At Ribston, we believe that strong learning habits and consistent effort are essential to academic success. This guide explains the information you will see on your child’s school report and how to interpret it.

Reports will highlight your child’s academic position and their learning behaviours, which strongly influence progress.

What We Report On

1. Students are assessed on the Learning Behaviour and Effort criteria:

Learning Behaviours

Effort

Students are assessed on their ability to: Show perseverance and remain engaged even when work is challenging. Take ownership of their progress and actively participate in learning. Act effectively on verbal and written feedback. Seek opportunities to deepen understanding (e.g., questioning, independent research, Going Further tasks). Use subject-specific vocabulary accurately and confidently. Apply effective revision strategies to support long-term learning.

Students are assessed on whether they: Arrive punctually and prepared, with the correct equipment. Work effectively both independently and collaboratively. Understand how their behaviour impacts the learning of others. Contribute thoughtfully to class discussion and listen actively. Meet deadlines conscientiously and complete missed work following absence. Produce homework and independent study to a high standard.

Descriptor Scale:

• Exemplary – The student demonstrates exceptionally strong learning behaviours or effort, shown every lesson, without teacher prompting.
• Strong – The student demonstrates these learning behaviours or effort in most lessons. This is the expected standard for a Ribston student.
• Developing – The student demonstrates the learning behaviours or effort some of the time, but performance is not yet reliable or sustained.
• Limited – The student rarely demonstrates the learning behaviours or minimum effort expected of a Ribston student.

Movement between categories is expected over time. Strong is the expected standard; Exemplary is above and beyond.

2. Attainment/Working at Grades: These show your child’s current academic position:

• Years 7–9 (KS3): You will receive an attainment score as shown below to indicate your child’s attainment in line with their individualised ability expectation. In Year 7, attainment will only be reported after Easter as:
  • Exceeding
  • Expected
  • Working towards
  • Working below
• Years 10–13 (KS4 & KS5): Reports show Predicted Grades, based on assessments and classwork. After mock examinations in Years 11 and 13, reports include Mock Grades and Predicted Grades.

How is the Attainment Grade determined in Key Stage 3?

Students are banded into three Expected Progress Pathways (EPPs) for each subject in Key Stage 3.

These starting points are generated from a system called FFT Aspire from the Fischer Family Trust using their KS2 SATs results. Where students have not taken SATs we will use their CATs. The attainment grade will relate to how they are progressing according to their respective starting points:

• EPP1 = Target Grade 9 at GCSE
• EPP3 = Target Grades 6 or below at GCSE
• EPP2 = Target Grades 7/8 at GCSE

How are Targets determined in Key Stage 4 and 5?

We set aspirational targets for students; these are based on benchmark data and give a point to aim for, but they are not limiting, and we encourage all students to aim for the highest achievement. Targets set are ‘end of course’ grades, e.g. end of GCSE, end of A-Level rather than end of year.

For GCSE and A-Level Target Grades, we use a system called FFT Aspire from the Fischer Family Trust. GCSE target grades are generated from students' KS2 SATs results. Where students have not taken SATs we will use their CATs to generate targets. A-Level target grades are generated from GCSE point scores.

We set our targets at the FFT20 level, which means that students are targeted to achieve the grades that are achieved by students with the same baseline data in the top 20% of schools nationally.

When Reports Are Sent Home

Reports are issued at set points during the school year. Year groups receive three reports. Years 11 and 13 will receive two, aligned with mock examinations and key assessment points.

Parents’ evenings will offer further opportunities to discuss progress.

How You Can Support Your Child

• Review reports together and celebrate areas of strength.
• Discuss any areas marked as Developing or Limited and agree on small steps for improvement.
• Encourage good organisation and steady revision habits.
• Contact your child’s form tutor or subject teachers if you would like more information.