Heathcote School & Science College
A Leading Edge Specialist School for Science
Headteacher Mrs Zoë Cozens
Normanton Park, Chingford, London, E4 6ES
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School Reports

At Heathcote, we report on student progress and achievement at the end of each term.

These reports include scores for attendance and punctuality, progress, behaviour, homework and attainment.

Attendance and Punctuality

The first page of the report shows your son/daughter's attendance record. Research shows the strong link between student's attendance and their achievement. Students who attend for less than 92% are unlikely to achieve and the higher their attendance, the stronger achievement each student makes.


Progress is reported on using a five point scale.  Classwork, homework, projects and tests are all taken into account and the student's current understanding is compared to their starting point.  






Progress being made is excellent.  It is truly exceptional


Very Good

Progress being made above what is expected at Heathcote School


As expected

Precisely what we would expect at Heathcote School; good progress



Performing somewhat below par for Heathcote School



Performance is a major cause for concern


Behaviour is reported on using a five point scale, where 5 is the best score. As well as the student's conduct in the lesson, behaviour includes their preparation for the lesson, making sure they are punctual and have all the correct equipment. These scores should not be read as definitive checklist but are more appropriately seen as a "best fit" model.




Student is punctual to all lessons, is well organised with correct equipment/planner.   He/she works well in groups and individually and is supportive of the learning of others (SEAL - social and emotional aspects of learning).  S/he has a positive impact on the learning ethos of the class.


Very good

Student is punctual to all lessons, is well organised with correct equipment/planner.  Sometimes contributes to class discussions.  Works well in groups and/or individually. Supportive of the learning of others (SEAL).



Student is usually punctual to lessons (only very occasionally late), is organised and usually has the correct equipment/planner.   Only very occasional reminders needed to settle down.



Student may not be punctual to lessons, and only occasionally has correct equipment.  Behaviour includes low level disruption that prevents themselves and/or other students from concentrating on their work.


Extremely concerning

Regularly disrupts the lesson, interrupting the learning of others. 


This grade reflects the student's efforts and achievements for their homework and their ability to meet deadlines, handing their work in on time.  Once again it uses a five point scale, using different symbols to differentiate it's heading, and it should be seen as a 'best fit' model.


Homework is completed to a good standard (relative to the student's ability) and is always handed in on time.


Homework is done to a good standard but deadlines are occasionally missed.


Homework is always handed in on time but shows a lack of effort and/or is done to a poor standard.


Some effort is made to do homework but the quality is poor and deadlines are missed.


Homework is rarely or never done.

If a subject does not set homework, then the symbol / is used.

We report a student's attainment score in the most appropriate way for their stage of education.  For years 7 to 9, this is reported their grade shows the level of understanding and achievement that student has reached now, and is not a prediction of where they will be at the end of the course. The grade is given as a number from 1 to 9, reflecting the GCSE grading system that will be in place when students reach year 11.  More detailed guidance can be found using the link below; as an example, a score 8/5 would indicate that the student is in year 8 and has achieved a grade 5 in the year 8 curriculum taught so far.

Attainment guidance for years 7-9

In year 10, we report each student’s current “working at” level.  This is a professional estimate of the level a student is working at in class/homework/tests/projects at the moment.  They are a reflection of all the work done by a student so far this year, not just their latest unit of work or test. This is not a prediction of the grade we expect students to achieve at the end of their GCSE.  

In year 10 the style of grade reflects the course.  For most subjects, this will continue to be reported on a letter system - A*, A, B, C, D, etc.  However, nationally, the grading systems are changing; our current Year 10 students will receive a number from 1 - 9 for their English and Mathematics GCSE results in Year 11.  Further guidance can be found using the link below:

Attainment guidance for year 10

In years 11, 12 and 13, we report a Predicted grade.  This is the grade we expect the student to achieve at the end of the course.   The grade is reported in the appropriate way, depending on the nature of the course (eg A*, A, B, C etc or pass/merit/distinction, etc), and we have added subgrades to give parent/carers extra detail to indicate how likely the student is to secure that grade. 

  • A subgrade 1 means the student is likely to achieve the grade if they continue with their current efforts in class and at home.

  • subgrade 2 indicates that the grade is insecure; the student needs to increase their efforts to secure the grade.

  • A subgrade 3 means that the student is capable of the grade, but without a lot of extra effort they are unlikely to achieve it. 

Please note: non-qualification courses at Key Stage 4 are not given an attainment grade.