KS5 Reports | Rednock School

A Guide to Key Stage 5 Reports

This page provides an overview of our reporting process across Key Stage 5 (Years 12 and 13).

Year 12 Reports are sent out on the following schedule:

Report 1 is sent out in October (Term 1)
Report 2 is sent out in February (Term 3)
Report 3 is sent out in July (Term 6) and includes Mock Exam Results as well as Subject and Tutor Comments

Year 13 Reports are sent out on the following schedule:

Additionally, there will be an opportunity for parents of each year group to discuss reports with all teachers at the following events:

Year 10 Parent Consultation Meetings take place in March (bookings open after Report 2 is sent home)
Year 11 Parent Consultation Meetings take place in January (bookings open after Report 2 is sent home)

Minimum Expected Grades (also called MEGs) have been set for all Key Stage 5 students based on what level we would expect the student to achieve at the end of Year 13.
MEGs are generated by FFT, and are calculated using each student’s individual average GCSE point score.
MEGs should be aspirational.

Predictions indicate the level a student is likely to achieve at the end of Year 13 based on the work they have produced so far.
A range of data and professional judgment contributes to each prediction.
Predictions are fine-graded to indicate how likely the student is to achieve their predicted grade as follows:

1	The student is likely to achieve this grade and has a good chance of achieving a higher grade.
2	The student is likely to achieve this grade.
3	The student has a good chance of achieving this grade, but is at risk of dropping to a lower grade.

Progress Indicators illustrate whether the student is on track to meet their MEG based on their predicted grade.
The possible Progress Indicators are:
- Exceptional, for students that are predicted to exceed their target.
- Meeting Expectations, for students that are predicted to meet their target.
- Working Towards Expectations, for students whose predicted grade is within one grade of their target.
- Additional Support Needed, for students whose predicted grade is two or more grades below their target.
Progress Indicators are colour coded for your convenience.

Mock Grades are published on the first report after students have taken their mock exams.
Mock Grades represent the student’s performance under exam conditions.
Mock grades do not take into account any additional coursework or non-examined assessments that might contribute to a student’s final grade in the summer exams.

Attitude to Learning judgments indicate a student’s approach to classroom work. The possible grades are:

Exceptional	Consistently demonstrates exceptional dedication to their work. Actively seeks feedback, responds thoughtfully, and regularly pushes themselves to take on challenges. Highly engaged, inquisitive, and fully involved in lessons. Exhibits behaviour that fosters both their own learning and that of their peers. Always attentive, respectful, and punctual, arriving fully prepared with the necessary equipment.
Meeting Expectations	Takes pride in their work and responds to feedback. Occasionally challenges themselves and shows curiosity in lessons. Maintains behaviour that supports their learning; listens attentively, respects others, and arrives on time with the required equipment.
Working Towards Expectations	Sometimes requires reminders to stay focused. Typically completes work and responds to feedback but does not consistently push beyond basic requirements. Behaviour may occasionally disrupt learning, and punctuality or preparedness can be inconsistent.
Additional Support Needed	Rarely engages in lessons or demonstrates pride in their work. Inconsistent in responding to feedback and completing tasks. Behaviour may be disruptive, negatively impacting both personal learning and that of others. Frequently late to lessons, unprepared, and lacking necessary equipment.

Independent Study judgments indicate a student’s engagement with homework and independent study. The possible grades are:

Exceptional	Independent work is a significant strength, reflecting highly effective study habits. Work goes far beyond completing homework assignments and includes wider reading, consolidation of class notes, preparation of revision materials and exam question practice.
Meeting Expectations	Demonstrates effective independent study skills. Work goes beyond completing homework assignments and includes consolidation of class notes, preparation of revision materials and exam question practice.
Working Towards Expectations	More independent study is needed to reinforce and extend classroom learning in order to be successful at this level. Homework deadlines can be missed and there is limited evidence of consolidation of class notes or revision taking place. This must improve to achieve success in Level 3 learning.
Additional Support Needed	Limited or no independent study is contributing to poor progress in this subject. Homework deadlines are regularly missed and there is little or no evidence of consolidation of class notes or revision taking place. This must improve to achieve success in Level 3 learning.

The school considers attendance below 90% to be a cause for concern.
If a student has low attendance, their teachers may not be able to assess them in all the reported areas.