OFSTED April 2017 Key Comments: 

  • ‘Pupils shine at this school because they benefit enormously from being part of the ‘St James family’, a supportive and caring community. They are happy and safe in school.
  • ‘The conduct of pupils in this school, the way they interact with each other and adults, is impeccable – in fact, it is the best I have ever seen(Feedback from HMI to School Governors, Local Authority and Diocesan representatives)
  • Pupils readily respond to leaders’ high expectations evident in the ‘SHINE’ ethos. As a result, they ‘Speak politely, Have respect, follow Instructions, Never say never and Engage positively’ in all that they do
  • ‘Pupils work exceptionally well together’
  • ‘Pupils have excellent attitudes to learning, they are curious and want to achieve their best.’
  • ‘Pupils know what it means to be ‘ready to learn’’
  • ‘Pupils’ conduct is exemplary. They show high levels of respect for each other and for their teachers and teaching assistants.
  • ‘Pupils’ spiritual, moral, social and cultural development is a strength of the school’
  • ‘The school's work to promote pupils' personal development and welfare is outstanding. Leaders make sure that pupils are cared for exceptionally well’
  • ‘Staff are proud to be a member of staff at this school’
  • ‘Pupils, including the most able, are challenged by their work’
  • ‘Pupils are taught the skills needed to become thoughtful, self-confident citizens, able to express their views and opinions.’
  • ‘Progress overall is much better than that of similar-ability pupils nationally’
  • ‘Key stage 4 outcomes in GCSE examinations demonstrate consistently strong progress over each of the last three years’
  • ‘Parents have highly-positive views of the school and confirm their children are safe and happy at this school. They greatly appreciate the pastoral care and support provided.’
  • ‘Pupils say they feel safe at school, they say there are no bullies and are confident they would be listened to if they shared a concern with a teacher or pastoral leader.’
  • ‘Governors know the strengths of the school and where there are further improvements still to be made.’
  • ‘Pupils enjoy coming to school.’
  • ‘Pupils, including the most able, are challenged by their work because most teachers have high expectations of pupils and plan work which is hard enough for them.’
  • ‘Pupils learn well and make excellent progress because teaching in English, mathematics and most other subjects is consistently good.’
  • ‘Leaders have successfully introduced a more ambitious culture in the school based upon high expectations.’
  • ‘Pupils typically make good progress because teachers have strong subject knowledge, which they use well to plan interesting and challenging work for pupils.’
  • ‘Teaching assistants support pupils well in lessons, including low-ability pupils and those who have special educational needs and/or disabilities, who need extra help.’

Assessing & Reporting

New Reporting System

Please look at our video below that provides details of our new reporting system

(You can right click on the video with your mouse and select ZOOM to play the video in full screen)


Pupils are assessed quarterly during Years 7-11 (3-times a year).

In years 7-9 pupils are given a progress score by teachers of + (plus), = (equals) or - (minus) to indicate the progress they are making

+ (plus) means a student is making MORE than SECURE progress

= (equals) means a student is making SECURE progress

- (minus) means a student is making LESS than SECURE progress

This can be used on its own or compared to national data that is sent home with each report.

The national data indicates how well students performed in other high performing schools at GCSE when they had a similar Key Stage 2 score to your child.

Three reports are sent to parents/carers each year usually towards the end of each term.  One report out of the three reports will include more detailed written comments from your child's form tutor.

Reports will include the following

  1. Progress score
  2. Attitude to Learning Score (ATL)

The ATL grade is an attitude to learning grade and represents the pupil’s attitude in class and with thier homework.


Attitude to Learning Descriptors


EXCELLENT – all of the following

  • You have achieved a consistently high RTL points score

  • All class work and homework are done to the best of your ability. Homework is never late and you’re always trying to improve it!

  • Your behaviour is excellent at all times.

  • You are an independent, self-motivated learner who always pays attention in class and frequently helps others.


GOOD – all of the following

  • You have achieved a consistently high RTL points score

  • All of your class work and homework are done to the best of your ability.

  • Your behaviour is always good.

  • You are nearly always an independent and self-motivated learner.

  • You pay attention in class and help others to learn most of the time.


NOT YET GOOD – some or all of the following

  • You are losing too many RTL points over time

  • Class work over time is not at your expected standard

  • Homework over time is not at your expected standard

  • At times, your behaviour stops you or others from learning

  • You do not pay attention consistently in class or help others to learn most of the time



  • You have a consistently low RTL points score

  • Your class work over time is often not completed.

  • Homework over time is either not completed or of a poor standard

  • Your behaviour often stops you or others from learning

  • You rarely pay attention in class or help others to learn


Years 10 and 11

In Years 10 and 11 pupils are given a Current Predicted Grade (CPG) by the teacher each quarter. This CPG is the GCSE/BTEc  grade the teacher predicts the pupil will achieve as a final GCSE/BTEc result if the pupil carries on working exactly as they are doing at present. The pupil also has a target grade to work towards. This is set using KS2 data, progress that the pupil has made during Key Stage 3 and estimates of expected levels of progress.

If pupils are underachieving intervention will be put in place.