To think DD's school report is meaningless?

[Twowrongsdontmakearight]

Got DD's 'dashboard' for the end of term. Rather than levels the school are using A (above expected progress) E (expected progress) and B (below). DD has entirely Es.

So, she is progressing as expected. But from that we can't tell which subjects she's good at - "she's brilliant at this subject and is doing really well which is just what we expected" OR "well she really struggles but is trying hard and making slow progress as is expected".

AIBU to think this is a bit lazy on the part of the school and is a pointless exercise as it tell us nothing?

Schools stopped levels recently didn't they? It's all very well them meeting their target but what is their target?

Erm, you've got a confused idea of what the use of expected is in this context.

She's achieving pretty much as expected for a child of her age, it's not relative to their expectations of her.

If it's a dashboard it isn't the full annual report so it's surely only given out as an indication of whether pupils are on track.

Exactly pause. I know they don't want comparisons with peers but that's how it works in real life!

The whole assessment / levels thing is a heap of dung because there is no nationally accepted benchmarking. It's utterly futile.

It's all crap.

It was explained to DD that if two DC both got an A but one is targeted with A* and one with a B then the first would get B (below expected) and the second would get an A (above expected).

But if you don't know their targets in the first place.....!

Do schools now have a secret code to crack? How ridiculous. Who told them to do this? The government I suspect

or is it a new "free school" where nutters are in abundance.

The school will know their targets as it's all based on data from primary school. But you are right with your example 2 students one with an a* and one with a D could both be making expected progress because it personal to them based on their predictions from primary school. Not from what the teacher 'expects from them' that is irrevelant in this modern day of schooling. Children are data, Ofsted want data, teachers aren't that keen but they have their hands tied.

We get these. 6 pages of graphs and numbers to be told DS is 'at expected level'. I feel sorr for the poor bastard who has to produce them.

All schools have been told to do this they have no choice and it drives them round the bloody bend!!

I think they just mean you end up taking longer at parents evening tbh.
As an aside, for the teachers out there, how true is it that teachers are not allowed to write anything negative in reports anymore?
I've heard they have to put a positive spin on everything now, so rather than actually saying 'X answers back all the time, and doesn't listen to instructions' they have to say it in fluffy tra-la-la language 'X can be rather inquisitive, and becomes easily distracted' or whatever.
If that is true it just makes me wonder if the glowing reports are glowing, or just filled with euphemisms.

DD has the highest targets based on primary. She is always at the expected level. She can not be above the expected level because it doesnt exist.
One slip and shes below.
Fine line.
I would prefer ... concentrates, respectful, tries hard or works hard, participates, on time, completes tasks, shows understanding etc, rather than these targets.

Yes you're right Sally. As long as you know that the attitude to learning is good, the rest should really fall into place.

My understanding was that all schools do this now. And that 'as expected' means that they're doing as expected for a child of their age,, nationwide, ie totally average.
But if posters above are right, and it's specific to each child, then that's absolutely bonkers isn't it? Tells you nothing.

Well said sally this new system is great for all but the brightest kids

Race to the bottom anyone?

It's not great or even remotely good for anyone.

I like DD's French school reports: a mark out of 20 for each subject, a class mean, class min/max and DD's relative position. Plus comments.

Old fashioned but oh so easy to understand!

What in earth is the point of this? Who gains from it?

I got my kids reports yesterday (French schools). For each subject a mark out of 20 and a brief commentary, which is rarely more than one short sentence unless there's a problem (one of my son's teachers only wrote one word!).

There are issues with doing it this way especially for children who are struggling but it at least has the merit of being simple for parents to understand.

I like the French brevity.

"Félicitations. Continuez ainsi."

I agree, OP. Not the school's fault per se, but the reports we received up to a couple of years ago were vastly more informative for me, IMO.

Sally what terrible motivation for a child.

My daughter is in 4th year at a Scottish Uni studying Primary Education and her most recent exam paper was regarding Social Justice and Inclusion. She sent me past published student papers as well as general papers on the subject (so I had a clue what it was about) and I noticed very few mentions of high achieving students. Most of the papers focused on low achievers and SEN pupils. I said this to her and she added into her essay that Inclusion should also 'include' the brightest children. She obviously wrote more than that but you get the idea.

Sally, what target does your DD have? Keep working hard to keep an E? That sounds so de-motivational, surely Ofsted can think of another Grade AE perhaps - Above Expectation.

I feel sorry for kiddies and teachers, neither are really getting to do what they want to do and do best - learn and teach.

FTR: I am not saying low achievers (for whatever reason) and SEN children should be forgotten, far from it, just that the other kids should have their needs equally met.

I would imagine you would find them more helpful if dc were not expected along the lines of no one ever told us until the end of year. If she is expected just be happy and reward with praise! Teachers don't have time for breaking down every subject in more detail every term. As for the question of reports not being negative yes that is my experience!

In Germany the kids get a grade (from year 2) which is objective (based on tests throughout the year) and a summary of what they can and can't do in each subject, as well as a general paragraph about their attitude to learning, level of participation in class, ability to problem solve, how they get on with their peers and other random less subject specific stuff.

There can be negative stuff but it is better than fluff, and means you know what your child needs to work on ... the grades (1-6) are good because it is very clear what they mean (there is a code at the bottom, but everyone knows ...) and all schools use the same grading system (though there seems to be local variation in how easy it is to get top grades... but that is a different issue!).