Reporting and Parents Evening Policies

    Reporting and Parents Evening Policy-Full School 

    Last reviewed: 12/10/18

    SLT responsible: Tania Moonesinghe, Head of Pre-Prep School

    1. Introduction

    At Cranleigh Abu Dhabi we are committed to providing the highest quality of education. A high standard of report writing is expected. Reports are formal documents which are an exercise of our accountability to parents and we are judged on them. The aim is to give up-to-date and accurate information about academic progress on throughout the year.

    2. Reporting Cycle

    Interim Reports from Y1 consist of an attainment grade/descriptor and an effort grade/descriptor for each subject. There is also a personalised comment written by the tutor or form teacher for all years. A graphical tracker is included for the asterisked reports for Prep and Senior.

    End of Year Reports consist of attainment grades/descriptors, effort grades/descriptors, personalised comments by each teacher and a personalised comment written by the tutor. Each subject report includes a brief summary of the work covered during the year. Exam reports include exam percentages in the body of the report in addition to the above information.

    3. Report Grades

    September 2017 saw a change to our grading system across the whole school. This was due to the change to GCSE being phased in, which will ultimately see all letter grades replaced with numerical grades. The IB system has used numerical grades for many years, and it is expected that the same will be applied to A levels at some stage in the future.

    Attainment grades for those studying at Common Entrance level and above reflect what a pupil would typically go on to get in the actual exam based on recent work.

    E.g. a Year 7 pupil gets a “5” for a set of Interims. This means that his or her work since the last grades is typical of a pupil heading for a higher end C grade at Common Entrance. This is not a prediction as such because it is based only on a small snapshot of work.


    Notes

    In Years 1 to 4, grades link to the expected level as linked to the National Curriculum of England and Wales.

    In Years 5 to 8, grades link to what might be achieved at Common Entrance (11+ or 13+ as applicable) based solely on the work during the period to which the grades refer (usually half a term).

    In the Senior School, grades link to what might be achieved at (I)GCSE based solely on the work in the preceding period. (I)GCSE grades are due to change to numbers in the near future and, at that stage, we will change our grading system to match it.

    Academic Progress during the year is shown on a tracking graph (asterisked reports). There is a uniform numerical scale behind the above attainment grades, which runs from Pre-Prep through to the Senior School. The graph shows clearly whether a pupil is above or below the minimum expected standard and the degree of progress since the last report. See Tracking Policy for more information on this.

    4. Report Writing

    • All reports are written through the Schools’ Management database, iSAMS.
    • The challenge for teachers is to provide all the relevant detail about pupils’ progress and ensure that the information on the report is clear and concise. It is important the report is coherent and there are logical links between the achievement of the pupil, areas for improvement and actions the school and parents might take.
    • Make sure that you reports are personal.
    • Please check your reports carefully after you’ve written them for typo errors, spellings, punctuation, sentences that make sense etc. as it is surprising how many errors are spotted at proof-reading stage!
    • Reference to how pupils can make progress or improve should be included.

    Form/Tutor Reports

    • Form reports must be personal.
    • A comment about general progress etc on all subjects and particularly if a pupil has demonstrated excellence/participation in a non-academic subject/after school club.
    • Personal attributes and qualities.
    • Relationships to peers and respect towards members of staff.
    • General attitude to learning and school e.g. motivation, merit count, personal organisation, completion of homework, attention and concentration, participation and contribution to class, independence. Take care with those that have an IEP e.g. commenting to parents that x has a problem with personal organisation when this is already noted in an IEP and parents are aware is not helpful – what is more helpful is acknowledging the difficulty with a comment on how you are dealing with it.
    • Behaviour and Conduct in and around school.
    • Attendance/lateness if this is a concern

    Style Guide (Common Errors)

