Attainment

Primary school attainment

Formal assessment points
Stage	Assessment	Appropriate timings
Reception	Schools must complete the reception baseline assessment for each child in the first 6 weeks after they enter reception.
Key Stage 1 (KS1)	Phonics Reading Writing Maths Science	May
Key Stage 2 (KS2)	English – spelling, grammar, and punctuation (SPAG) English – reading paper English – writing paper Maths – 2 tests Science – teacher assessment	May

School assessment cycles: autumn, spring and summer data collection points.

Each school may vary as to the exact dates for data collection, but will all generally have 3 data points in the year:

Autumn (September to December)
Spring (January to April)
Summer (April to July)

Secondary school attainment

GCSEs

When are GCSE choices made?

Teenagers choose their GCSE options at the end of Year 8 or 9. Often schools will run ‘options evenings’ around this time of year, giving children the opportunity to find out more about each course and how they are assessed. It’s always great for parents to ask plenty of questions too – but encourage children to ask their questions first.

When do GCSE exams begin?

The main exam period generally runs from the middle of May to the end of June in year 10 and 11.

When are GCSE results released?

Results are usually given on the 4th week of August.

Conversion of the GCSE grading system

Old grade	New grade
A*	9
A	8 7
B	6
C	5 strong pass 4 standard pass
D	3
E	3 2
F	2 1
G	1
U	U

What to do if expected grades are not achieved?

Students get the opportunity to re-sit English and Maths GCSE in their 16+ provision, whether that be in sixth form, college or apprenticeship. If required, they may need to start at a lower level than GCSE, and complete Functional Skills Entry 3, Level 1 and 2 instead. Level 2 is the equivalent to a GCSE pass.

Educational query	No	Yes
Have you obtained accurate information on academic attainment?	Speak to the year lead/class teacher to gather up to date attainment. If this is not possible request the DSL consult necessary staff to collect up to date attainment and provide to you.	Is the attainment age appropriate? Are they ‘on track’ for achieving expected attainment for the end of the academic year?
Is the child/young person making age related progress?	Arrange a meeting with school and explore: How far behind their age expectations are they? Is there a significant gap? Is the gap new or has it been ongoing for some time? Is the concern specific to literacy, numeracy or another subject? Check with the teacher to see if additional interventions are in place: What additional 1:1 / small group intervention can be offered? What interventions are in place? Have SEND needs been explored?	How are the school ensuring that the pupil’s level of attainment continues to be challenged: Is work being set to continue to extend progress? Has the pupil been identified as ‘Gifted and Talented’ in any particular learning area and if so, how is this being supported?
The child/young person needs extra support with homework	N/A	Check if school can offer extra support – interventions during the school day and/or after-school clubs focused on key areas. Is the issue linked to parents/carers being unable to offer support and therefore would they benefit from a programme that may be able to support this?
IT disproportionality	N/A	Discuss with the school to see if they have a laptop loan scheme or can social care support in providing this?
Disproportionality: Has race, gender, religious identity or age influenced the approach taken by professionals?	N/A	Discuss the case with your team manager and engage the headteacher if necessary. Escalate through the local there has been disproportionate treatment authority if professionals feel mental health difficulties (SEMH).

Remember…

On average, children with a social worker do worse than their peers at every stage of their education.