IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4."

Transcription

1 Delivering Intervention in Mathematics and English (DIME) Jane Moreton 8/9/2008 Introduction What were your reasons for doing this type of development work? IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4. The Renewing Intervention Project launched by the National Strategy in spring 2007 included a blended learning opportunity for developing intervention practice. The materials suggested establishing an intervention team which included a lead intervention teacher for English and mathematics, a senior teacher to lead the intervention initiative across the school and Teaching Assistants for English and mathematics to complement the team. The online resources for English, mathematics and Teaching Assistants provided training to support the developing intervention practice within the Project schools. This was supplemented by network meetings for mathematics and English lead intervention teachers led by LA English and Mathematics consultants. Who might find this case study useful? Teachers, Support staff, Subject leaders and Middle leaders, Headteachers, Senior Leadership Teams, National Strategy Consultants, LA strategic leaders for School Improvement Key Points Point 1 Improved progress in Year 10 towards end of KS4 expected outcomes of 5A*-C Point 2 Intervention Team approach encouraged engaging teaching strategies and effective mentoring Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: Introduction Page 1 of 9

2 Who School and setting School Nine schools were involved in the Project. All schools were secondary schools. Type of School Secondary Local authority Northamptonshire Region East and East Midlands Free school meals Improving Schools Programme Contact(s) Name Type Jane Moreton Author shire.gov.uk Learners Year groups Year 10 (KS4/14-19) Gender Both Performance Below age-related expectation Whole school Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: Who Page 2 of 9

3 No Teachers KS4 Support Staff KS4 Leadership teams Senior leaders, Subject leaders Parents / Carers KS4 Local authority advisers Secondary Number of classes Approximately No. of adult learners 33 What What specific curriculum area, subject or aspect did you intend to have impact on? English - Speaking & listening, English - Reading, English - Writing, Mathematics What main aspect of pupil learning were you trying to improve? Other - see below How did you intend to impact on pupil learning? Increase rates of progress by: Development of classroom practice through online training modules, network meetings and interdepartmental collaboration. Improved tracking and intervention strategies. Provide pupil support via a TA and/or Learning Mentor. What were your success criteria? Target pupils make good progress in English and mathematics and this progress supports work in other areas of the curriculum. Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: What Page 3 of 9

4 Assessment/test or examination results and the progress of targeted pupils improve. English and mathematics staff are better able to recognise and anticipate individual pupils strengths and learning needs and include in their lessons approaches to support these needs. Pupils are able to recognise their own strengths and learning needs and what to do in order to improve. The English and mathematics departments have an enhanced understanding of rigorous approaches to intervention. The intervention leader, along with the lead intervention teachers, evaluates the impact of the intervention in English and/or mathematics and plans and manages further developments as required. What did you do? What teaching approaches did you use to achieve the intended impact? Interventions, Other Describe A common approach across all schools was to use base line assessment (usually by some form of question level analysis of KS3 papers or analysis of KS2 KS3 progress) as a means of identifying the cohort initially and then planning for progression. Cohorts of students involved in the Project were either taught together in one class by the intervention teacher or taught by several teachers across a variety of sets/classes. The size of cohort varied across the 11 schools, ranging from to students. Teaching approaches used depended on the model chosen by the school. Where cohorts were taught in one class teachers used a variety of methods to encourage and motivate students: - increased use of paired and small group work; - increased use of peer and self assessment techniques; - breaking down tasks into manageable steps; - use of tight discipline and reward systems; - use of a variety of seating plans to refocus students; - increased use of ICT particularly in setting homework tasks; and - using the Study Plus Project-based approach to teach content. In schools where the cohort was spread over several groups close liaison between the intervention teacher and other teachers in the team was essential. Teaching strategies were shared and greater use was made of the TA support both in class and when students were taken out of classes to work together as a small group. 'Study Plus' What did you do? What approaches to supporting professional development (CPD) and learning for adults were used? Training, Coaching, Other Describe Teachers involved in the Project were encouraged to keep a Learning Journal, particularly to reference any follow-up work from the online training modules. All teachers worked through a number of the modules with the most useful being MM7 (Resources to support planned intervention) and EM2 Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: What Page 4 of 9

5 (Tailoring teaching for underachievers in lessons). The TA training modules went live in mid January 2008 and some (but not all) of the TAs had been able to work through them. Prior to that the TAs had looked at the teachers modules. The focus of the training days (which were delivered by an English and mathematics consultant) were: - exploring the definition of intervention; - the stickman approach to identifying underachievement; - using other data to identify areas of weakness; - setting curricular targets; - using the Progression Maps to plan intervention; and - using a case study approach to planning suitable interventions. Follow-up consultancy in schools very much depended on allocations to the schools, with some receiving between 8 12 hours across mathematics and English and others receiving 2 hours in just one subject. These hours are cumulative from September 2007 to July The support was generally allocated to the intervention teacher or the intervention TA to support planning. In schools were the Project leadership was strong, team meetings added to the success of the Project by providing a forum for the intervention teachers to share strategies and jointly plan as well as share progress data. In at least one school part of the Project funding was used to support peer observation which enhanced the cross fertilisation of teaching strategies. What CPD materials, research or internal or external expertise have you drawn on? Online training modules (on the Standards website), data, research newsletter (compiled by lead consultant), the stickman video from teacherstv with Sue Hackman (Chief Adviser on School Standards, DCFS), KS3 SNS intervention materials and Making Good Progress at KS3 materials. Local Authority Mathematics and English consultants. Secondary Intervention: Maths Intervention modules: English Intervention modules: TA training modules: 'Stickman' video: Evaluating school performance module at: How were you supported? Subject/Middle leadership level, Senior management level Describe Teachers were provided with a variety of materials during the training days that could be utilised in the classroom. Time during the days was given for joint planning (across schools in the same subject or across subjects in the same school). Follow-up consultancy support was used to evaluate the Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: What Page 5 of 9

