PRINCIPAL: MS CLAIRE JARMAN
CARITAS EXCELLENCE TOGETHER
Attainment Report
Eliana Trosino - 10LM-ASL
Please find below a summary of the progress and achievement made by your daughter based on work
undertaken during the Summer Term. This includes the recent PPE examinations for the majority of
subjects. An explanation of the various types of grade shown in this report are described below.
Minimum Expected Grade – this represents a minimum target grade for students which they should aim
to exceed. It is calculated using information on their available data from their attainment at Key Stage 2.
We are aiming for your child to achieve beyond this grade but it provides a guideline of what statistically
students achieve nationally with the same Year 6 SAT scores as your child.
Working At Grade – this represents the level at which a student is currently working and is based on a
teacher’s combination of their classwork, homework and recent assessments.
PPE Grade – this represents the grade achieved in the recent PPE (Mock) examinations. Not all subjects
asked students to sit a PPE and these are marked as “n/a” (not applicable).
Attitude to Learning (ATL) – this score takes into account a student’s behaviour, effort, organisation and
homework. There is a very strong connection between an average ATL of 7 or more and high levels of
progress and attainment. More details are contained on the following pages.
Eliana’s Attendance to date (15/07/2022): 93.9 %
Attainment Grades
Minimum Attitude
Working PPE
Subject Teacher Expected to
At Grade Grade
Grade Learning
Business Mr Manan 6 8 9 8
English Language Mrs Jones 6 6 7 8
English Literature Mrs Jones 6 6 n/a
History Miss Harkin 6 8 9 9
Mathematics Ms Ferguson 6 7 7 8
PE GCSE Mrs Machin 6 9 9 9
Religious Education Miss Carbone 6 8 8 8
Science Combined Ms Raleigh See
76 87
below
- Biology 8 8
- Chemistry 8 9
- Physics 8 8
Spanish Miss Gaye Lopez 6 6 6 8
If you would like to discuss any of Eliana’s current or predicted grades please get in touch with the
relevant subject teacher or, for a more general discussion, please contact her Form Tutor.
A: The Upper Drive Hove East Sussex BN3 6ND
T: 01273 558 551 E: reception@[Link] W: [Link]
Cardinal Newman Catholic School is part of the Diocese of Arundel and Brighton
Registered Charity Number: 285247
PRINCIPAL: MS CLAIRE JARMAN
CARITAS EXCELLENCE TOGETHER
GCSE and GCSE-equivalent Grading Structures
All GCSE subjects are now graded using the 9-1 grading
structure shown in the table to the left, where 9 is the
best possible grade and 1 is the lowest.
The table also shows how these new 9-1 grades compare
with the old-style A*-G grades.
The Science Combined grade is made up of two 9-1
grades joined together, representing a combination of a
student’s Biology, Chemistry and Physics studies.
Any subjects that are GCSE-equivalent – for example the
various BTEC subjects – use different grade structures
but can always be directly compared to the grades found
on the 9-1 scale, as shown in the table below.
GCSE-equivalent Grading Structures
BTECs
9-1 A*-G
Grade Code
Points Equivalent
Level 2 Distinction * D*2 8.5 A*
Level 2 Distinction D2 7 A
Level 2 Merit M2 5.5 B
Level 2 Pass P2 4 C
Level 1 Distinction D1 3 E
Level 1 Merit M1 2 F
Level 1 Pass P1 1.25 G
U U 0 U
A: The Upper Drive Hove East Sussex BN3 6ND
T: 01273 558 551 E: reception@[Link] W: [Link]
Cardinal Newman Catholic School is part of the Diocese of Arundel and Brighton
Registered Charity Number: 285247
ATL Score Teachers Perspective, Cumulative Observation Likely Outcomes Comment
Outstanding effort. Takes responsibility, works beyond what is required in the lesson and regularly Will realise full potential and achieve results Outstanding! Nothing
9 completes extension work. Arrives on time & settles immediately. Co-operates with staff & students. as expected or even better from previous more we could ask of you.
Motivated self-starter. Challenges self to work independently to further knowledge & skills. known data.
Excellent effort. Engages in all aspects of the lesson. Makes a positive contribution to group learning. With continued encouragement and Great effort!
8 Works well independently and homework is always of a high standard. On task for overwhelming determination will achieve excellent results Maybe ask your teacher
majority of time. No behaviour check needed in line with predictions. what more you could do?
Consistently good effort. Well behaved and focused on task at hand. Able to work independently. Will achieve success, but may need some Good stuff. Ask your
7 Homework generally good and on time. Classwork completed to a good standard. guidance to achieve levels expected. teacher what more you
can do.
Completes tasks set but responses can lack detail. More effort to make better use of background By getting back on track will cease to Amber zone – ask your
notes/preparation and resources are required to develop depth and detail. Work is presented well/ underachieve and maintain a good personal teacher how you can get
6
appropriately and reflects good organisational skills. Behaviour and attitude to learning are good. standard. Intervention strategies required. into the green zone.
Progress is made and attainment is on track.
Work can lack detail and structure. Some but not all tasks are completed. The presentation of Needs to concentrate efforts to produce Amber zone – things could
written work can be untidy and lacks organisation. Exercise book or equipment is sometimes work in line with projected ability or will go either way. Make a
5 forgotten. Needs occasional behaviour checks –low level disruption can be an issue. Needs to take underachieve. Clear targets should be set by positive choice - ask for
more pride in work and avoid personal under- achievement. Absence or poor organisation can teachers/ tutors/others. help.
disrupt continuity.
Work output is affected by frequent off task chatter and a lack of attention to teacher input and Must expect intervention, including Not going well – talk to
instructions. Can contribute to low level disruption in the classroom. Class & homework is often application of sanctions, to pull back on staff and parents about
incomplete or completed to a superficial level of detail. Books and/or equipment is frequently track and produce work in line with how to go up the scale.
4
forgotten. Work lacks organisation and presentation is careless. Can display a reluctance to work projected level of achievement. PPL should
well and generally pays little heed to advice on what to improve or how to improve it. Frequent be informed. Parents/carers should be
absences or poor organisation can disrupt continuity. Signs of underachievement evident. involved.
The quality and quantity of work output is poor. Very few tasks are completed & when they are, only Must expect detentions or withdrawal from Not going well at all – talk
superficially. Homework is rarely completed. Organisation of work is weak – little attention is paid to lessons to produce work of satisfactory to staff and parents about
3 guidelines or models of presentation. The continuity of work is disrupted by absence or poor standard. May be removed from lesson by how to move up the scale
behaviour. Behaviour and attitude to learning is unacceptable. Can be disruptive and often moved on-call. Parents/carers must be contacted
within the classroom. Evidence of significant under-achievement. by teacher.
The quality and quantity of work output is very poor. Often off task for significant part of the lesson. Can expect to be excluded internally or Think about if you really
2 Homework is rarely attempted and equipment often missing. Behaviour often disruptive & non- externally. PPL will be involved Subject Ldr want to be here. What do
compliant; responses can be confront-ational. May have to be removed from class. has contacted home you need?
Consistently unacceptable levels of behaviour, significantly disrupting the learning environment. Parents/ carer have been High risk of exclusion.
1
Efforts to complete classwork minimal. Rudeness to staff. Totally unacceptable. contacted by Subject Ldr. PPL involved.