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In future: Following full report, use of WA/WT & RAG data to identify students of concern

Follow up conversations by HOY, AHOY, Tutor depending on level of concern

Interventions put into place by teaching staff / AEN before upcoming PTSC

Difficult because of bust period for iGCSE options but still possible

Continue to monitor progress moving forwards

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Following Y8 tutor PTSC. Students of immediate concern highlighted. AHOY / HOY to support students to ensure interventions put into place to support students.

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Students

Prepare students through assembly - show them what the report might look like, how to read it.

Parent Reps

Talk through report format, explain where there needs to be/doesn't need to be concern at this stage. Explain who parents/students need to contact with any questions - direct to class teachers/CLs.

Staff

Try to ensure there is some consistency between subject grades. GCSE - what is expected at this stage (a year in) of the course.

Any major concerns should be known by parents prior to report.

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August-October: Continued intervention and monitoring from EoY10 report, follow-up meeting with teaching and learning team about handwriting concerns.

Start of the year goal-setting and reflection of previous targets following Y10 Exams/Report.

In August: meeting, with AEN lead, certain AEN students' parents about recent EdPsych reports recommendations and support needed in school.

End of August- reflections and check-ins before the open evening

1st Sept (ish) open evening about building connects- tutors and departments

Early September: check-in with teacher about students of concern and follow-up meetings about students of concern with parents we met with at the end of Y10 about next steps and actions.

1st October (week before half-term) Tutor academic check-in on targets and goals.

Proactive communication home before report about concerns and intervention in place.

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CLs/CGLs need to be part of checking process, both for proof-reading but also so they have more involvement in the progress of the students taking their subject. This should be in addition to buddy check.

This could be done using Matrix to help CLs have overview until reports are checked by PGL team.

Deputy Heads to clarify to CLs what proof-reading team actually check for.

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Currently:

Year 9 has no formal academic grades until June, so focus on pastoral indicators in the meantime.

Keep parents informed: Share the reporting timeline and explain how reports work during Parent Rep meetings.

Communicate with students: Present the same reporting calendar and expectations in a Year 9 assembly.

Support students with additional needs: Regularly check in on those on the AEN/SEND register.

Monitor wellbeing data: Use tools like Komodo and PASS to identify any concerns early, before formal reports are issued.

Improve:

Get academic data of some kind off teachers before March/ June? End of Term 1?

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Clarification needed for staff on what RAG data is

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Year 9 is unique because there is no academic data (apart from a March RAG) until 20th June. We heavily rely on pastoral data and teacher referrals.

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Teachers to use Academic Concerns on ISAMs to flag students about whom they have AEN concerns.

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Students

PTSC - Feedback/target setting form to fill in during appointments.

Staff

Any potential for adding internal data drop or effort grade in Dec/Jan - some academic data before June?

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I'd like to have a better understanding of how departments are reporting WA and WT so that I can clarify this in meetings with parents if they question our reporting procedures.

Clear messaging about WA/WT/RAG grades. CL and CGLs to lead on how to award WA/WT and ensure there is consistency within, not necessarily across, departments. Message is that if WT is going down, communication must have taken place beforehand with a chain of concerns and intervention in place.

If there are concerns raised, encourage teachers to communicate home prior to the report so that parents are aware before the report.

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Students

Target setting after PTSC, after reports.

Regularly check-in with targets set. It would be great to schedule a formal time for review eg. 1 month on etc.

Staff

To support post-report formal target setting for each subject.

Eg. RAG grade:

1-2 Amber/Red - Class Teacher meeting (in lesson)

3 Amber/Red - Tutor to coordinate

4 Amber/Red - AHOY to coordinate

5 Amber/Red - HOY to coordinate

(Student responsible for collecting targets and evidencing constructive conversations/actions to be taken).

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PASS Data

Komodo Data

YELIS/ CAT4 PTE/ Maths data etc

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Transition data - at the moment we don't share standardised test results with teachers from Year 6. Is this worth sharing? CAT4 test might be useful.

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Parent engagement - communication and shared knowledge is key

Effective use of ManageBac

Guidance for teachers on awarding grades (WGCC)

Year 12 monitoring 'provisional offer' students - clear communication on this prevents issues with parent conversations

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Updating intervention monitoring tracker

Assessing how students of concern have performed and if there is an improvement or decline

Reviewing student data and identifying students of concern

Intervention levels: Tutor/ AHoY/HoY/Student Support Services (holistic intervention)

Check-ins with students and overall reflection in Tutor Time - students reflection on progress made towards targets and reflecting on effort/organisation/wellbeing so far.

Supervised study/ CCAs

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Attendance data (reasons for absence, lates etc).

qualitative data such as emails, conversations. Needs to be more oversight of this as still some teachers emailing without CC'ing HoY - teachers could use academic concern on iSAMS?

CGL/CL feedback on reporting/ feedback calendar

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Tracking sheet - students of concern - USS planning integrated.

Well being and attendance also incorporated

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-Interventions put in place for students of concerns highlighted

-Consistency around who parents should talk to about concerns (individual teachers/ CLs)

-Meeting with parent reps about feedback calendar and reporting dates.

-process with AEN department

Inconsistencies:

Assemblies to students on reports - shall we have one shared assembly so each HoY reporting the same information?

Is there consistency in how CGL/CLs are treating the reports? Is there consistency in departments about how WA/ WT are awarded? Is there proofreading happening in departments and data checked?

Inconsistent with teachers reporting concerns to HoY and parents. HoY aware there is a concern (E.G WT vs CEM/ WA vs WT/ RAG) but hasn't been reported.

What is Matrix?

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Report data to be followed up on in departments - this is especially inconsistent in LSS. CLs to discuss concerns in dept meetings - what intervention to follow etc.

CGL/PGL meetings - bring students of concerns to discuss.

Students to take ownership in terms of following up after reports - we need to create opportunities for them to speak with teachers, set meaningful targets, check on progress etc.