At One we value and encourage the involvement of parents in helping us to support students throughout their time at the college. While we expect students to accept responsibility for their own learning and academic progress, we recognise that a successful partnership with parents is vital to the success of our students and the college will provide the opportunities detailed below to liaise with parents accordingly, taking into account the needs of individual students.
Progress Review Reports
Progress review reports will be issued to parents and students in November and February. Progress review reports to parents will include particulars of subjects studied, details of students' progress, attendance records and arrangements for the discussion of the reports.
There will be a parents' consultation event in each academic year to support the reporting process. These events will seek to help students and parents to understand what steps need to be taken to sustain and increase progress.
Interim reports will be produced early in the year to inform staff on how year 12 students have settled into new courses. Parents of students who have been deemed as not having made satisfactory progress during the first term might be asked to attend one of the Concerns Evenings in November so that early interventions can be discussed as appropriate. During the duration of a course, parents will receive reports, as indicated in the college's academic calendar and advertised to parents.
Foundation Learning students will receive reports in line with the rest of the college but their consultation event will be held in the spring term to coincide with the Moving On Event for Foundation Learning students.
At appropriate points in each course, a student should receive a mark and/or grade in line with the assessment format of the qualification that indicates the student's present level of achievement.
For each course undertaken, a student will have structured opportunities to reflect on their progress with a teacher and to identify the next steps to improve further to reach or exceed target grades. Additionally, each student should have a structured and calendared review with their Personal Progress Tutor to assess their academic performance and progress as a whole.
Concerns evenings are held in November. These are for Yr 12 and Yr 13 students who might not have made satisfactory progress. Parents and students will be invited in by PPTs and there will the opportunity to meet with teaching staff and PPT's to discuss progress, attainment and engagement.
Consultation evenings are held in December for Yr 13's and January for Year 12's. Foundation learning students will be invited in to a consultation evening to coincide with the Moving on Event in January.
Consultation evenings will give parents/guardians the opportunity to discuss the recent Progress reviews and the grades given for attainment and engagement (See format below).
1* Potential to achieve a high grade
1. Potential to achieve a good pass or equivalent.
2. Likely to achieve the qualification.
3. Significant risk of not achieving the qualification.
1* Attitudes to learning are strongly beneficial to progress; exceptional attendance, consistently meeting deadlines, excellent contribution in class, displays academic behaviours.
1. Attitudes to learning are beneficial to progress; very good attitude, meets deadlines, contributes in class, active involvement in wider curriculum activities.
2 . Attitudes to learning may be detrimental to progress, inconsistent attendance, deadlines are missed, failure to remain on task always.
3. Attitudes to learning are undermining progress in all areas. At risk of not achieving this qualification.
Every student at One will have formal 1:1s throughout their time at college. The frequency of these will vary due to academic performance and needs of the individual. Year 12 students will have a minimum of three 1-1's in each academic year and Yr 13's will have a minimum of two 1-1's in each academic year. These 1-1 meetings with the students PPT will last approximately 20-30 minutes. These meetings are an opportunity for them to reflect on progress and identify areas for development. The conversation will focus on the academic progress of the student and any barriers to their learning- including, but not limited to, attendance, punctuality, organisation & time management and personal circumstances. Students will discuss target grades, ALPS and predicted and aspirational grades and reflect on their progress towards these (Please see below for more information).Career/progression aspirations will also be discussed.
ALPS Grade: the minimum expected grade at A Level or BTEC. The ALPS grade is a calculated on an individual student's prior attainment at GCSE. As a centre we are committed to the highest levels of achievement by all our students and consequently we have chosen to use the grade achieved by the top 25% of similar students in the country.
Predicted Grade - the grade that the student seems most likely to achieve next summer, considering all the evidence from classwork, homework, independent study, participation, skills, attitude to study and knowledge. It is not meant to be the grade that students would achieve if they sat the exam now. For Vocational subjects L3 Extended Diploma will be given 3 grades, which is equivalent to 3 subjects at GCE; L3 Extended Certificate or Subsidiary Diploma will be given 1 grade which is equivalent to 1 subject at GCE and BTEC L2 Extended Certificates are awarded 2 grades which is equivalent to 3 GCSE grades. For L2 and L3 Beauty and Motor Vehicle only Pass or Fail are awarded.
Aspirational Grade – this is a motivational target discussed with the student.
Sample report below: