Feedback for Learning

At Bristol Grammar School we seek to ensure that students contextualise their academic attainment within a framework that examines their learning in each subject area; for this reason we refer to students' Feedback for Learning rather than 'reports'.  As students progress through the school the programme of feedback to you on their progress changes and is age-appropriate and designed to meet their needs, whilst ensuring that parents are well informed of progress at school.  Differences will include style of feedback that is used for them, the frequency of parent consultation evenings, our written comments on student progress or the inclusion of predicted grades on feedback reports.

Parent Consultations

Parents are invited, with their son/daughter, to school to discuss progress with subject teachers and other key staff involved in their learning such as Form Tutor, Head of House, Head of Year or Director of Studies, Learning Support, Careers and Higher Education planning.  Parent consultations are vital events in your child's learning and are considered to be the most effective means of establishing a student/parent/teacher partnership for learning. 

In addition to this we hold parent meetings for parents of students in year groups who have significant changes in their programme of study (Year 7, Year 10 and Lower Sixth) in order to help explain the nature of year or years ahead. 

Learning Skills Reports (Years 7&8)

These are used for Years 7 and 8, at the start of the academic year; they assess fundamental components for learning 'engagement' and 'organisation' on a three point scale which is explained on the report.  These reports are designed to give clear indicators of progress during the early stages of a student's school career; they may prompt particular recognition by the School or the intervention of the Form Tutor, Head of Year/Director of Studies to further monitor and support their learning.

Progress Reports (Years 9-11)

As students are involved in the GCSE programme in these years we adjust our feedback to include attainment grades, descriptors for which are provided on the reports, and Attitude to Learning scores to track a student's approach to their studies.  Progress reports are issued at varying times during the year and some of these will include predicted grades, when relevant.  

Sixth Form Progress Reports

These follow the same format as the Progress Report used in Years 9-11 but the grade descriptors are updated for student performance at 'A' level.

Data Reports (Years 7-11)

These present the student attainment record during the term, typically comprising a number of assessed pieces of work, although this varies across subject areas; explanations for the composition of the data shared are given on the report.  These reports are accessible to parents via the SIMS Parent App (please contact helpdesk@bgs.bristol.sch.uk) for access to this if you do not already have it enabled.  

Footprints (Years 7-10)

True strength in learning comes with ownership by students themselves, directed by teachers, and developed in collaboration with each individual.  We are currently in our second year using a bespoke software package for students and teachers to engage with Footprints; a system of feedback for learning which is unique to Bristol Grammar School.  Footprints requires students to consider themselves as distinctive learners, to be aware of their strengths and challenges in learning and to periodically reflect on this with their teacher in the form of an online learning 'blog'.  There are many elements to the Footprints process and the outline for this is provided below:

The first Footprints of the year will be available at the end of the Autumn Term and are best accessed via the SIMS Parent App.