Attainment

Primary school attainment

Formal assessment points
Stage	Assessment	Appropriate timings
Reception	Schools must complete the reception baseline assessment for each child in the first 6 weeks after they enter reception.
Key Stage 1 (KS1)	Phonics Reading Writing Maths Science	May
Key Stage 2 (KS2)	English – spelling, grammar, and punctuation (SPAG) English – reading paper English – writing paper Maths – 2 tests Science – teacher assessment	May

School assessment cycles: autumn, spring and summer data collection points.

Each school may vary as to the exact dates for data collection, but will all generally have 3 data points in the year:

Autumn (September to December)
Spring (January to April)
Summer (April to July)

Secondary school attainment

GCSEs

When are GCSE choices made?

Teenagers choose their GCSE options at the end of Year 8 or 9. Often schools will run ‘options evenings’ around this time of year, giving children the opportunity to find out more about each course and how they are assessed. It’s always great for parents to ask plenty of questions too – but encourage children to ask their questions first.

When do GCSE exams begin?

The main exam period generally runs from the middle of May to the end of June in year 10 and 11.

When are GCSE results released?

Results are usually given on the 4th week of August.

Conversion of the GCSE grading system

Old grade	New grade
A*	9
A	8 7
B	6
C	5 strong pass 4 standard pass
D	3
E	3 2
F	2 1
G	1
U	U

What to do if expected grades are not achieved?

Students get the opportunity to re-sit English and Maths GCSE in their 16+ provision, whether that be in sixth form, college or apprenticeship. If required, they may need to start at a lower level than GCSE, and complete Functional Skills Entry 3, Level 1 and 2 instead. Level 2 is the equivalent to a GCSE pass.

Educational query	No	Yes
Have you obtained accurate information on academic attainment?	Speak to the year lead or class teacher to gather up-to-date attainment. If this is not possible, ask the DSL to consult the necessary staff to collect up-to-date attainment and provide it to you. When a child first comes into care, a Personal Education Plan (PEP) meeting must take place within 20 working days of their entry into care. This meeting provides a key opportunity to establish a clear understanding of the child’s current educational attainment, progress and needs. Following the initial PEP, PEP meetings must be held termly. At each meeting, schools are expected to provide up-to-date and accurate attainment information to inform planning and support. It is not appropriate for schools to withhold attainment data because internal 'data drops' have not yet taken place. Schools should use available assessment information, teacher judgments and ongoing progress monitoring to provide a current picture of the child’s attainment. Social workers should also request to be included on the school’s report distribution list, so they receive school reports at the same time as the child’s carer. This supports effective oversight and timely intervention where needed.	Is the attainment age appropriate? Are they ‘on track’ for achieving expected attainment for the end of the academic year?
Is the child/young person making age related progress?	Arrange a meeting with school and explore: How far behind their age expectations are they? Is there a significant gap? Is the gap new or has it been ongoing for some time? Is the concern specific to literacy, numeracy or another subject? Check with the teacher to see if additional interventions are in place: What additional 1:1 / small group intervention can be offered? What interventions are in place? Have SEND needs been explored? For children in care, any concerns about a child not making age-related progress should be raised and explored in detail at their termly Personal Education Plan (PEP) meeting. This should include identifying barriers to progress, reviewing current support, and agreeing clear SMART targets (Specific, Measurable, Achievable, Relevant, and Time-bound) to drive improvement. The meeting should also consider how Pupil Premium Plus (PP+) funding can be effectively used to address these areas, ensuring that interventions are targeted, evidence-based, and linked directly to the agreed SMART outcomes. Progress against these targets should be reviewed at each subsequent PEP, with adjustments made where necessary, and with oversight from the Virtual School.	How are the school ensuring that the pupil’s level of attainment continues to be challenged: Is work being set to continue to extend progress? Has the pupil been identified as ‘Gifted and Talented’ or 'More and Most Able' in any particular learning area and if so, how is this being supported? Where a child in care is making good or better-than-expected progress, schools should continue to demonstrate high aspirations and ensure that progress is sustained and built upon. This includes: Continuing to use the Personal Education Plan (PEP) to set ambitious SMART targets that promote further progress, not just maintenance Ensuring the child is appropriately challenged in lessons, with work that stretches their ability Identifying and supporting any areas of strength or high attainment (for example, extension work, enrichment opportunities, gifted and talented provision) Using Pupil Premium Plus (PP+) funding to further enhance progress (for example, tutoring, enrichment, wider development opportunities), not solely to address gaps Maintaining regular monitoring of progress, with updates shared at each PEP and with the Virtual School Supporting the child’s wider development, including confidence, aspirations, and engagement in school life (for example, extracurricular activities, leadership opportunities) Actively recognising and celebrating achievements, both within school and at PEP meetings, ensuring the child’s successes are acknowledged and that they are congratulated for their progress The Designated Teacher and Virtual School should ensure that positive progress is recognised, celebrated, and built upon, with a continued focus on achieving the child’s full potential, not just age-related expectations.
The child/young person needs extra support with homework	N/A	Check if school can offer extra support – interventions during the school day and/or after-school clubs focused on key areas. Is the issue linked to parents/carers being unable to offer support and therefore would they benefit from a programme that may be able to support this?
IT disproportionality	N/A	Discuss with the school to see if they have a laptop loan scheme or can social care support in providing this?
Disproportionality: Has race, gender, religious identity or age influenced the approach taken by professionals?	N/A	Discuss the case with your team manager and engage the headteacher if necessary. Escalate through the local authority if professionals feel there has been disproportionate treatment. If there are concerns that race, gender, religious identity, or age may have influenced decision-making for a child in care, this should be addressed immediately through a multi-agency approach. Discuss concerns with your Team Manager and the Virtual School in the first instance. Engage the Designated Teacher (DT) and Headteacher to seek clarity on the rationale for decisions and to ensure that they are fair, proportionate, and in line with statutory guidance. The Virtual School should play a key role in reviewing the case, providing challenge where appropriate, and ensuring that the child’s status and vulnerabilities are fully considered. Where concerns remain, escalate through the Local Authority and the Virtual School Headteacher, in line with escalation procedures. All actions and discussions should be clearly recorded, with a focus on ensuring equitable treatment and preventing further disadvantage for the child.

Remember…

On average, children with a social worker do worse than their peers at every stage of their education.

Children in care may face additional barriers to education. The Virtual School, Designated Teacher, and PEP process play a critical role in:

promoting educational attainment
reducing disadvantage
ensuring timely intervention and support

Strong multi-agency working is essential to improving outcomes and maintaining high aspirations.