    • It is fine to use the child’s nickname in the body of the text as the pupil’s proper name will automatically be printed on the iSAMS report.
    • Maths is not to be spelled as Math, Math’s or maths. iSAMS will try and suggest this- if you add Maths to the iSAMS dictionary once you will be okay for all reports.
    • Correct spelling of practise(verb) and practice (noun).i.e. x needs to practise his times tables. x would benefit form more practice at times tables.
    • Subjects have capital letters (as they are proper nouns!) i.e. Science, not science… Humanities, not humanities
    • The reports should be written as a paragraph and not a series of sentences as a list.
    • Reports are written to the parent but may include a “Well done Joanna!” for example.
    • Don’t mention the names of other children e.g. x makes unfortunate choices as to who he plays with, including Ahmed and Adam.
    • Correct punctuation e.g. use of commas and semi-colons and sentence structure.
    • Avoid slang and jargon.
    • Make sure you spell the child’s name correctly, especially for Arabic names which have different variations (which iSAMS cannot learn as it won’t know which variation you want!)e.g. Abdulla/Abdullah/Abdalla, Mohamad/Mohamed/Mohammad/Mohammed/. (N.B. If the name is incorrect on iSAMS, it will print out incorrectly on the report-so please ask for this to be corrected if need be).

    5. The Publishing of Reports

    Interims and Reports are published on the ISAMS Parents’ Portal. No report is to printed or emailed to a parent without permission from the relevant Head of School. 

    Reporting and Parents Evening Policy-Pre-Prep School

    Last reviewed: 14/10/18

    SLT Responsible: Tania Moonesinghe, Head of Pre-Prep School

    There is no additional information to the Full School Policy.

    Reporting and Parents Evening Policy-Prep School

    Last reviewed: 10/10/18

    SLT responsible: Stephen Deady, Deputy Head Prep School


    Prep School Reporting Cycle

    Senior School

    Term 1

    start of term

    Meet the Tutor Evening

    half term

    Interim Report

    second half

    Parents’ Meeting

    end of term

    Interim Report*

    Exam Report

    Term 2

    half term

    Interim Report*

    second half

    Parents’ Meeting

    end of term

    Interim Report*

    Term 3

    half term

    Interim Report*

    end of term

    End of Year Report (including Exams)*

    Tracker

    * A tracker is released with asterisked reports and interims. Trackers have data and charts to show average effort, average attainment and progress

    Details - Term 1

    Meet the Tutor Evening (start of term)

    This is for tutors to meet parents of tutees and to establish themselves as the first point of contact regarding academic, co-curricular and pastoral matters.

    Interims (just before half-term)

    Interims consist of an effort grade and an attainment grade for each subject. The tutor writes a highly personalised comment covering academic and co-curricular matters.

    Parents’ Evening (second half of term)

    Parents meet each teacher for a progress report and discussion of the way forward. Use the Interim grades as a basis for the discussion.

    Interims (just before the end of term)

    Exam Report (just before the end of term)

    The Exam Report has a percentage, grade and very short comment for each subject. The exam position may be referred to in general terms (e.g. towards the top of the set or year) but is not quoted as a number.

    Details - Term 2

    Interims (just before half-term)

    Parents’ Evening (second half of term)

    Interims (just before the end of term)

    Details - Term 3

    Interims (just before half-term)

    Full Reports (just before the end of term)

    Full reports have, for each subject:

    • A very brief summary of work covered.
    • A written report summarising the year’s strengths, weaknesses and targets for next year.
    • A written comment about the Term 3 (end of year) exam performance.
    • An attainment grade for the work covered since the last grades (as for interims).
    • An effort grade for the work covered since the last grades (as for interims).
    • The exam percentage and grade.

    The exam position may be referred to in general terms (e.g. towards the top of the set or year).

    Attainment Grades (Interims and Reports)

    These grades refer solely to the work since the last set of grades (so the preceding half term).

    The grade given is the grade that a pupil at that age and level would typically go on to get at 11+ or Common Entrance based on their recent work. This is not a prediction (because it is based on a snapshot of work) and it is certainly not the grade a pupil would be expected to get if they sat these exams the next day.

    Similarly in Year 3 and Year 4 we grade the pupils against expected level for a child of that age building towards the 11+. Our statements of; Well Above, Above, At and Below Year Group Expectations are set against School Curriculum and National Curriculum. We do not use letter grades here as we feel a statement is clearer for pupils of this age.


    Effort Grades (Interims and Reports)

    In order that effort grades are applied consistently, it is important that the following criteria are observed. Effort is again based on the pupil’s efforts since the last reporting cycle. Effort grades are subjective. Good record keeping will help teachers bring more objectivity to this grade.

