Rank Order Groups (Years 7, 8 & 9)

At Summerhill, we are always seeking ways to help students achieve outstanding results and enhance their motivation. After extensive research and listening to feedback from parents and carers about our reporting system, we identified key goals for an improved assessment approach.

Our assessment system needs to:

• Motivate students.
• Enable comparisons of progress across assessments.
• Provide parents/carers with clearer insight into their child’s performance in relation to their peers.
• Help teachers identify students who need additional support or greater challenges to reach their potential.

We believe that providing parents, carers, and students with Rank Order information is one of the most effective ways to achieve these goals.

This academic year, we are trialling Rank Order Groups in Science and Maths, with reports being issued at the end of each term. After evaluating the system's effectiveness, we will consider expanding it to include additional subjects next year.

The level indicates how well your child has performed in this year’s formal assessment tasks for each subject, relative to their year group. For example, a group of 7.5/8.5/9.5 means your child is among the top 20% of the year group, while a level of 7.4/8.4/9.4 represents the next 20%, and so on.

The level indicates how well your child has performed in this year’s formal assessment tasks for each subject, relative to their year group. For example, a group of 7.5/8.5/9.5 means your child is among the top 20% of the year group, while a level of 7.4/8.4/9.4 represents the next 20%, and so on.

Rank Order Groups are cumulative and reflect the outcomes of all formal assessments completed in a subject during the academic year. For example, spring term Rank Order Groups might be based on two or three end-of-topic tests. When groups are updated in the summer term, they will still include those earlier tests but will also factor in additional assessments, including the internal exam taken in May / June. Rank Order Groups are reset at the start of each academic year, but we aim to include groups from previous years in reports to provide context and help parents/carers understand their child’s progress over time.

Rank Order Groups are determined by how highly a student has attained within their specific year group, so the standard may vary slightly from year to year. This means that work of a similar standard could fall into different Rank Order Groups over time (e.g., work achieving a low 7.4 one year might correspond to a high 7.3 the next). Rank Order Groups are not intended for comparing the attainment of students across different year groups. However, since the academic profile of our intake remains fairly consistent, the standard of work required to achieve each group is unlikely to shift significantly.

There is no agreed standard for any level of work and learning, even in GCSE, that can provide guidance to assess work. Grades are actually assigned at these times as a comparison against all the other students who take the examination. The top 0.1% will get a grade 9. The top 2% get a grade 8, and so on. Therefore, what is required to get a student’s certain target grade is not consistent from year to year.

The purpose of Rank Order Groups is not to encourage comparisons between individual students but to provide the most accurate and meaningful information available about a child’s attainment. At Key Stage Three, there are no national standards or government-set tests, unlike at Key Stages Two and Four. This means that the performance of other students within the year group is the best reference point we have to gauge attainment.

This approach offers a clearer picture of how a student’s attainment compares across subjects, which can lead to more informed discussions at home, help students identify areas for improvement, and provide useful context as they prepare for GCSE option choices in Year 9.

For teachers, this data is invaluable. It allows us to pinpoint students who may need additional support, identify those whose performance has declined, and determine which aspects of the curriculum present the greatest challenges.

At Key Stage Three, there are no national age-related expectations, so determining how highly a child should attain in each subject depends on individual factors such as their prior learning, personal goals, and interests.

What we can assure you is that our curriculum is designed to be both rigorous and challenging. We regularly benchmark ourselves against best practices from the wider educational community, ensuring that our standards are competitive, and our students receive a high-quality education. This provides confidence that your child is being educated to a very high standard.

It is not possible to accurately predict a student’s potential, and we do not want to set arbitrary expectations, so we do not assign specific Rank Order Groups as targets. It’s also important to note that Rank Order Groups can vary between subjects and may fluctuate over time. These changes are normal and not a cause for concern.

To provide some context, our reports include information about how students performed within the Summerhill cohort in Key Stage Two national tests. This is expressed using Rank Order Groups ranging from 6.1 to 6.5, with 6.5 representing the highest-attaining 20%, 6.4 the next 20%, and so on. While this offers an idea of a student’s starting point, it is not an expectation that they maintain the same group consistently across all subjects.

For teachers, this data is invaluable. It allows us to pinpoint students who may need additional support, identify those whose performance has declined, and determine which aspects of the curriculum present the grea

Unlike Key Stages Two and Four, there are no government-set national tests at Key Stage Three, and we do not have access to data on students’ attainment in other schools. This means we cannot give a precise comparison.

