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Middlewich High School

Achievement for all

Achievement & Progress

Achievement and Progress

Through careful analysis of our students’ prior and current attainment we set aspirational, personalised targets which aim for accelerated progress for all our students. In Key Stage Three students are allocated to one of four thresholds (foundation, developing, secure and excellence) in each subject area. This is based on baseline assessments in each subject area during the first term of Year 7 or other prior attainment data. Students in Key stage Four will also be allocated to thresholds to allow progress to be reported on.


Old KS2 Levels

KS3 Thresholds


GCSE (Current)

GCSE (New)



















Having set high minimum expectations we regularly assess student progress across the school, tracking academic achievement and progress every six weeks through departmental data drops. Our AIW team also monitor the pastoral and personal development of students through our well-developed pastoral system. Our dedicated AIW team ensure that every student feels valued and safe as they strive to achieve their academic targets.


Monitoring and Tracking Programme

Students are allocated thresholds in all subject areas to provide an indication of their potential level of achievement by the end of Key Stage Four. Thresholds are clearly indicated on SIMS mark sheets and PARS. Subject teachers are expected to provide data on progress in these thresholds every six weeks in the following format:

  • Progress relative to threshold (KS3 & KS4)
  • Current working grade (KS4 only)
  • Current predicted grade at the end of KS4 (based on professional judgement and performance in all assessments/classwork/homework) (KS4 only)
  • Attitude To Learning score (A2L 1 = poor, 6 = excellent)


The progress data is held centrally on school databases in SISRA, departments are expected to maintain their own assessment databases in whichever format they prefer (SIMS, Excel). The Data Officer is responsible for maintaining the school databases and providing progress data for staff analysis. They can also assist departments in setting up their own databases if required. This can include the automatic entry of progress data from department databases into the school database.


Progress data will be RAG rated to track progress in thresholds:


RED = below expected progress

AMBER = expected progress but no added value

GREEN = good or above expected progress (added value)


The Senior Leadership team will review progress data with Heads of Department/Subject at regular SIM Meetings which follow the KS4 data drops. Heads of Department/Subject are expected to review all of their own progress data at department progress meetings scheduled after the KS3 data drops. At these meetings departments will be expected to identify underachievers and produce clear action plans to introduce intervention measures to reduce underachievement. These action plans will be reviewed and evaluated at regular Link meetings with SLT line managers. Progress against targets will be fed back to SLT.

Fig.1 KS4 & KS3 data drops 2016-17





Wed 12th Oct 16

Data Drop 1 (KS4)

Wed 19th Oct 16

Data Drop 1 (KS3)

Wed 30th Nov 16

Data Drop 2 (KS4)

Wed 7th Dec 16

Data Drop 2 (KS3)

Wed 25th Jan 17

Data Drop 3 (KS4)

Wed 1st Feb 17

Data Drop 3 (KS3)

Wed 15th Mar 17

Data Drop 4 (KS4)

Wed 22nd Mar 17

Data Drop 4 (KS3)

Wed 10th May 17

Data Drop 5 (KS4)

Wed 17th May 17

Data Drop 5 (KS3)

Wed 28th Jun 17

Data Drop 6 (KS4)

Wed 5th July 17

Data Drop 6 (KS3)


Teaching staff should regularly refer to progress data when planning the learning experience of their students.


The AIW team will meet regularly in order to identify and evaluate intervention for underachieving students. This information is to be shared with staff  by the AIW team.




Effective intervention will enable our students to make progress towards their targets, whether these are academic or personal development-based. Interventions will be recorded and evaluated through use of student intervention impact reports. These will be evaluated after each data drop or at the end of each intervention.


The AIW team will assess students’ needs and provide appropriate intervention which may include in-class support, input from an Inclusion Mentor or Achievement Co-ordinators. External agencies may also provide support such as CAMHS or School Health.

