Parents online reporting guide 2014 2015

Tracking Students’ Progress and Online Reporting 2014 – 2015

A Guide for Parents/Carers

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:

[email protected]

2. Load the school website (www.tuptonhall.derbyshire.sch.uk) 3. Click on the “e-portal” link in the drop down box under “Portals”

4. The login details you received should be carefully entered into this screen.

You may be told to change your password before accessing the system. ENSURE you follow the security rules for new passwords.

mailto:[email protected]

http://www.tuptonhall.derbyshire.sch.uk/

Once logged in:

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

The added function is available to parents and students this year:

VIVO miles This is a rewards system that parents and students can keep track of online – students are awarded VIVOs for all sorts of positive actions, behaviour etc. in school. Vivos can be used to “buy” prizes from an online catalogue.

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 including reports and data point sheets

Student Events: A record of all positive and negative events for achievement and behaviour

Forecasts: Details of target grades and predictive tests

SATs results: Each student’s SATs results

Reports 2014-2015

Data Points 2014-2015

Data Point 1 will provide information on:

Attitude to Learning and Barrier to Learning (if required)

Data Point 2-4 will provide information on:

Attitude to Learning and Barrier to Learning (if required)

Current and Forecast grades

Year Issue date

7 20/05/15

8 14/04/15

9 27/01/15

10 21/07/15

11 06/01/15

12 23/03/15

13 06/11/14

Data Point

Year Groups

Issued to

Parents

DP1 7 8 9 10 11 12 13

24/10/14

DP2 7 8 10 12 13

12/12/14

DP3 7 9 10 11 13

11/03/15

DP4 7 8 9

16/07/15

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) or Teacher Assessment Levels (TAs).

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 “Expected levels of Progress data” (government set) and a data system designed by the Fischer Family Trust - known as FFT data and is based on students’ prior attainment and certain other factors such as gender, ethnicity and Free School Meal eligibility.

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.

Expected Progress – 3 and 4 levels of Progress

On the previous page, the numbers 1 – 4 in RED describe:

The “flight path” (in green) of a more able (above level 4 at Key Stage 2) student charting 4 levels of progress.

The “tolerance” boundary (in red) – falling below this line at more than one data point will trigger intervention.

The “flight path” (in green) of most students charting 3 levels of progress.

The “tolerance” boundary (in red) – falling below this line at more than one data point will trigger intervention.

Flight Paths from Key Stage 2 to GCSE

The “flight paths” above show the Key Stage 4 TARGET and the targets at the end of each year depending on the Key Stage 2 level gained. The variety of routes is due to the combination of FFT D and Expected Progress data. We use the higher of these 2 pieces of data to keep targets aspirational. However all targets are flexible and are discussed with students and amended where needed to benefit students. Target changes take place both HIGHER and LOWER depending on individual students’ needs and progress. The “min” columns show the “tolerance” boundaries.

Students continually below tolerance will have intervention of some type applied, e.g. a. differentiation at classroom, subject or year level b. Year group, faculty or whole school specific intervention

Tracking Progress Three times each year, each subject awards a national curriculum level (Key Stage 3), GCSE grade (Key Stage 4), or A Level grade (sixth form). Current data is given and a FORECAST grade – where teachers think they will be at the end of the current year. (see next page)

These assessment points are called DATA POINTS of which there are four per year. One of these data points 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

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

7. Literacy

8. Numeracy

Literacy and Numeracy may be a barrier in their own right as well as a traditional barrier. In cases such as this, barrier codes 1 -6 should be used with either an L or an N.

For instance, Poor behaviour and poor Literacy levels would be recorded as:

2L

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/requires some Improvement– 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.

Reasoning Skills The data mentioned above is used to provide students’ TARGET or predicted grades. As this is partly 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.

Progress Review Days

These days take place in February and are a superb way to keep an eye on students’ progress. Details of each student’s target and assessment data for the year so far will be discussed, plus information about interventions and rewards:

• Students’ PROGRESS is to be discussed in comparison to TARGETS.

• Online reporting information shared and key action point(s) recorded where necessary.

• All students invited to attend 15 minute interview with FT or another member of staff who is familiar with the student.

• Year 9 tutors have a member of LT following up each appointment for options guidance – communicate over appointment sheets.

• Enhanced Learning, other agencies and online reporting advice available on the days.

• Students need to be in uniform, must attend and should bring their planners.

Parents’ Evenings

Traditional, subject-based Parents’ Evenings are held during the year. The dates for these are on the assessment calendar and the whole school calendar. Appointments are made by parents via the online parents evening booking system in the days leading up to the evenings

General information on the contents of the discussions:

Progress in the subject Effort in class Homework/Organisation Strategies to further improve Behaviour and attitude Specific behaviour issues involving other students and more detailed discussions with

teachers should not be done on Parents’ Evenings. These should be dealt with on an individual basis

Supporting Your Son or Daughter

Please give your son or daughter praise and encouragement if they receive yellow or green levels or grades. (Progress is above the bottom tolerance level.)

If progress is unsatisfactory, (below the bottom tolerance line for 2 consecutive data points) we will work with you and the student to get them back on track. A variety of intervention strategies might be employed:

Individual

Faculty or subject based

Year

Specific whole school

We hope you are informed in a way which is suitable but please feel free to contact school if you are concerned.

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.

Further Information

Feel free to contact us directly:

[email protected] [email protected]

Each September – all year groups are invited to an evening where data and online reporting is explained.

Parents’ evenings – a helpdesk is available at most Parents’ evenings.

Progress Review Days in February each year – data and online reporting are central to these and the helpdesk is, again, available.

September 2014



Data Point and Report Year Plan 2014 – 2015

w/c Monday Tuesday Wednesday Thursday Friday 01/09/2014 INSET

08/09/2014 Year 7 CATs Year 7 CATs Year 7 CATs

15/09/2014 First Wave of ALIS Year 7 Maths Tests

22/09/2014

29/09/2014

06/10/2014

13/10/2014 Y7 Parents Evening (FT)

20/10/2014 DP1 to Parents

27/10/2014

03/11/2014 Y8 Parents Evening

Y13 Report close and issue

10/11/2014 Second Wave of ALIS Y10 Parents Evening

17/11/2014 Y11 Internal Exams Start INSET

24/11/2014 Y11 Internal Exams End



15/12/2014 INSET

22/12/2014

29/12/2014

05/01/2015 AS + A2 Internal Exams Start Y11 Report close and issue

12/01/2015 Y11 Parents Evening AS + A2 Internal Exams End

19/01/2015

26/01/2015 Y9 Report close and issue

02/02/2015 PRD PRD

09/02/2015

16/02/2015 English Internal Exam (2)

23/02/2015

02/03/2015

09/03/2015 INSET DP3 to Parents

16/03/2015

Y12 Parents Evening


30/03/2015

06/04/2015


20/04/2015

27/04/2015

04/05/2015 Bank Holiday Y9 Parents Evening

11/05/2015


25/05/2015

01/06/2015

08/06/2015 Y10 Internal Exams Start Y10 Internal Exams End


22/06/2015 INSET

29/06/2015 KS3 Exams and CATS Start KS3 Exams and CATS End

06/07/2015