    1

    Outstanding

    Well above and beyond even high expectations of effort. As a guide, award to around 10 % of the class at most.

    2

    Excellent

    Little more could reasonably be expected. The pupil is trying very hard indeed. Effort is excellent, just as the name suggests!

    3

    Good

    This is the norm. There is room for more effort, but a decent amount is being put in most of the time. This is “fair enough”.

    4

    Poor

    Sometimes effort is good, but there are failings and times when effort is poor. The pupil should improve effort with urgency.

    5

    Unacceptable

    There are rarely, if ever, signs that the pupil is making any real effort at all. “5”s would quickly lead to a meeting with parents.


    Reporting and Parents Evening Policy-Senior School Supplement

    Last reviewed: 16/10/18 

    SLT responsible: Matthew Ford, Head of Senior School & Vice Principal

    Senior School Reporting Cycle

    Senior School

    Term 1

    start of term

    Meet the Tutor Evening

    half term

    AP1 Interim Report

    second half

    Parents’ Meeting

    end of term

    AP2 Interim Report with Tracker

    Term 2

    half term

    AP3 Interim Report with Tracker

    second half

    Parents’ Meeting

    end of term

    AP4 Interim Report with Tracker

    Term 3

    half term

    AP5 Interim Report with Tracker

    end of term

    AP6 End of Year Report (including Exams) with Tracker

    Senior School Assessment Points - what is recorded in terms of the data?

    Assessment PointNameEffortAttainment
    AP1Term 1, Interims 1YesYes
    AP2Term 1, Interims 2YesYes

    Note that for Y12 and Y13 these are exam grades

    AP3Term 2, Interims 1YesYes
    AP4Term 2, Interims 2YesYes

    Note that for Y11 and Y13 these are mock exam grades

    AP5Term 3, Interims 1YesYes
    AP6End of Year Exam GradesYesYes

    These are end of year exam grades

    Details

    Meet the Tutor Evening (start of term)

    This is for tutors to meet parents of tutees and to establish themselves as the first point of contact regarding academic, co-curricular and pastoral matters.

    Parents’ Evenings

    Parents meet each teacher for a progress report and discussion of the way forward.

    Interims

    Interims consist of an effort grade and an attainment grade for each subject. The tutor writes a personalised comment covering academic and co-curricular matters.

    Trackers

    Trackers have data and charts to show average effort, average attainment and progress trends

    Full Reports

    Full reports have, for each subject:

    • A very brief summary of work covered during the year
    • A written report summarising the year’s strengths and areas for improvement
    • A written comment about the end of year exam performance
    • An end of year exam grade
    • An effort grade for the work covered since the last grades (as for interims)

    The exam position may be referred to in general terms (e.g. towards the top of the set or year).

    In addition there is a tutor's report and a housemaster's report.

    Full reports form the basis of a transcript where the school is asked to provide one.

    Attainment Grades

    Years 9, 10 and 11

    These grades refer solely to the work since the last set of grades (so the preceding half term) unless otherwise detailed above.

    The grade given is the grade that a pupil at that age and level would typically go on to get at (I)GCSE in due course based on the recent work. This is not a prediction (because it is based on a snapshot of work) and it is certainly not the grade a pupil would be expected to get if they sat the (I)GCSE exam the next day.

    Example

    A pupil in Year 10 has covered a difficult topic since the last set of grades, and has done a number of assessments based on (I)GCSE standard exam questions. She has averaged a "6" in these.

    The teacher knows that pupils getting this sort of score on this topic at this stage are generally "7" grade pupils overall come the actual (I)GCSE, and so should give a "7" grade for the Interims.

    A "6" grade would not be correct, and nor would the grade the pupil might get if she sat her (I)GCSE the next day (which might be a "3" or a "2", for example).

    Interim grades are subtly different to a prediction, because they are based on one chunk of work – a snapshot. A pupil who had scored a lot of "7" grades for Interims might have a poor half term and get a "4" for that work. This does not mean the pupil is predicted a "4". On the strength of all the "7" grades preceding it, an "7" grade is still looking like the likely exam outcome in due course. It just means that his or her most recent work looks more like a future "4" grade pupil’s, for whatever reason.

    Years 12 and 13

    Precisely as above, but for A level.