Departments have developed a range of successful intervention strategies and these will be shared through SIM meetings and staff INSET. It is recognised that there are three ‘waves’ of intervention:

  • Wave 1: tailored teaching in classes
  • Wave 2: targeted intervention support programs
  • Wave 3: increasingly individualised programs


Wave 1: as subject staff regularly use progress data to inform their planning, the learning and progress of students should develop and improve. Quality First teaching takes into account students’ prior learning and achievement. The SEND Code of Practice has an expectation that subject staff are aware of any additional needs and provide appropriate support and differentiation to ensure progress.

Wave 2: Departments have introduced regular subject mentoring sessions. Departments also hold targeted revision sessions during the approach to the GCSE exams. Immediately prior to each GCSE exam, Heads of Department are expected to conduct an ‘Exam Warm-up’ session with their students to focus on key exam techniques and knowledge & understanding to demonstrate.

There are other intervention strategies which should be considered including developing study & revision skills, homework clubs, one-to-one mentoring, extension activities, controlled assessment catch-up sessions & Saturday classes. The use of external organisations has been well-received by targeted students within the Maths Department previously and should be explored for other subject areas. Assertive mentoring targets students who are at risk of underachieving in a number of subjects. Key mentors will oversee identified students and support the intervention provided by departments. The students are identified from the progress data, and this is updated after every data drop.

Wave 3: This is likely to target students identified with individual needs that limit progress; and may include personalised timetables, tutorial support, behaviour support, reduced GCSE content, support from external agencies and numeracy & literacy intervention. The AIW team will lead this intervention.


Engaging Parents

Engaging parents in the learning and progress of their children is key to raising achievement. Parental support of learning at home as well as learning in school has a huge impact on achievement. Parental engagement is more than parental involvement, which can include a range of school-based activities. Parental engagement involves:

  • Supporting parents to help their children learn
  • Personalising the provision for parents as learners
  • Effective reporting
  • Enhanced pastoral care


Subject staff and form tutors should make regular contact with parents to celebrate success as well as to report concerns. Parental engagement is positively influenced by the level of their child’s attainment. This should include an opportunity for parents to review achievement in assessments and see the feedback provided to students including teacher evaluations and student reviews of their own progress.

Progress record sheets are to be placed on the front cover of all exercise books or folders, to clearly track progress during the year. One of the key occasions when parental engagement is required is during the Pathways selection process in Year 9. As such parents are invited to attend a Pathways Information evening in January, to provide information and guidance about the guided choices available and the specific subjects on offer. This includes advice about post-16 options too.

At the start of Year 10, parents are invited to attend an ‘Aiming Higher’ evening where a variety of speakers and sessions will be provided to support parents as their children begin their GCSE courses. This will include aspirational sessions from higher education as well as practical advice about supporting learning at home.

Parents of targeted Year 11 students will be invited to attend a ‘Supporting Success’ interview, also early in the autumn term, where academic feedback and practical advice will be provided. Year 11 parents will then be invited to attend a ‘Supporting Success’ evening following the first trial exams, where exam preparation and revision guidance will be given.

Each year group will have a targeted Progress Evening, where parents will use the online booking system to book appointments with subject teachers to receive feedback on their child’s progress. The AIW team and SLT will also be available to meet with parents. The Year 9, Year 10 and Year 11 progress evenings will also provide post-16 information through the attendance of our partner colleges and apprenticeship providers.

Fig.2 Parent Meeting and Progress Evening Summary 2016-17





Wed 14th Sep 16

Y10 Aiming High Evening

6:30pm - 8:00pm


Tue 20th Sep 16

Y11 Supporting Success interviews

6:30pm - 8:00pm


Thu 29th Sep 16

Y7 Tutor Evening

4:30pm - 7:30pm


Wed 16th Nov 16

Y11 Progress Evening

4:30pm - 7:30pm


Thu 1st Dec 16

Y10 Progress Evening

4:30pm - 7:30pm


Tue 17th Jan 17

Y9 Pathways Evening

6:30pm -8:00pm


Thu 26th Jan 17

Y11 Supporting Success Evening

6:30pm - 8:00pm


Wed 8th Feb 17

Y9 Progress Evening

4:30pm - 7:30pm


Tue 28th Mar 17

Y7 Progress Evening

4:30pm - 7:30pm


Thu 20th April 17

Y8 Progress Evening

4:30pm - 7:30pm



During the academic year, parents will be able and encouraged to access their child’s progress data through the parental portal. This will be available and updated after every data drop. The process will be explained to parents at the start of the year via written communication. Rather than reporting a level to students and parents in KS3, we will report the progress that students are making towards achieving their forecast grades at GCSE. 

Parents will be provided with an online summative ‘annual’ report each year. Copies of these reports are stored electronically on the network.  For those parents who can not access the Internet, printed progress data/reports will be available upon request.


Fig.3 Summary of Annual Report Deadlines 2016-17





Wed 25th Jan 17

Data Drop 3 (KS4) Y11 ANN REP INPUT


Wed 1st Feb 17

Data Drop 3 (KS3) Y9 ANN REP INPUT


Wed 1st Feb 17

Y11 Annual Reports out


Wed 8th Feb 17

Y9 Annual Reports out


Wed 22nd Mar 17

Data Drop 4 (KS3) Y8 ANN REP INPUT


Wed 29th Mar 17

Y8 Annual Report out


Wed 14th June 17



Wed 21st June 17

Y10 Annual Reports out


Wed 5th July 17

Data Drop 6 (KS3) Y7ANN REP INPUT


Wed 12th July 17

Y7 Annual Reports out



Years 7-9 will complete formal school exams each year, with the key subjects English, Maths and Science being examined in the civic centre in Year 9, to provide experience of GCSE exam conditions.

Both Year 10 and Year 11 will complete key assessment periods, in the form of either internal school exams, controlled assessment sessions or trial exams. The results of these will be included within the related data drops. In addition, the results of the Year 11 trial exams will be delivered to students through a mock GCSE results assembly, where students will receive a mock GCSE results certificate based on their trial exam performance.


Fig.4 Summary of Assessment 2016-17





Mon 3rd Oct - Wed 12th Oct 16

Y7 Baseline Assessments

All subjects - in class

Mon 5th Dec 16 - Fri 16th Dec 16

Y11 Trial Exam fortnight 1


Mon 9th Jan 17 - Fri 20th Jan 17

Y9 Exam Fortnight

 Eng/Math/Sci in Civic* - All other subjects - in class

Mon 27th Feb 17 - Fri 10th Mar 17

Y11 Trial Exam/Cont. Ass. fortnight 2


Mon 18th Apr 17 - Fri 28th Apr 17

Y10 Exam fortnight

All subjects* - Eng/Math/Sci in Civic - rest in class

Mon 19th Jun 17 - Fri 30th Jun 17

Y7 & Y8 Exam Fortnight

All subjects - in class

Mon 15th May 17 - Fri 30th Jun 17 tbc

Y11 GCSE exams




Parents are always welcomed in school and are encouraged to contact school with any concerns or positive feedback – appointments with staff can be made through Reception. The first point of contact should be the form tutor. They will involve other staff, such as the AIW team or subject teachers as required. Year 7 parents are invited to attend a Year 7 Review evening with tutors in late September to review their child’s first few weeks at Middlewich High School. This provides an opportunity for parents, tutors and students to discuss any issues of concerns as well as provide feedback. The AIW team will also be available.



Year on year we strive to improve the mentoring system for students in our school. Reflecting on the experiences of other schools, and responding to issues raised in questionnaires completed by our own students we have extended the frequency and varied the type of mentoring that takes place. Our assertive mentoring scheme is designed to support those students who are not on track to meet their targets.


Communication between staff is a vital part of the mentoring process. It is therefore very important that the Progress Tracker booklets are used to inform mentors, class teachers, students and parents of any celebrations and concerns that are relevant.

Further details about the mentoring processes are available in the I-Drive Achievement & Progress folder.



An Open Evening is arranged each year when prospective students' parents are invited to tour the school and see it at work. In addition, a meeting is held in early July for parents of each year's new intake of students from Primary Schools to introduce them to the School and to the members of staff who will be particularly responsible for Year 7 students.

Apart from being invited into school for these meetings, parents are always welcomed into the school and encouraged to contact the school whenever they feel concerned. If teachers are concerned about any issues concerning the progress or behaviour of students in their groups, then they are encouraged to seek parental involvement at an early stage. In these instances, the appropriate Head of Department or Form Tutor should be consulted as necessary. Parents and other members of staff should also be involved when there are things to celebrate. It is important that communication with staff and parental contact is not always for negative issues.


Please refer to the Assessment Policy for further details.



(a) Year 10 and 11 students sit internal and external examinations in formal conditions following JCQ regulations. Year 7-9 will sit internal examinations in all subject areas in formal conditions.

(b) The internal school examinations will take place as indicated on the school calendar.

(c) The production of the examination papers will be done by the Reprographics Department -Four weeks’ notice is required.

(d) Most Year 10 and Year 11 exams plus some Year 9 exams are held off-site at the Civic Centre.

(e) The set up of the examination room is the responsibility of the Examinations Officer for formal exams. Head of Departments are responsible for supplying exam papers (including modified papers), texts/case studies (eg in English and Business Studies) and any other necessary materials for the internal exams.

(f) Students are normally seated in teaching groups although students sitting external examinations are seated according to their candidate number. These vary from subject to subject and therefore question papers must be presented in appropriate groups with an instruction sheet. This is the sole responsibility of the HoD.

(g) Where students need MORE than a single question paper sheet then ALL of the sheets are to be fastened together (staple, paper clip, treasury tag, etc.) so that each student may be handed one wad of paper at the beginning of the session.

(h) It is the HoDs’ responsibility to ensure that all papers and additional materials are given to the Examinations Officer at least one week prior to the exam. This includes papers that have been colour photocopied or enlarged for students with access arrangements.

(i) The invigilator must collect in the papers in the order in which students are seated (either in teaching groups for internal exams and numerically for external exams). All examination papers must be handed to the Examinations Officer.

(j) HoDs are responsible for ensuring that the internal examination questions are of an appropriate standard for the particular set concerned and that the rubric is both CLEAR and COMPLETE. (If answers are to be written on the question paper, please make sure that there is a place for the student's NAME).

(k) A checklist for invigilators will be issued by the Examinations Officer prior to the examinations.

(l) INVIGILATION must be done strictly in accordance with JCQ Regulations:

  • Invigilators must give the WHOLE of their attention to the examination.
  • Invigilators must not stand together or converse.
  • One invigilator should be at the back and one at the front.
  • Invigilators should take writing paper to the student when asked.
  • Students must not leave their seat.
  • Invigilators may not give any help to the student.
  • Unfair practice of any description in any examination should be reported to the Examination Officer.
  • The script must not be marked in any way.

(m) Students are responsible for bringing their own writing implements, mathematics equipment and a fully working calculator. This should include two black pens, a pencil, rubber and ruler.

(n) Bags are not allowed at the students' desks in the exam room. Only designated material may be taken to the desk.

(o) Students may use a highlighter pen to highlight questions, words or phrases within the question paper or question/answer booklet. Highlighters must not be used in the written answer.

(p) The working condition and the ability to use a calculator is the responsibility of the student.

(q) Potential technological/web enabled sources of information such as mobile phones, MP3 players, iPods and web-enabled wrist watches are forbidden in both in-house and external examinations. Possession of unauthorised items could lead to disqualification.

(r) Assistance from the Examinations Officer can be requested if further advice or information is required.

(s) Please refer to the Examinations Policy for further information.