However, we do know that Summerhill cohorts consistently perform above the national average, both when they join us from primary school and, even more so, when they receive their GCSE results. Our curriculum is designed to be rigorous and challenging, so students do not need to be in the top half of a Summerhill year group to have attainment that compares favourably with their peers nationally.

At Key Stage Three, we do not teach GCSE courses, so it is not possible to predict GCSE grades at this stage, and the Rank Order Groups assigned in Years 7–9 do not directly align with GCSE assessment criteria.

However, as a general guide, an indication of the typical outcomes associated with each Rank Order Group as students move towards GCSEs.

9.5 Rank Order Group typically achieve grades 7–9 at GCSE, those in 9.4 achieve grade 6, those in 9.3 achieve grade 5, 9.2 corresponds to grade 4, and 9.1 to grade 3. This means that students do not need to be in the top half of their Summerhill year group at Key Stage Three to be on track for excellent GCSE results.

Progress in school means gaining more knowledge and skills from the curriculum, which naturally happens as your child attends school and completes the work set. While this learning process cannot be fully captured in Rank Order Groups, these groups can give you an indication of how your child’s recent attainment compares to their past performance.

It’s important to remember that Rank Order Groups may fluctuate slightly over time, so a single upward or downward shift does not necessarily indicate a clear trend in progress. To assess progress, focus on significant changes and patterns over time. Additionally, talk with your child about their learning and discuss their progress with their teacher during the next parents’ evening.

The main areas to look at in a report are the teacher's Attitude to Learning (AtL) scores. Scores of 2 or 1 should raise concern as they are early indicators that could lead to a decline in attainment over time. If your child's AtL scores are all 3, 4, or 5, they deserve praise for meeting or exceeding expectations as a Summerhill student. These positive behaviors are within their control and are key to supporting strong academic performance.

We recommend not relying solely on attainment Rank Order Groups to identify concerns. However, if your child’s attainment has dropped by two Rank Order Groups or more since the last report, or if there is a consistent downward trend over time, it might be worth having a conversation with your child to explore whether anything is affecting their progress.

There are two key reasons why this might happen. First, Rank Order Groups are based on more than one assessment task, so a higher score on a single test may not significantly affect the overall picture.

Second, Rank Order Groups are determined not only by your child’s performance but also by how other students in the year group perform. For example, even if your child achieves a higher percentage on a test than before, their Rank Order Group may not change if most other students also improved their results.

Similarly, a slightly lower score would not necessarily result in a lower Rank Order Group for the same reason.

No, it does not. Progress in school means learning more of the curriculum, and your child will have been doing this. However, their peers will also have been making progress at the same time. When assessments take place, they reflect the fact that everyone knows more and can do more than before.

Maintaining the same Rank Order Group indicates that your child is keeping pace with their peers, which is entirely normal and not a cause for concern. Staying in the same group shows consistent progress relative to the rest of the year group.

This depends on several factors. It is normal for a student’s performance to fluctuate between assessments, as they may have greater aptitude for certain parts of the curriculum than others. Additionally, external factors, like feeling unwell on the day of a test, can impact performance. These fluctuations can lead to a drop in Rank Order Group without indicating a serious issue.

However, if your child’s attainment has dropped by more than one Rank Order Group, or if there is a sustained decline across two or more reports, it may be worth investigating further. Start by discussing it with your child, as they may recognize that they haven’t been giving their best effort or that something is affecting their work. The termly report might also provide insight, such as low Attitude to Learning Grade (AtL) or 1 or 2 or attendance and punctuality issues.

If these discussions do not uncover the cause of the decline, or if your child is unsure how to address it, the best step is to contact their teacher in the relevant subject for further advice and support.

Not necessarily. Progress is rarely linear, and a student’s performance often fluctuates over time. It is normal for a student not to stay in the same Rank Order Group at every reporting point. Additionally, Rank Order Groups are influenced by the performance of other students in the year group. Some topics may feel easier for certain students and more challenging for others, which can cause natural shifts.

To assess progress, it’s important to look at broader trends over time rather than focusing on individual fluctuations. Unless there is a consistent downward pattern, there is likely no cause for concern.

Not necessarily. Summerhill year groups consistently perform above the national average, both when they join from primary school and especially at GCSE. This means that students in the lower half of a Summerhill cohort are still likely achieving above national standards. In fact, students in this position may still be on track for GCSE grades 4, 5, or even higher.

It's also important to recognize that success looks different for every student. It depends on their starting points, aspirations, and interests in each subject. What feels like underachievement for one student may be a significant accomplishment for another.

