Stanley Road, Worcester, Worcestershire, WR5 1BD

01905 355043

Stanley Road Primary School

Nurture, Inspire, Achieve

Reports Glossary

Stanley Road Primary School Reports Glossary

Explaining the technical words we use in children’s school reports




When we use the word achievement we mean a combination of where a child is in their learning (attainment) compared to how far they have come, (progress). If a child is at age-related expectations in their learning (i.e. where they should be), at the end of the year but only made 2 terms progress over of 3 terms, this is a different level of achievement from a child who is below age-related expectations yet made 5 terms progress in the same year.

Age Related Expectations (ARE)

Age-related expectations are the skills and knowledge that the government expect the children to learn each year of their school life. This is laid out by the department of education (DfE) in the in the UK National Curriculum and is measured by them in annual National Curriculum Assessments (often called SATs tests). How much schools succeed in helping children achieve age-related expectations is one of the things inspected by the Office for Standards in Education, or Ofsted.


1 The process by which we find out how much your child has learned. We talk to children, ask them questions, look at their work in books, in class, in activities and in tests and then judge it all against the National Curriculum standards.


2 Any test, task or activity which gives us an idea of how well your child is doing in their learning is called an assessment.

Attainment in Tests

At the end of years 2 and 6 there are tests set by the government. The tests are designed to show which pupils are "At the Expected Standard" or EXS (where the average pupil should be for their age), "Working Towards the Expected Standard" or WTS (this means behind where the average pupil should be,) and "Working at Greater Depth" or GDS (beyond where the average pupil should be). In year 2 we use these scores to help us make a decision about children's attainment called Teacher Assessment. In Year 6 the test results for Reading and Maths stand as their results and Writing and Science are decided by Teacher Assessment.


Attainment means the level of learning your child has reached.

Attainment (Nursery & Reception)

In the Early Years (Nursery and Reception) this is based on age-brackets such as 30-50 months or 40-60 months. These indicate what learning your child ought to have achieved according to their age in months. This is laid out in the Early Years Foundation Stage document, and your Reception or Nursery teacher will be able to give you more detail. We want children to achieve what are known as Early Learning Goals. These are descriptions of children's learning which show they’re ready to move into Year 1. At the end of Reception we expect pupils to have what is called a “Good Level Of Development” (GLD). This means having attained an age-related outcome in personal, social and emotional development; physical development; communication and language, English and Maths. This means they are prepared for the challenges of the National Curriculum.


(Years 1-6)

From Years 1-6 attainment is measured against the National Curriculum. At Stanley Road we measure attainment in academic terms. There are 3 terms in a year and at the end of each term we expect your child to have the level of skills and knowledge appropriate to that term's teaching. For instance, at the end of year 1 your child will have been taught the National curriculum for 3 terms. The Age Related Expectation will be a "3". Teachers will be able to tell you if your child's attainment is just below (1 term behind) below (2 terms behind) or significantly below (3 or more terms behind Age Related Expectations). Equally they may indicate that your child's attainment is above (1 or more terms ahead) age related expectation.


This shows how often your child is present at school. We compare this with the government’s target for all children of attending school 96% of the available time. We understand that children get ill and sometimes non-attendance is unavoidable but there is a direct relationship between good attendance and good learning outcomes.


This shows what kind of choices your child is making in lessons. Poor behaviour may be calling out, silliness or distracting others; good will be the opposite of this: listening well, speaking politely and in turn, collaborating appropriately and helping others. All children have good days and bad days but the teacher will show you the trend of your child's classroom behaviour which will indicate if it needs to improve. Parents' evening is a good time to clarify how your child is behaving in the classroom.


The government provides a National Curriculum, which gives a description of what children should learn in all UK schools. It then asks schools to develop this as a “Schools' Curriculum”, making the learning interesting, personal and accessible to the children. We do this with the REAL curriculum, which you can find in the Curriculum pages of our Stanley Road website.


This means how hard your child has tried in class, how much they concentrate and attempt to learn independently. A child may be very intelligent and well-behaved, but not prepared to put in a great deal of effort; on the other hand a child may struggle to understand many things but always give 100% effort. We indicate your child's effort as it has an important effect on progress and is something we try to develop as part of a child's character. Parents' evening is a good time to clarify what your child’s attitude to learning is like.


Interventions are lessons, games and activities designed to help children catch up in their learning. At Stanley Road we make sure if a child is not sure about something they are given extra chances to learn and practice it. Interventions could be for times-tables, spelling, punctuation or even social skills - whatever is holding a child back in their learning.


Phonics describes how we teach the basic skills of reading. It included recognising letters (graphemes), saying them out loud as sounds (phonemes), putting them together to make words (blending) and pulling them apart to read words (segmenting). We use the government approved Letters & Sounds guidance at Stanley Road and details of this are on our website. At the end of Year 1, pupils undertake a phonics check, which gives information about how they have learned. Children who don’t pass this check, or who miss taking it in year 1, resit it in Year 2.


This means how far your child has come in their learning since the last assessment. At Stanley Road we measure progress in terms. If you are at school for one term we expect one term’s progress in learning. This is referred to as expected progress. Over a 3-term year this should add up to 3 terms’ progress. Less than 3 terms progress in the year we describe as below expected progress. 4 or more term’s progress in 3 terms is referred to as better than expected progress.

Teacher Assessment

Teacher assessments are judgements about children's learning made by teachers using government guidelines and the REAL curriculum. In Year 2 these Teacher Assessments are given to the government as formal attainment outcomes for your children. In year 6, Writing and Science are Teacher Assessed and Reading and Maths are based on tests.


The school year is divided into 3 terms: i) the autumn term lasts from the first day of school in September until the Christmas holidays start, ii) the Spring term lasts from the first day of school in January until the Easter holidays and iii) the Summer term lasts from the end of the Easter Holidays until the last day of school in July. We measure attainment in terms. If you child has had 6 terms of National Curriculum teaching, they should be attaining a "6" in the REAL Curriculum.