Reporting to Parents

Over the course of the year you will receive 3 reports on your child’s progress. There will also be either a tutor consultation evening and a subject consultation evening or two subject consultation evenings depending on which year group your son / daughter is in.

Reports will either be a data report or a data report with additional tutor comments.

Reporting on Progress - Years 7-9

Progress Judgements will be given in each data report and they will state if your child is:

  • Making more than expected progress
  • Making expected progress
  • Not making expected progress

Reporting on Progress - Years 10-11

Current predicted grade The current forecast of their potential Year 11 result.

This grade is based upon teacher assessment, non-examined assessments, motivation and current attainment. The judgements are based on the new GCSE grades 9-1 with 9 being the highest.

Reporting on Engagement

Engagement in Learning reflects the ‘big picture’ including behaviour, attitude to classwork and homework, motivation and organisation.

For Engagement in Learning you will find a judgement, which is ranked, in the following order:

  1. A committed student who has a positive attitude to learning. They regularly display resilience, independence and a thirst for learning.

  2. A student who generally has a positive attitude to learning. Occasionally the may be off task, which might include engaging in low level distractions, being unprepared for learning, displaying inconsistent effort or they may fail to meet deadlines.

  3. A student who shows an unsatisfactory attitude to classwork and homework. They are too often off task or engaging in behaviour that results in warnings or removals.

Target Setting and Assessing

At Tarleton Academy students are set GCSE targets based on Fischer Family Trust (FFT) estimates. FFT is non-profit organisation commissioned by the Department for Education that estimates potential individual performance based on how students of similar ability on entry (at the end of Key Stage 2) perform nationally. FFT provide estimates with varying degrees of challenge and we use FFT 20 as the basis of our Key Stage 4 targets which is based on the progress seen in the top 20% of schools.

Projections for our 2020 intake of students have been made by FFT using students' CAT scores, which they sat with us in the Autumn term.

Using this information we can plot what we call a ‘Flight Path’ for each student. We then monitor their progress along this flight path, which helps us to track our students to ensure that they continue to make the necessary progress towards outstanding individual outcomes. Each student is placed on one of four flight paths depending on their ability on entry in Year 7.

You may be aware that the Department for Education has decided that levels are no longer to be used for assessment in primary schools or in Key Stage 3 (year 7 – 9). The way that GCSEs are assessed has changed. As explained at our information evenings in September, all students  will take the new style GCSEs that result in a number grade ranging from 9-1 (with 9 the highest). Using the guidance given to us by the Department for Education, Ofqual and the various examination boards we have mapped the new GCSE’s 9-1 grades against the current A*-G grades to explain the flight paths. Students may have different flight paths for different subjects; this is because they are based on the subject specific FFT 20, Key Stage 2 English and Maths scores. We also take into account the progress that students have made in these subjects since they have taken those tests.

GCSE Band / Flight Path

New GCSE Targets

Band D


Band C


Band B


Band A








When your son/daughter starts their GCSE courses in Year 10 we will set them a very specific GCSE target based on FFT 20, Key Stage 2 English and Maths scores the progress that students have made in their subject during Key Stage 3.

Our progress judgements are based upon how your son/daughter is performing at the current time in regard to their Band / Flight Path at Key Stage 3 and GCSE targets at Key Stage 4.

  • Making more than expected progress
  • Making expected progress
  • Not making expected progress

Should your son/daughter continue to make more than expected progress we will review their band and/or their GCSE target.

Should your son/daughter be not making the expected progress we will be able to put intervention in place in order to help them work towards making the expected progress towards the band and/or GSCE target.

We are aware that there is a great deal of information to take in and understand and we will work with you so that you and your sons/daughters fully understand what their assessments mean and how this means they are doing and will go on to do. In all of this our priority as always is to ensure the best possible outcomes for each of our students regardless of their ability.