Report FAQs 2026-2027

Following changes made to reporting in the last academic year and having reviewed these approaches with parents, staff and students, I am writing to you to provide information on some adjustments we will be making for this academic year. These updates, we feel, will help you better track your child’s achievements, identify next steps, and feel more connected to their day-to-day learning experience.

Beginning this term, all students will have three Progress Reports per year, an increase of one from last year. These reports will contain the following information:

• Attendance
• Lates
• House Points
• Behaviour Points
• Attainment Grade
• Behaviour for Learning

Reports for all year groups will be published at the end of each term as detailed below:

• Report 1: W/B 14th December
• Report 2: W/B 22nd March
• Report 3: W/B 19th July

In addition to these, Year 10 and Year 11 students will receive an academic report following a mock examination period. Year 7 and Year 11 students will also continue to receive a settling-in report, designed to indicate to parents how well they have begun their respective years at The Ramsey Academy.

The criteria we will be using for a child’s learning behaviour will be as follows:

The definition for each of these terms can be found at the bottom of this page.

At KS3, student attainment in assessments will be reported as a percentage score. This approach provides a clear and accessible measure of how much of the assessed curriculum content each student has securely learned. 

To ensure that these outcomes are meaningful and appropriately contextualised, students’ percentages will be considered alongside prior attainment information. Parents and carers will be provided with the average percentage achieved by students within the same prior attainment band, enabling you to understand how your child is performing in relation to peers with similar starting points. Please see the examples below: 

• A Year 8 student achieves 68% on their latest science assessment. Students in the same prior attainment band have an average score of 62%. This indicates that the student is performing above the average for peers with similar starting points, demonstrating secure understanding of the assessed content, while still having some areas to develop further.
• In contrast, a student who achieves 54% where the prior attainment band average is 60% would be identified as currently performing below the expected level for their starting point. This would prompt further support and guidance to address gaps in knowledge. 

Furthermore, please find confirmation below of the dates for parents’ evenings this year: 

Although our approach to reporting will look different this year, our aim remains unchanged: to keep you well informed about your child’s progress clearly, timely and useful. Staff will continue to track learning carefully and respond to students’ needs, and we encourage you to get in touch at any point if you would like to discuss your child’s development.

We believe these updates will provide a more meaningful overview of progress and achievement, while strengthening the partnership between school and home. This forms part of our ongoing work to improve how we support every student to achieve excellence. Thank you for your ongoing support and partnership. 

Report FAQs 2026-2027

What do the descriptors mean on my child’s report?

Staff should grade students using a secure fit approach: all parts of the criteria within a grading category must be fully met to achieve it. 

 1. Strong Standard

• Consistently demonstrates highly positive learning behaviours in all lessons
• Fully engaged, focused and motivated, approaching challenge with resilience and determination
• Takes pride in presentation and quality of work
• Works independently and collaboratively with maturity
• Actively contributes to learning and supports others
• Responds to feedback thoughtfully and improves work accordingly
• Where homework is set, it is completed consistently to a high standard and on time

2. Expected Standard

• Demonstrates positive learning behaviours in most lessons
• Generally focused and on task; completes work to a good standard
• Presents work in an appropriate manner
• Able to work independently with minimal prompting
• Contributes when asked and engages appropriately in learning
• Responds to feedback and makes improvements, demonstrating a sense of aspiration towards their progress
• Where homework is set, it is usually completed on time and to an appropriate standard

3. Needs Attention

• Learning behaviours are inconsistent across lessons
• Requires reminders to stay focused or complete tasks
• Effort and quality of work can be variable
• Reluctant to contribute or lacks confidence when engaging, needing support to consistently demonstrate mutual respect in the learning environment
• Does not consistently act on feedback
• Needs support to work independently and maintain progress
• Where homework is set, it is completed inconsistently or lacks quality

4. Urgent Improvement

• Learning behaviours frequently hinder progress
• Often off task, disengaged, or disruptive
• Work is incomplete or of a poor standard
• Struggles to work independently even with support
• Rarely responds to feedback or attempts to improve
• Where homework is set, it is rarely completed or not completed at all