ONLINE REPORTING: Tupton Hall is committed to providing parents with live information Steps to access:

1. You should already have received details of logging in to e-portal, our online reporting system. If you have not received this information, or would like a reminder please email:

andya2@tuptonhall.derbyshire.sch.uk

2. Load the school website (www.tuptonhall.derbyshire.sch.uk) 3. Click on the “e-portal” link

4. The login details you received should be carefully entered into this screen. You may be told to change your password before accessing the systemENSURE you follow the security rulfor new pa

. es

sswords.

Once logged in: 

The various headings all give information, and more detail is accessible by clicking “more” after each heading:

• Progress: This has all exam results, report grades and comments • Timetable: each student’s timetable • Attendance: Each student’s attendance data • Documents: An electronic store of any letters and important documents for

the individual student • Student Events: A record of all positive and negative events for achievement

and behaviour • Target Analysis: A colour coded record of each of the 4 data points in relation

to students’ target grades • Forecasts: Details of target grades and predictive tests • SATs results: Each student’s SATs results

Reports 2011‐2012  Although Online Reporting is a fantastic development, we will still send paper copies of reports and at the following times of year:

Data Points 2011‐2012 

Year Internal Exams

Issued

7 Wed 4.7.12

8 Tue 29.5.12

9 Mon 30.1.12

10 Tue 10.7.12

11 Mon 14.11.11 to Mon

21.11.11

Fri 27.1.12

12 Mon 30.4.12

13 Thu 8.12.11

We will also still send paper copies of data point information at the following times of year:

Data Point Year Groups Template Opens

Completed by Subject Teacher

Issued to Parents

DP1 7 Tue 20.9.11 Tue 4.10.11 Tue 18.10.11

DP1 8 9 10 11 12 Tue 11.10.11 Tue 8.11.11 Tue 29.11.11

DP2 7 8 10 12 13 Mon 16.12.11 Fri 20.1.12 Fri 3.2.12

DP3 7 9 10 11 13 Fri 16.3.12 Fri 20.4.12 Fri 4.5.12

DP4 8 9 Thu 14.6.12 Fri 28.6.12 Fri 12.7.12

Targets and Students’ Progress: Information for Parents and Carers 

Setting Targets When your son or daughter joins Year 7, s/he will have results from the Key Stage 2 Tests (SATs).

From the results of these tests we work out what national curriculum level s/he should aim for at the end of Key Stage 3 (Year 9), and at the ends of Years 7 and 8. These are target national curriculum levels. This is done using a data system designed by the Fischer Family Trust. It is known as FFT data and is based on students’ prior attainment as mentioned above.

We repeat this for Key Stage 4 (Year 11), and in the Sixth Form using GCSE results. The Sixth Form target is called the ALIS grade.

Forecasts  The FFT data mentioned above is used to provide students’ forecast or predicted grades. As this is based on prior attainment, the school also uses Cognitive Ability Tests (CATs) to assess students’ reasoning skills. These tests are carried out in both Year 7 and Year 9 to further aid teachers to make reliable judgements on students’ abilities and expectations. The tests look at reasoning with three types of symbols: words, numbers and shapes or figures, i.e. verbal, quantitative and non-verbal reasoning. In most cases the three standard age scores (verbal, quantitative and non-verbal) will be broadly in-line with each other. There has to be a difference of 10 or more standard age score (SAS) points between any two tests before the difference would be considered statistically significant. The great benefit of the CAT is in the diagnostic use. For example, a specific language difficulty might be manifested in a low verbal SAS.

Both FFT data and CATs scores are used to predict GCSE performance.

Tracking Progress Four times each year, each subject awards a national curriculum level (Key Stage 3), GCSE grade (Key Stage 4), or A Level grade (sixth form).

These assessment points are called DATA POINTS. One data point per year will also be the main annual report for parents.

During Key Stage 3, National Curriculum levels and sublevels are used: ‘a’ is at the high end of the level, ‘b’ is secure (in the middle of the level), and ‘c’ is at the low end of the level.

3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a, 8c, 8b, 8a

LOW HIGH

During Key Stage 4, GCSE (A*-G), and Entry Level (3-1) are used:

1, 2, 3, G, F, E, D, C, B, A, A*

LOW HIGH

In the Sixth Form, AS and A level grades are used:

U, E, D, C, B, A, A*

LOW HIGH

If your son/daughter’s grade is in line with target, the box will be yellow.

If s/he is ahead of the target, the box will be green.

If s/he is below the target, the box will be red.

To see if your son or daughter is making progress, look for green and yellow boxes. In Key Stage 3, their levels should also gradually increase over the three years. Therefore, the colour coding is staggered as follows:

Students will only appear below target (red) when the criteria below, apply

Year 7 and 8:

Data Point 1: 1 full level below target Data Point 2: 2 sub-levels below target Data Point 3: 1 sub-level below target Data Point 4: below target

Year 9: Data Point 1: 2 sub levels below target Data Point 2: 1 sub-levels below target Data Point 3: below target Data Point 4: below target

Don’t be concerned that your son or daughter is below their targets in the early stages of Key Stage 3. Students need time to settle in to their new school.

In Key Stage 3 Foreign Languages, Drama, and ASDAN courses many students will be working at levels below other subjects because in many cases they are new subjects.

Forecast Grade In Key Stage 3, this is the NC level that, using their professional judgement, plus agreed criteria in their subject area, staff predict the student will obtain by the end of their current year.

In Key Stage 4, this is a GCSE, or equivalent, grade (A*-G, U), or Entry Level Grade (3-1). It is the grade that, using their professional judgement, plus agreed criteria in their subject area, staff predict the student will obtain in their final GCSE or Entry Level examination.

In Key Stage 5, this is an AS/A2 or equivalent, grade (A*-E, U). It is the grade that, using their professional judgement, plus agreed criteria in their subject area, staff predict the student will obtain in their final AS/A2 examination.

Barrier to Learning If a teacher has concerns about a student’s learning or progress, they will give a barrier to learning code which stands for the main reason for their concern.

1. Poor attendance and/or punctuality in lessons.

2. Poor behaviour

3. Unsatisfactory personal study (homework)

4. Unsatisfactory classwork

5. Poor organisation / lack of equipment

6. Unsatisfactory / unfinished coursework

Attitude to Learning We expect all students to behave in a manner which encourages and motivates everyone to learn effectively. Every student is graded on their attitude to learning in each subject. This is what the code numbers stand for:

1. Outstanding – Mature, thoughtful behaviour. Very supportive of others. Takes responsibility for their own learning and goes well beyond the minimum contribution expected in lessons and homework.

2. Good – Sensible behaviour. Responsible and responds to routine expectations. Rarely needs guidance on how to conduct themselves. Homework is usually of a high standard.

3. Satisfactory – Acceptable behaviour. Does not interfere with the learning of others and

doesn’t waste time. Able to work on their own or in small groups effectively. Homework usually of a satisfactory standard.

4. Inadequate – Frequently affects progress or well-being in lessons, through persistent low-

level disruption or deliberate disobedience, or does not complete a satisfactory amount of work in the lesson. Homework rarely done/Revision techniques are poor.

Supporting Your Son or Daughter Please give your son or daughter praise and encouragement if they receive yellow or green levels or grades.

If progress is unsatisfactory, we will work with you and the student to get them back on track.

Don’t be too concerned by the odd ‘blip’. Students will sometimes find a particular topic more challenging, or there may be personal reasons that affect their progress for a while.

We will work together to ensure that your son or daughter makes as much progress as they possibly can.