secondary phase - homework
Click here to download some FAQs and answers about homework.
Secondary Phase – Reporting
How do I receive my child’s report?
In academic year 2019-20, we will be giving each child a paper report to take home and a copy will be placed onto SIMs Parent App. From September 2020, we will only be sending reports out via SIMs Parent App. It is important that you log on to SIMS to receive reports. SIMS is a school database.
How many reports a year will I receive for my child?
- Four written reports and one parents evening.
- You will receive three end of term reports (Christmas, Easter and Summer). For year groups that are sitting external examinations in the summer, they will not receive a summer report as this is replaced by external results.
- You will have the opportunity to meet subject teachers once a year.
- All pupils will also receive one “Progress report”. This report will evaluate how your son/daughter is performing in all aspects of the Liverpool College Curriculum. It will also give each pupil a maximum of two targets to help them make more progress.
How do you decide what a pupil's target grade is in each subject?
Initially in year 7 we use Key Stage 2 raw scores to baseline pupils. This is an internal estimated target. We review this in February when the targets are set from Fisher Family Trust (FFT) see below.
FFT give each pupil with KS2 data an expected grade for each subject that they are most likely to achieve in their GCSE examinations. The terminology you see in KS3 reports links to the GCSE grades below:
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GCSE Grade |
Old GCSE Grades |
| Exceeding, Exceeding + |
8, 9 |
A* |
| Secure + |
7+ |
A/A* |
| Secure |
7 |
A |
| Expected + |
6 |
B |
| Expected |
5 |
C+ |
| Developing + |
4 |
C- |
| Developing |
3 |
D |
| Emerging |
2,1 |
E and below |
How often are targets reviewed?
Targets are reviewed at each progress point in the academic year. This is at the end of every term.
What are progress points?
Progress points take place at the end of each term. This is where pupils will be assessed on all the work covered to date and then a report is sent home on progress and their behaviour towards learning. This should give all parents insight into how their child is progressing in school.
What information do FFT use to predict a childs expected GCSE grade?
FFT calculates an estimate from the Value-Added score of pupils in the previous year's results datasets. Each student has a unique set of estimates which are calculated from the results and Value-Added scores of students similar to them.
What is Value-Added?
Value added is a calculation based upon how much value has been added to your child’s progress from Key Stage 2 to Key Stage 4.
What is Fisher Family Trust (FFT)?
FFT is a non-profit organisation established in 2001 as part of the Fischer Family Trust. They are focussed on providing accurate and insightful information to schools which enables pupils to achieve their full potential and schools to improve.
My child is in year 8 and is Expected in most subjects. What does that mean?
This means that they are working towards a GCSE grade 5 in this subject. A grade 5 is a “good” GCSE pass.
I have just received my childs Progress report. What can I do to help them make more progress?
Your child will have a maximum of two targets to help them make improvements. If you look on the parents area and in the report tab on SIMs Parent App there will be a folder which contains all possible targets per subject and links to resources to help your son/daughter to achieve the targets set. You can then encourage your child to take action.
What are the barriers to learning in the progress report?
The barriers to learning link directly to The Lerpoolian standards, this is what our behaviour system is centred around. If your child is repeatedly rude during lessons the class teacher will indicate this with a x in the column heading 1. These standards are that a Lerpoolian:
- is respectful, polite and courteous at all times and in all places
- is on task, engaged and making progress
- arrives on time, is prepared, dressed and equipped for every lesson and activity
- does not talk when a teacher is talking;
- always hands work in on time
How do I read the report?
Look at your child's Lerpoolian standard first - this is a measure of your child's attitude to learning in class, we want all pupils to be aiming to be at least good. Is your child giving their best in all subjects? If not ask them why.
If your child is currently working at (CWA) a grade below their target aspirational grade (TAG) discuss how they think they can improve. Get them to speak to their class teacher to get some guidance.
What discussions should I have with my child about their report?
Ask them some of the following questions:
- Why is your attitude to learning (ATL) better in X than Y?
- What are you getting achievement points for?
- What are you getting behaviour points for?
- Why are you doing better in X than Y?
- How are you going to improve/maintain this ATL or grade?
- What feedback have you had from your teacher?
- What subjects do you like? Why?
- What subjects don’t you like? Why?
What happens after we receive the report?
Pupils complete a reflection form with their house mentor to evaluate their learning this far and progress is monitored by the class teacher. The house mentor will return to the reflection form after 2 to 4 weeks to see what action has been taken by the pupil. Interventions will be put in place both academically and from a pastoral point of view.
Secondary Phase - Examination Preparation
How much revision should my child actually be doing?
Approximately 2 hours of revision/homework per night – 4 school days a week. Approximately 5-6 hours revision/homework over the weekend. Marathon studying sessions are certainly NOT recommended. Fundamental principle to revising is to do it regularly and constantly, little chunks at a time.
When should they start to revise?
Now! If homework and revision are left to the last minute, this will limit your child’s chance of doing their best. For GCSE’s and A’level’s it is best to start their revision in March.
How can I help my child organise their revision before the exams?
Encourage your child to produce a revision timetable and to factor in short breaks.
How can I help create the right environment for my child to revise?
Give them space to revise. Somewhere quiet with a chair and a desk with as few distractions as possible.
What are the common problems pupils face?
Putting off revision, finding excuses to do other things or leaving all the work until the last minute. The biggest problem surrounding revision and exams is stress. It can make even the most ardent reviser think they can’t remember anything, and even lead to panic attacks.
How can I help my child deal with exam stress?
- Encourage them not to be frightened of exam stress, but to see it as a positive thing – after all, it keeps them on their toes mentally, and can help them focus on the task in hand.
