wyedean School

Aspire Together, Achieve Together

Wyedean is an academic & nurturing global school committed to
World Class C21st learning for all. We aim to turn dreams into futures.


Key Stage 3 Reporting System



Key Stage 3 (KS3) is the term used to define the first three years of secondary schooling; Year 7, Year 8 and Year 9. It is an extremely important time in the development of students both academically and pastorally. There are many changes for students and parents alike: the process of transition from primary school, their growth as socially responsible young people, and the laying of foundations for academic success at KS4 to name but a few.

This year we have taken the opportunity to design a new reporting system that we feel provides greater clarity and further detail to the previous system. 

In designing a new system, we wanted to develop one with four main principles. We wanted a system that is:

At KS3, students will receive 3 progress reports per year, one per term. These reports contain information regarding academic progress, attitude to learning, achievements and attendance.

Current Attainment 

Teachers use assessments and their professional judgment to decide at which stage a student is working at the point of reporting. 

Attainment is given a year group and stage within that year.  The stages are:

Attainment is identified for each subject and is age related.  It is linked to the curriculum expectations for that subject. Therefore, for example, the standard for ‘Secure’ in Year 9 will be higher than the ‘Secure’ standard for year 7.

The following table of flight paths illustrates how attainment grades can transfers to GCSE grades, if expected progress is made through the key stages.

Target Attainment for end of year

Expected GCSE grade range









Target Attainment

This is the grade a student should aspire to achieve based on current performance and prior learning at the end of the year.    It is essential to recognise that all students progress at different rates and have different starting points.  Further information on how the targets are created are included in the PowerPoint linked below.

Current Progress 

The process grade monitors how well a student is progressing in a subject.  When we assess progress, we consider the standards they are achieving now in relation to their starting points when they joined the school.  We measure and report progress by comparing a student’s starting point with their current attainment in each subject area.

The categories are:

When considering your child’s progress and attainment, you should be aware of the following points:

Progress is not the same as effort-although there may be times when a lack of progress in a subject area can be attributed to a student not making enough effort, this is not always the case.  Sometimes students can be trying incredibly hard, but they may struggle to grasp the necessary understanding or skills in order to progress. All subject areas will implement strategies in teaching and learning to support NAME.

Learning is not a race, students will progress at different rates in different subjects’ areas at different times.  It is more important that students secure the basics rather that accelerating ahead when they still have fundamental gaps in knowledge and skill understanding.  Therefore, students may well remain within the same attainment threshold for a long period of time, but this does not mean they are not making progress.

Teachers use their professional judgement about how students learn in a particular subject area when determining their expectations and assessing students’ attainment and progress.  Their knowledge of strengths and learning needs of individual students will inevitably increase as the academic year progresses and they have a greater range of assessment information to inform them.  This may sometimes account for changes from one report to another.  Our aim is always to give you the most accurate and up to date information that we possible can on the evidence that we have available to us.

Behaviour for Learning Grades

The Behaviour for Learning engagement grade is an average of the scores recorded in lessons.  Every lesson students are awarded with one of the following for their behaviour for learning with a focus on engagement in lessons.   

A   Outstanding

B   Good

C   Inconsistent

D  Poor                      

Homework, Punctuality and Equipment

Student will also be graded Red, Amber or Green on homework, punctuality and equipment. The colours indicate the following:

Homework, Punctuality and Equipment


Concerns in this area


Some concerns/inconsistencies at times


Achieving in this strand with no specific concerns



The purpose of the coded colours printed on the reports are to act as both positive recognition and to allow for further interventions.

Links have been provided with a sample report, a video explaining the new reporting system and information about subject targets.

KS3 Report Example 


Information About Subject Targets