning of others.

Work completed is not to the expected standard for the student and is often incomplete.

Personal organisation of equipment and books are a concern.

Homework often not completed on time.

 

5

Serious concern

Effort in lessons is very low and often disrupts their learning and the learning of others.

Work is well below the expected standard for the student and is almost always incomplete.

Rarely has the correct equipment for lessons.

Homework is rarely or never completed on time.

 

An example of a student report is shown below:

 

 

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Contact

Head Teacher: Mr Alex Lingard

Liskeard School & Community College
Luxstowe
Liskeard
Cornwall
PL14 3EA

How to find us

Tel: +44(0)1579 342344

School Attendance Line (24 hours): +44(0)1579 325730

Fax: +44(0)1579 343350

Email: enquiries@liskeard.cornwall.sch.uk

 

 

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