Year 7, 8 and 9 Reports Guidance
This guidance accompanies the front page of the Year 7, 8 and 9 Progress Reports and is intended to help you understand the information it contains. The report provides an overview of your child’s progress during the first term of the 2025/26 academic year.
The report includes your child’s attitude to learning in each subject, as assessed by their teachers. If an attitude to learning is recorded as below expectations (for example, “inconsistent” or “serious cause for concern”), the report will also identify a specific barrier to learning. Addressing these barriers is an important focus, as improvement in these areas should support stronger engagement in lessons and help your child make better progress towards their learning outcomes.
The report also summarises your child’s academic progress against key learning outcomes across the term. In addition, the Individual Subject Learning Outcome Reports provide subject-specific detail and are aligned with the progression steps of the Curriculum for Wales. These reports reflect the key knowledge and skills taught in each subject during the first term and are designed to highlight strengths as well as areas for further development.
Finally, the report brings together effort and attainment across all subjects using the Hawarden Quadrant, which is explained in more detail below.
Attitude to Learning
Teachers use the descriptors below to report your child’s attitude to learning in each subject.
Excellent
Your child is consistently working at a very high level for their ability and is exceeding expectations. There are no concerns about their performance.
Expected
Your child’s progress and achievement are usually as expected for their ability. Any concerns are minor.
Inconsistent
Your child’s performance is not always as expected for their ability. Concerns may relate to consistency, commitment or behaviour.
Serious cause for concern
Your child’s performance is significantly below what would be expected for their ability. Little or no progress is being made towards targets. There are major concerns about performance and/or behaviour.
Barriers to learning
If a student is recorded as Inconsistent or Serious cause for concern, a barrier to learning may also be identified. These are explained below:
- Behaviour – Poor behaviour in lessons is preventing the student from making sufficient progress.
- Punctuality – Arriving late to lessons is negatively affecting progress.
- Organisation – Lack of equipment and/or not using the school planner effectively is hindering progress.
- Effort – Low effort is preventing the student from making the progress they should.
- Homework – Homework is not being completed or handed in, which is limiting progress in the subject.
Learning Outcomes
Teachers use a range of evidence to judge progress towards each learning outcome across the term. Progress is recorded using the indicators below:
Grade pending
The student was unable to demonstrate progress towards the learning outcome due to absence. This may be completed at a later date.
Not accessed
The student has found it difficult to grasp the knowledge or skill required.
Developing
The student is close to securing the knowledge or skill required.
Achieved
The student has shown a good understanding of the knowledge or skill in the learning outcome.
Mastered
The student has demonstrated understanding above and beyond what is expected for this learning outcome.
The Hawarden Quadrant
For each subject, students are placed into a Hawarden Quadrant based on two factors:
- Attainment against learning outcomes
- Effort shown throughout the year
Students are also placed into an overall whole-school Hawarden Quadrant based on their effort and attainment across all subjects.
The four groupings
Enhance
Students in this group show high effort and high progress across most subjects. They are working hard and can enhance learning through wider reading and extension activities.
Their performance should be praised and celebrated at home and in school.
Strive
Students in this group show high effort, but progress is lower across most subjects. They are working hard, but results are not yet matching effort. Support with knowledge retention, revision and exam technique can help them make stronger progress.
Their effort should be celebrated, and home and school should work with the student to support continued improvement.
Commit
Students in this group show high attainment, but low effort across subjects. They may be coasting and could achieve even more with sustained commitment. They need to engage fully in learning, focus in lessons and avoid distractions.
Action
Students in this group show low effort and low attainment across most subjects. This is a serious concern and further action may be required. There may already be support in place, but a review meeting with the Head of House should take place as soon as possible. Improved focus and engagement are essential.
Year group quadrant diagram
The diagram below shows the Hawarden Quadrants for the year group. Each dot represents a pupil. Before Parents’ Evening, parents will receive a copy of the year group quadrant with their child clearly identified. This provides a helpful guide to their child’s effort and progress relative to others in the year group.
If you have any questions or concerns with a subject please contact the subject teacher in the first instance. For whole progress report concerns or questions please contact the school on [email protected]