Attitude to Learning and behaviour
An excellent Attitude to Learning (AtL)means students are fully engaged with their learning, constantly strive to improve and take full responsibility for classwork and homework. In developing these learning behaviours, students become more resilient and have a greater chance of being successful.
Attitude to Learning and Behaviour grades are recorded as follows: Excellent, Good, Requires Improvement or Cause for Concern. The descriptors for these categories can be found on the last section of this webpage.
When discussing your child’s report with them, we feel that the Attitude to Learning and Behaviour are a great place to start.
Each of these grades equates to a number of points and these are collated to give an overall points score. The points can result in students achieving one of our awards. These are detailed in the table below and it will be recorded on the bottom of the report.
Academic progress Key Stage 3 (Years 7-9)
Each year students will complete summative assessments which allow teachers to judge student learning in their subject. These assessments measure how successful each student has been in learning the planned curriculum as they progress through KS3. The results are communicated once a year for all subjects and twice a year for the core subjects of English, Maths and Science.
These reports will include:
- Student Score: this is the individual student percentage result from the assessment period.
- Average: this is a year group cohort average for each subject, except Maths which is reported in class averages. This can be used as a guide to how well each student is doing compared to their peers.
- Learning Profile: this is a quick reference guide to see approximately how well your child is doing in comparison to the selected cohort.
The Learning Profile categories:
- Extending means your child’s knowledge, understanding and application of the curriculum is significantly above the set/year group average.
- Secure means your child’s knowledge, understanding and application of the curriculum is in line with the set/year group average.
- Developing means your child’s knowledge, understanding and application of the curriculum is not yet in line with the set/year group average.
The example below shows the opening lines of a KS3 report following a summative assessment period.
Academic progress Key Stage 4 (Years 10-11)
Key Stage 4 reports will always report on ‘Attitude to Learning’ and ‘Behaviour’. They may also include a ‘Current grade’ or a ‘Subject Aptitude’.
Subject Aptitude: Is broader judgement, based on the teachers’ professional judgment, of how well each student has learned the taught curriculum in the subject so far that year. This is reported to parents in year 10, at the second reporting point, to give an insight into student progress before enough of the curriculum has been covered to allow for broad domain summative assessments.
Mock examination results
The report which follows a mock examination period will include a student’s ‘Current Grade’ in the subject and then the student’s ‘Aspirational target grade’. The ‘Current Grade’ is based on the mock examination results, and this allows for comparison to the ‘Aspirational Grade’ to judge how well each student is doing in relation to their potential.
The example below shows the opening line of a KS4 report following a mock examination window.
Target setting
GCSE/BTEC Aspirational Target Grades are only shared with students at the end of year 10. To create the ‘Aspirational Target Grade’ for each student we use the estimates generated by an organisation called Fischer Family Trust (FFT). The FFT estimates use prior attainment at KS2 (SATs), gender and birth month to predict the potential attainment of each student, based on national comparisons.
Standardised testing
In years 7 and 9 the students complete the NGRT Reading test. This is completed at the start and end of the year and measures the student’s reading ability. The results are presented as a ‘Reading Age’ which can then be compared to their ‘Chronological Age’. As a minimum expectation, students should be reading in line with, or above, their ‘Chronological Age’.
Understanding your ATL and Behaviour Grades
Attitude to Learning Descriptor:
In this lesson you have …
- been well equipped, ready to learn and you have made the best use of your learning time;
- made strides towards improving your work.
- taken full responsibility for your learning both inside and/or outside of school (including homework).
- taken pride in your work.
- been a positive role model for your peers.
- listened and contributed positively throughout the lesson.
- completed work to the very best of your ability.
shown resilience and independence.
Behaviour Descriptor:
In this lesson you have behaved in an exemplary manner.
- you followed all instructions and took control of your own learning.
- you were given no warnings.
- you avoided all distractions.
- you have done your best to support the learning of others.
- You exhibited excellent manners.
Attitude to Learning Descriptor:
In this lesson you have …
- been equipped, ready to learn and you have made good use of your learning time;
- made some strides towards improving your work.
- taken some responsibility for your learning both inside and/or outside of school (including homework).
- taken pride in your work.
- been a positive role model for your peers.
- listened and contributed positively to the lesson.
- completed work to the best of your ability.
shown resilience and independence.
Behaviour Descriptor:
In this lesson you have behaved in an appropriate manner.
- you followed all instructions.
- you were given no warnings.
- you avoided all distractions.
- You exhibited excellent manners.
Attitude to Learning Descriptor:
In this lesson you may not have …
- been fully equipped, ready to learn and you haven’t made the best use of your learning time;
- made enough effort to improve your work.
- taken responsibility for your learning both inside and/or outside of school (including homework).
- always taken pride in your work.
- always been a positive role model for your peers inside and outside of lessons.
- always listened and contributed positively.
- completed work to the best of your ability and have given up too easily.
you have not shown enough resilience and independence, YET.
Behaviour Descriptor:
In this lesson your behaviour has required improvement. It might be that…
- you had to be reminded to stay on task;
- you received a warning.
- you did not avoid all distractions.
- you did not always exhibit excellent manners.
- you did not always exhibit excellent manners.
Attitude to Learning Descriptor:
In this lesson you may not have …
- been fully equipped, ready to learn and you haven’t made the best use of your learning time;
- made any effort to improve your work.
- taken responsibility for your learning both inside and/or outside of school (including homework).
- taken pride in your work.
- been a positive role model for your peers inside and outside of lessons.
- listened and contributed positively.
- completed work to the best of your ability and have given up too easily.
you have shown little or no resilience and independence.
Behaviour Descriptor:
In this lesson your behaviour has not been acceptable and has disrupted your own learning or the learning of others.