What do different phrases/words/letters on my child’s school report mean?

Attainment: The academic standard that pupils reach in, for example, assessments and exams. It’s usually recorded as grades, scores or levels, and it indicates pupils results at the end of a Key Stage.

In the Early Years Curriculum there are 17 Early Learning Goals (ELGs) within the Early Years Foundation Stage (EYFS) statutory framework used in England. These goals represent the expected standard of development a child should reach by the end of their Reception year. The 17 ELGs areas are:

• Being Imaginative and Expressive 
• Building Relationships 
• Comprehension 
• Creating with Materials 
• Fine Motor Skills 
• Gross Motor Skills 
• Listening, Attention and Understanding 
• Managing Self 
• Number 
• Numerical Patterns 
• Past and Present 
• People Culture and Communities 
• Self-Regulation 
• Speaking 
• The Natural World 
• Word Reading 
• Writing

The Early Learning Goals (ELG) summarise the knowledge, skills and understanding that all young children should have gained by the end of the academic year. The goals are there to be used to assess children at the end of the reception year.

Pupils are assigned EXS (Expected Standard) and WTS (Working Towards the Expected Standard). These acronyms are standard grades used by teachers to report a child’s academic attainment and progress to parents.

EXS: Expected Standard

• Meaning: The child is working at the typical, age-related expectation for their year group.
• What it looks like: They have confidently understood and met all or the vast majority of the curriculum requirements or learning goals for their age.

WTS: Working Towards the Expected Standard

• Meaning: The child is currently working just below the typical level expected for their age group.
• What it looks like: They have grasped some aspects of the curriculum but still need extra support, time, or practice to fully achieve all of the learning objectives.

Attitude to Learning Grading System

In the Early Years Foundation Stage all students will be assessed on their Attitude to Learning across six main areas;

Attitude to Learning Mark

Behaviour

Effort Mark

Participation

Response to Instructions

Well-being

The following chart defines the high standard we want all students to aim for. We believe that great learning happens when students challenge themselves to work hard and aim high.

	Effort	Well-being	Participation	Attitude to learning	Behaviour	Response to instructions
Excellent	Pupil approaches all learning with enthusiasm and exceptional determination. They consistently give their best effort and demonstrates excellent perseverance, even when work is challenging. Their commitment is a real strength and sets a positive example to others.	Pupils are: Cheerful Joyful Energetic High level of performance through the day	Pupil actively listens, helps to move the discussions forward with deeper questions and well thought-out answers.	Pupil is concentrated, creative, energetic and persistent throughout nearly all the observed period.	Pupil’s behaviour is exemplary and the pupil is a role model to their peers.	Pupil is a reflective learner who always takes onboard both positive and negative feedback to help improve.
Good	Pupil generally applies themselves well in lessons and completes tasks with a positive attitude. They show steady commitment to their learning and usually put in a good level of effort, though there are opportunities to develop independence and consistency further.	Pupils are: Positive Calm Performing well Sleeping well at home	Pupil actively listens and joins in the discussions by answering questions. They ask (mostly surface) questions and occasionally provides evidence to support responses.	The pupil’s activity has intense moments and at all times they seem involved.	The pupil has high expectations of their behaviour.	Pupil is a reflective learner who usually takes onboard both positive and negative feedback to help improve.
Low	Pupil requires frequent reminders to stay focused and to complete tasks to the best of their ability. They do not yet consistently apply themselves in lessons, and their work often reflects less effort than they are capable of.	Pupils are sometimes: Anxious Worried Tired Distracted Withdrawn	Pupil passively listens and follows the discussion but participates minimally or takes the discussion off-topic. They rarely ask or answer questions.	The pupil is busy with the activity but at a fairly routine level and there are few signs of real involvement. They make some progress with what they are doing but do not show much energy and concentration and can be easily distracted.	Pupil’s behaviour is sometimes inconsistent and reminders and warning are needed to ensure they are following the school rules.	Pupil sometimes acts upon advice given to them by staff but may need prompts to achieve the desired outcome.