Skip to content ↓

Uxbridge High School

Key reporting terminology

Targets

Target grades are given for the end of Year 11, and in lower year groups for the end of the year as well. These are based on the student’s past and current performance. In Foundation and Transition year groups, targets are Mastery targets relate to new GCSE grades on a 9-1 scale, and for students studying science double award, grades are given on a double 9-1 scale, where 9-9 is the highest and 1-1 is the lowest grade. Vocational subjects have targets on a scale of Distinction*-Distinction-Merit-Pass. Sixth form targets relate to A level and vocational grades.

Current grades

These are the grades that your child is currently working at, taking into account all aspects of classwork, homework and assessment.

Forecast grades

These are the grades that your child is most likely to achieve for GCSEs, or in sixth form, at the end of Year 13, given the current position and attitude to learning.

Internal exam grades/PPE grades

These are the grades that your child achieved at the internal exams/pre-public exams.

Progress

Progress towards the end of the year target is graded as ‘excellent’, ‘good’ or ‘concern’.

Excellent: working well, on track to exceed target grades;

Good: working well, on track to meet target grades;

Concern: not working well enough to meet target grades.

Attitude towards learning

5 - Excellent

The student has worked to the best of their ability and has shown a ‘thirst’ for knowledge.Clear evidence of independent learning outside of the classroom can be seen in the work produced.The student has consistently gone above and beyond expectations.The student was punctual to lessons and wears the correct uniform without any prompting.The student displays any PROUD badges awarded with pride.The student is always fully equipped for learning.

4 - Good

The student has worked well, completing all tasks and using time effectively within the classroom.Homework is fully completed and shows that sufficient time had been allocated to completing the work.The student acts as a positive example within the classroom.The student is punctual to lessons and wears the correct uniform without any prompting. The student is always fully equipped for learning.

3 - Meets expectation

The student has met basic expectations, but with more effort they could increase their progress.Tasks and homework are completed, but these are sometimes rushed and require greater thought.The student has contributed in class, but could become a more active learner.The student is punctual to lessons and wears the correct uniform without any prompting. The student is always fully equipped for learning.

2 - Lacking effort

The student has made minimal effort and this is hindering their progress.Homework is not always completed.The student’s work sometimes lacks depth, reflecting minimal effort.The student is happy to coast and be a passive learner.The student occasionally needs prompting to arrive at lessons on time, dressed in the correct uniform and with full equipment.

1 - Serious concern

The student has not applied themselves adequately to the subject.The student is, at times, disruptive to lessons and does not complete the required level of classwork.Homework is frequently not completed.The student does not contribute to lessons.As a result of the student’s current effort, progress is limited.The student regularly arrives to lessons late, in the incorrect uniform and without the required equipment.