Frequently asked questions (FAQs)

  1. What are the Learning Behaviours mentioned in reports?
  2. What exactly does good mean?
  3. What is the format for reports?
  4. My child has only had 3 days off sick but has been marked as 6 authorised sessions- why?
  5. What do I do if I’m unsure about something written in my child’s report?
  6. What exactly is a Growth Mindset and why is it important to comment on?

1. What are the Learning Behaviours mentioned in reports?

These are a simple list of ten things that teachers have been watching carefully for over the last seasonal term. We believe these are important and parents have consistently told us they value them too. The teachers then make a judgement on where they believe your child is after this extended period of time – not just for one off ‘good days’ or otherwise. It should be a fair reflection based on close knowledge by those who know your child best in school. Part of our thinking was to build a profile over time – establishing patterns, celebrating successes and clearly identifying areas for development. Please be assured that a C grade is our minimum expectation and a B grade really is good and children should be very proud of achieving this.  Children will not receive a comment at the bottom of the report because this is what Parents’ Evening is for – to add the context or background to a judgement. There are no ‘glass ceilings’ i.e. a child is equally capable of achieving an ‘A’ regardless of the year group or time of year. If it has been earned it has been earned.

  1. Effort – e.g. how hard you try; seeing things through; completing tasks properly without cutting corners
  2. Home learning – e.g. how work is completed; if it is handed in on time; completed to an acceptable standard or better; completed with care/attention
  3. Attitude – e.g. eagerness to learn and improve; take risks/try new challenges; enthusiastic; contribution in class; response to feedback; role model; curious; positive
  4. Behaviour – e.g. allowing others to learn; maturity; behaves well because they choose to; consistent both in/out of lessons; follower of rules; sets a standard for others
  5. Independence – e.g. how well you function without constant supervision or reminders; making sensible decisions on their own; functions without distracting others
  6. Relationships – e.g. with other children and adults; sociable; speaks and listens to others; shares the workload reasonably; considerate of others and their own needs
  7. Cooperation – e.g. ability to works productively with others; contributes to tasks; can take responsibility for planning and organising their own and others’ learning
  8. Resilience – (Stickability) e.g. perseveres when obstacles to learning arises; doesn’t give up; manages distractions and understand how to diminish them; growth mindset
  9. Resourceful – e.g. Can make links between different areas of learning, see patterns and associations; an use imagination creatively, able to play with ideas and possibilities;
  10. Reflective – e.g. Understands that we learn through mistakes; willing to make mistakes and take risks; takes on board feedback/marking and adjusts accordingly


2. What exactly does good mean?

We would expect a minimum of a C grade.

Inadequate Satisfactory


Good Excellent
well below expectations



Often needs reminders

expected or usual

minimum expectation

Occasionally needs reminders

beyond expectations

almost always

Rarely needs reminders

well above expectations


role model to others

Never needs reminders

3. What is the format for reports?

Learning behaviours and attitudes are at the heart of our approach to learning at St Mark’s so the report begins with these gradings. There is a specific section for written comments about your child’s learning in English and Maths. Every child is then given some next steps in their learning that will help them make progress. The second page of the report outlines what your child has achieved, their progress and next steps.

4. My child has only had 3 days off sick but has been marked as 6 authorised sessions- why?

Legally we must count two sessions a day. If your child is here for the register they are marked present for the morning or afternoon session even if they then leave because they are ill or have an appointment. If absence is unauthorised it means there was no reason given despite prompts or leave was not authorised when requested. If children arrive late after the register this is also counted as a morning’s absence.

What do I do if I’m unsure about something written in my child’s report?

If you have any queries or concerns about your child’s report then please do arrange an appointment to see your child’s class teacher. We are aware that there is a big gap between our parent teacher consultations so we would be happy for you to come in to school to discuss your child’s learning, work and their report.

What is a Learning Partner?

Children are chosen, often on a weekly basis, to work with a specific child. They may not be kindred spirits, identical in ability etc but the pairing tests and supports their ability to cooperate, challenge and support over a short period of time. They are reassigned regularly to build an experience of working across the class to improve the learning of everyone. The children acknowledge it is fair, reasonable and effective.

What exactly is a Growth Mindset and why is it important to comment on?

We use the term regularly in everything we do. In a nutshell it is a theory that everyone can get smarter by working hard, taking on board feedback and learning from vital mistakes. The mindset theory is the opposite of a fixed mindset. It is not a ‘silver bullet’ or panacea but a simple approach to empower children that hard work pays off – by being open to feedback and making the incremental improvements necessary. It embodies a ‘can do’ attitude. For more information research Carol Dweck or check out