School reports to parents termly on pupils’ attainment and progress.
Attainment (the level they have so far reached) is reported in relation to age-related expectations. For example, a child in year 3 working at age-related expectations would be reported as 3S (the 3 refers to the year; the S means ‘Secure’). A pupil working towards age-related expectations in year 3 would be reported as 3D (developing – ie. nearly there) or 3E (emerging – ie. just beginning to get to grips with the content for their year group).
Some pupils doing extremely well will be working at age-related expectations at greater depth (3M). Others, however, for a number of possible reasons, may be working below the expectations for their year group. They will have their attainment recorded in the same way but the number would refer to the year group whose expectations they are currently working at. Hence a pupil in year 3 having some difficulties with some aspects of learning, could still be working towards the year 2 expectations and might be recorded as 2E or 2D.
The most important element of assessment involves progress: how well are children moving forward from their individual starting points? We will therefore also report on the progress they have made. It is unreasonable to necessarily assume that a child with multiple barriers to learning who starts school far behind their peers will reach the same level of attainment as their peers who had a better start by the time they leave. It is however perfectly reasonable to assume that all children make progress and we should judge our efforts (including the efforts of children and parents) on how much progress the children make. Our aim is always to enable children who may have fallen behind to catch-up with their peers through interventions and targeted supported.