To provide context, our reports indicate how students performed within the Summerhill cohort in Key Stage 2 national tests. This is shown using Rank Order Groups from 6.1 to 6.5, with 6.5 representing the top 20% and 6.4 the next 20%, and so on. While this data is just one factor and does not define a student’s potential, it can help frame discussions about what success looks like for each individual.

We understand that receiving low Rank Order Groups can be difficult for any student, particularly when they are lower than average. At Summerhill, we aim to be honest and transparent with students and families, which is why we share this information, but we are also sensitive to how it may affect students emotionally.

It’s important to keep in mind that the Summerhill cohort consistently performs at a much higher level than the national average. What may seem like low attainment here could still be above average when compared to peers nationally. Even students in lower Rank Order Groups at Summerhill can achieve GCSE results that open doors to future opportunities and success.

Assessment is a starting point, not the final word. The purpose of sharing Rank Order Groups is to help students identify areas for improvement and to focus their efforts where it matters most. Progress is driven more by how students respond to ongoing feedback from quizzes, tests, and assignments than by the Rank Order Groups they receive in periodic reports. Our goal is to use assessment to promote learning and growth, not simply to measure performance.

In terms of confidentiality, the Rank Order Groups are included in the progress reports shared with students and their families. These reports are sent directly to homes either electronically or by post, ensuring students do not receive them during the school day. Rank Order Groups are not shared between students, and because reports are not printed for distribution, it is challenging for students to compare their ranks. This approach helps to maintain privacy and reduce unnecessary comparisons.

Finally, we are aware that some students may face mental health challenges, and while Rank Order Groups alone are unlikely to be the sole cause, they can sometimes add to a student’s stress. If you are concerned about your child’s mental health—whether related to their Rank Order Groups or any other aspect of school life—we encourage you to contact their Form Tutor or Head of House. We are here to support your child so they can thrive both academically and emotionally.

Before concluding that there is cause for concern, consider whether your child’s Rank Order Group is significantly different from their previous performance in the subject or their attainment in Key Stage Two assessments. Also, check whether any information has already been provided about possible reasons for underperformance. For instance:

• Low attendance percentages.
• Poor punctuality.
• Attitude to Learning Scores of 1 or 2.
• Negatives or detentions logged on Arbor

If any of these apply, they may indicate areas your child needs to address.

If none of these points explain your concerns, or if you still have questions about your child’s performance in a specific subject, we encourage you to contact the relevant teacher via the school’s email address for further clarification and support.

Before concluding that there is cause for concern, consider whether your child’s Rank Order Group is significantly different from their previous performance in the subject or their attainment in Key Stage Two assessments. Also, check whether any information has already been provided about possible reasons for underperformance. For instance:

• Low attendance percentages.
• Poor punctuality.
• Attitude to Learning Scores of 1 or 2.
• Negatives or detentions logged on Arbor

If any of these apply, they may indicate areas your child needs to address.

If this does not answer your questions or address your concerns about your child’s work in a range of subjects, you should contact your child’s Form Tutor or Head of House.

The most effective way to support your child is to ensure they attend school regularly and emphasize the importance of home learning. Provide them with a quiet, calm space to complete their homework, free from distractions such as phones, TV, or other devices.

We also encourage parents and carers to take an active interest in their child’s education by asking about what they’ve learned, praising their hard work, and supporting the school in upholding consequences like detentions if necessary.

For more specific advice, you can explore the resources available on each subject’s page in the Curriculum section of our website. Parent consultation evenings are also an excellent opportunity to speak directly with your child’s teachers and get tailored suggestions on how to support them further.

If your child misses an assessment, teachers will first review other classwork and assessments to determine if it is possible to generate a fair and accurate rank. If this cannot be done, no rank will be provided for that specific assessment. However, if your child is absent for a prolonged period and misses key content necessary for the assessment, a zero grade may be recorded to reflect the gap in learning. This ensures that the school can identify students who may need additional support to catch up and stay on track academically.

If your child does not have Key Stage 2 SATs data, we use their CATs (Cognitive Abilities Test) results to establish an equivalent Key Stage 2 measure. All students at Summerhill take CATs tests as part of our standard practice, a process we have followed for the past 15 years. This provides us with a reliable approximation that allows us to generate a Key Stage 2 Rank Order Group with confidence.

Keep in mind that Rank Order Groups are determined not only by your child’s performance but also by how their scores compare to those of all other students in their year group, which your child won’t have access to.

If, after considering this, you still believe there may be an error, please contact the data team (assessment@summerhill.dudley.sch.uk) for the relevant subject. They will be able to verify whether the Rank Order Group has been reported correctly and address any concerns you may have.