- Learn to recognise when they are stressing out and understand its causes. Often a break or a chat with someone who knows the pressure they are under will get things into perspective.
- Make sure they get a good night sleep before each exam.
- Encourage them to eat healthy during their revision and exams – lots of fruit, vegetables and water.
What else can I do?
- Ensure your child attends school regularly and is punctual.
- Be realistic – not only in your expectations of your child, but also in the fact that exams are important and still life goes on.
- It’s important that you encourage without too much pressure.
- Be interested in your child’s progress and praise success!
- DON’T PANIC! You are not alone. If you or your child has any concerns please contact your child’s House Administrator.
- Encourage the rest of the family to be considerate.
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Parent Voice
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You said
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We did
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We would like more opportunities to interact face to face with teachers and leaders so we can better support our child’s learning and be more involved with the school.
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- Structured engagement programme for each Chapter group introduced in September 2023:
- Chapter Information Evening September ‘23
- Face to Face (F2F) parents’ evenings in the secondary phase
- Hybrid parents’ evenings in the primary phase
- F2F Progress Meeting with class teacher / form tutor April ’24
- Termly ‘book looks’ for parents in the primary phase
- Diploma Awards Events at end of year
- Head of Primary parents’ coffee mornings (last Friday of each month)
- Plus….. Founders’ Day, Speech Night, Carol Service and Christingles, School Plays, Sports events, music events, PTA events…..
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| How can parents support their child with their learning – what information is provided by the school to help parents with this? |
- Return of ‘Show my Homework’ in the secondary phase in September 23
- Parent ‘book looks’ in the primary phase
- Face to face parents’ evenings and class teacher / form tutor progress meetings mid-year
- New reading age assessments and reading ages reported to parents
- Updated curriculum information on the website
- Phonics lead in primary to develop new resources and methods of engaging with parents e.g. phonics information evenings
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| Can we have more information about what will be happening in my child’s specific year group (eg. school trips / extra-curricular activities that take place)? |
- Face to face ‘Start of year’ meetings for every Chapter to include:
- Introduction to key staff
- Expectations for the year ahead
- Talk through curriculum structure and planning
- Key dates / events throughout the year
- Communication platforms i.e. SeeSaw / MCAS / SMHK
- Reports
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| Can there be more study spaces / supervised work areas for 6th form students in Godwyn House? |
Renovation of Godwyn House completed for September 2023 to provide more study spaces and an office for the Deans |
| Can dates and times of Chapter Information Evenings be communicated to parents before the end of term to allow plenty of notice |
Information sent to parents via MCAS at end of summer term and reminder sent before start of Michaelmas term |
| Can the school clarify what communication platforms are needed by parents and which one is used for what (particularly with reintroduction of SMHW)? |
- Clarification was provided during ‘start of year’ Chapter meetings
- Communication from Mrs Cassidy set out the details of the new social media accounts to follow (with reminders in parental newsletters)
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| Can hearing loops be available in meeting / performance areas (eg. MV Hall/Theatre)? |
We are currently addressing accessibility and have commissioned a survey which will recommend actions (likely to include a loop system). Once we have these recommendations, we will put a bid together and request funding from the DFE to improve our accessibility. |
| Can pupils in Reception have a summer uniform option (rather than just the field uniform tracksuit) |
- Survey undertaken with Reception parents on whether they would want to add in an optional summer uniform
- As result of survey responses, from immediate effect all reception pupils could wear either black shorts and the white top or the approved red and white striped dress as an optional summer uniform.
- The uniform policy was updated accordingly.
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| Comments from some parents that they don’t know the school, the teachers, the structure of the day etc so a document which encompasses all of our policies (eg.mobile phone, behaviour) and details everything they need to know prior to stepping foot in the door and sets out your expectations would be useful. All the info is already there in various policies but pulling it together in a more “handbook” style rather than “policy” will demonstrate the parent - school partnership. |
- Start of year in person meeting for every Chapter – opportunity to meet the key staff, clarity around expectations, learning journey in person – not just a document but a face to face meeting in school. This can be complemented by written support/signposting to other resources
- Updated and expanded school handbook for pupils and parents will be produced for September 2024 intake
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In addition to parents being able to raise concerns or suggestions by contacting or speaking to staff, every term the Principal holds a Parent Information Evening. This is open to all parents. Information and updates are provided by school leadership on current issues and future plans and there is also an opportunity for parents to raise concerns or issues and questions on any area they wish to discuss. Dates of Parent Information Evenings are listed on the school website and app calendar and are advertised through the Principal’s Newsletter and MCAS notifications. Some issues are also raised in surveys, such as Ofsted Parent View or those conducted by the school.
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A warm welcome to Liverpool College Parent Teacher Association (PTA)
All parents, carers, and teachers at Liverpool College are automatically members of the PTA and we warmly invite you to become actively involved with, and support the PTA. The PTA is a major part of the school and raises funds to support all our children, and helps to strengthen our school community. It’s also fun and a great way to meet people!
Volunteering your time for the PTA sends and important message to your children as it tells them how important you think their school is.
How can I get involved?
- Come to our meetings
- Attend our events
- Read the school newsletters and respond to our requests for help
- Join Liverpool College PTA Facebook group
- Register to receive PTA news on the School App
- Send us an email This email address is being protected from spambots. You need JavaScript enabled to view it.
Support our fundraising by:
PTA Committee
Chairperson – Amara Javeed This email address is being protected from spambots. You need JavaScript enabled to view it.
Secretary – Heather Cunningham This email address is being protected from spambots. You need JavaScript enabled to view it.
Treasurer – Tim Nichol This email address is being protected from spambots. You need JavaScript enabled to view it.
Look out for us, come and say hello and join in – we guarantee you’ll make friends. Our active members have children in every year group from Reception to Year 13.
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