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

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.

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.

• 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?

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?

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).

Komodo Data

YELIS/ CAT4 PTE/ Maths data etc

-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?

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.