Reports - Years 7 and 8

Attitudinal Information

The reports produced consist of three teacher inputs:

  • Effort
  • Behaviour
  • Learning beyond the classroom (encompassing homework / revision undertaken / reading around the subject etc...)

The attitudinal data is graded with the following criteria:

Grade Discriptor

Academic Information

The reports include:

  • Current Mastery Grade - the level your child is currently working to in that given subject (more information at the bottom of this page)

The reports also include the class identifier for the subject (many Key Stage 3 classes have shared teachers) and an 'attend parents evening' column. This indicates if class teachers, from their perspective, think it essential that you make an appointment with them. An entry of a Y indicates the teacher believes it is essential for you and your child to attend the next parents evening. An entry of a N indicates that although the teacher would be happy to meet with you it is not considered essential (though we fully understand you may wish to make an appointment). 

*If any attitudinal or academic fields on your child’s report are blank this may be because your child has not been present for long enough for an accurate assessment to have been made by the class teacher or the teacher has a specific reason for leaving it empty. If you or your child are in any doubt as to why this may be, please contact the teacher or Team Leader via ePraise or our contact page (click link).


Assessment Grade Discriptors

The report will contain different grade descriptors using the Noadswood mastery system and is divided into four descriptors:

Beginning (Beg)

Approaching (App)

Secure (Sec)

Extending (Ext)

Assessment in Key Stage 3


There will be a combination of Assessment: Assessment for Learning (AfL) tasks and Summative Assessments.

Assessment is an integral part of the learning process and as such, AfL will be present in lessons as an on-going and continuous process. Some AfL assessments will be extended tasks. These can be thought of as 'checking progress' activities. Following an assessment of this type there may be detailed marking and feedback, and the student might be expected to reflect and act upon that feedback during lessons. This provides opportunities for students to develop further their knowledge, skills and understanding before the summative assessment.

Starting Points.

When students begin life at Noadswood we will identify their starting point based on their performance in KS2 assessments along side information provided by junior schools, this will help us determine what level of support and challenge they will need in order to reach or even exceed their potential at GCSE. A pupil's starting point will not put a limit on what they can achieve as targets will always be moved in order to make sure they are sufficiently challenging.


How will summative Assessments be graded?

The grading system below will tell the students how well they have performed in a unit of work. Advanced learners would be expected to achieve 'mastered' in the majority of their assessments while an 'Intermediate' learner would be expected to acheive 'securing' in most of their assessments.


A 'Foundation' learner achieving 'Approaching' throughout years 7 and 8 would be considered to be making 'expected' progress as the complexity of the curriculum increases. As you can see from the GCSE grades in the table below, 'Approaching' moves from the equivalent of a GCSE grade 1 in Year 7 to the equivalent of a GCSE grade 3 in Year 9. This would then be followed with a further level of progress being made in KS4  demonstrating how an expected target of 3 Levels of Progress during a school career should be achieved. 


Below are  examples of 'flight paths' for the three most common 'Bands'. For each child we target a range of outcomes (minimum, expected and aspirational)


The Assessment & Curriculum Tracker (ACT)

These documents have been created in conjunction with the curriculum and assessments. Some teams will create an ACT for every assessment while other teams may feel they only require one for each reporting cycle.

These tracking documents are important and will have several new benefits:

  • a simple way of publishing the key performance indicators and content of the curriculum
  • they will inform (or may even be used as) the mark scheme for the assessment
  • they will inform students and their parents how well they achieved in the unit of work that has been assessed as well as what needs to be done to reach the next band
  • they will inform students and parents of the curriculum coverage
  • they will detail both the required knowledge and skills for that area of the curriculum
  • differentiated versions can be used by students to self assess and understand what is required to achieve each descriptor
  • like PLCs they would help pupils plan their revision
  • they will identify gaps in knowledge

The ACT documents produced by the curriculum leaders can be found on our FROG VLE parental pages (and via the links below):


Pastoral Information

All pastoral information (attendance, points, demerits etc...) is found via ePraise as it will contain the most up-to-date information.


Please visit ePraise to view this information (and help about how to view can be found on our accessing the report page).