6 planning and support further development. Team meetings in school were used to monitor progress and share strategies across subjects. Where leadership was strong the intervention teachers felt supported and valued. What information or data did you use to measure progress towards and achieve your success criteria? Pupil progress data, Test results, Data comparison of cohorts, Logs or interviews, Pupils' work, Pupil consultation data Impact Impact on pupil learning What has been the overall impact on pupil learning? All schools recorded improved outcomes for the majority of the students in the identified cohort. In most schools a better rate of progress was secured in Year 10 towards end of KS4 outcomes (5A* - C including Ma and En). Some schools could identify increased rates of progress when compared to similar cohorts in the same year group or from a previous year group. Anecdotal evidence and evidence from some student voice activities showed improved attitudes to learning from many students the special focus on many students gave them additional confidence and raised their self esteem. For those schools who either had a TA in place at the start of the Project or who were able to recruit a TA (or TAs) quickly, the impact of Wave 3 intervention strategies was greatest. However, all schools that were able eventually to employ a TA (or TAs) have seen the benefit of additional adult support in the classroom and with small group/one-to-one working. In one school, students commented on how useful they found small group sessions. Two schools employed a Learning Mentor. The approach in these schools was slightly different the Learning Mentors worked on both self esteem issues and academic targets usually in one-to-one meetings with the students. Quotes you think are relevant to overall impact on learning From students: Lessons have become more interesting. I think I have improved because I realise I need to do better. I really enjoyed knowing my own targets. My mum is relieved that I m on a programme to help me. Quantitative evidence of impact on pupil learning Pupil progress data, Test results, Data comparison of cohorts Qualitative evidence of impact on pupil learning Pupils' work, Pupil consultation data Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: Impact Page 6 of 9

7 Describe the evidence of impact on pupil learning Data in in-school tracking systems: termly assessments; external modular exams (in mathematics); coursework grades (in English); teacher assessment. Related Information Summary of impact data Impact on teaching What has been the impact on teaching? The outcomes of the Project were: Increased awareness of pupils progress and tracking procedures at KS4 in all schools. Improved AFL practice in mathematics and English in most of the schools. Improved progression planning in mathematics and English in most of the schools. Development of engaging teaching strategies for teachers attending network meetings. A wider variety of teaching and learning strategies employed to engage pupils in mathematics and English. Increased use of the tools and strategies provided within the renewing intervention modules. Improved and effective deployment of mentors and TAs to support pupils progress in KS4. Quotes you think are relevant to impact on teaching From students: I think that my progress in maths and English has improved a lot since last year as I feel that the lessons have been more structured with what has to be done. Maths this year has been more interesting because we have been playing games not just doing work from a book. Evidence of impact on teaching Teacher perceptions Describe the evidence of impact on teaching The evidence is mainly anecdotal at present but much of it can be verified by the consultants who have worked with the teachers in school. Impact on school organisation and school leadership What has been the impact on school organisation and school leadership? The developmental nature of this Project means that the impact on school organisation and school leadership is likely to come in the second year when lessons learned are implemented. The current common themes across all schools appears to be: Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: Impact Page 7 of 9

8 Greater clarity in the use of data (prior learning and future potential measures) to identify underachievement. Improved tracking systems at subject department level with some schools moving to more sophisticated whole school tracking systems. Restructuring the TA support so that TAs work in departments. A model of distributed leadership has developed in schools where an intervention team has been set up and led effectively (either by a member of the Leadership Group or an experienced middle leader). The mathematics and English teachers involved have taken on leadership roles within their departments and, in some schools, more widely across the school. Some schools are looking to identify cohorts of students at the end of Year 9 and either ensuring those students are all in the same set or ensuring the right teachers are teaching intervention groups. Thoughts you think are relevant to overall impact on school organisation and school leadership The strategy of setting up an 'Intervention Team' to manage targeted interventions for Year 10 students in Mathematics and English can be used as a medium term strategy in schools where the focus is on improving rates of progress towards the 5 A*-C (inc. En and Ma) target. Evidence of impact on school organisation and school leadership One school has created a Learning Mentor at KS4 role within their support staff positions to support intervention in core subjects. One school, unable to recruit a suitable TA at the start of the Project, has ensured funding is carried over so that recruitment can continue into the new financial year. An Assistant Headteacher position has been created in one school with the remit of Teaching and Learning to include the responsibility of managing the intervention programme. A subject-level student progress tracking spreadsheet is being disseminated across the school for other departments to use and develop. What is the crucial thing that made the difference? Employ a TA specifically to support this programme. The enthusiasm and commitment of the En and Ma teachers to engage with the Project. The strength and commitment of the senior leader to engage with the Project. Summary What key resources would people who want to learn from your experience need access to? On-line intervention training modules. Progression Maps. What CPD session and resources were particularly useful? Using the stickman approach to measure progress. Evaluating school performance electronic professional development module at: Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: Summary Page 8 of 9

9 Data training (e.g. RAISEonline, tracking etc). Using a case study approach to exemplify how to use the Progression Maps to inform intervention planning. If another individual or school was attempting to replicate this work, where would they start and what would the essential elements be? Careful identification of the cohort of students to partake in the Project. Clarity of the learning needs in mathematics and English of the students within the cohort identified. Staffing deployment and development to ensure effective progress in learning. Effective support of these staff to use data to plan for progression and identify appropriate interventions. Specific and targeted intervention at point of need by Wave 1 (quality first teaching) or Wave 2/3 through effective TA support. A senior leader assigned to lead the Project to ensure: Time and resource is allocated as appropriate. Meeting time for mathematics and English teachers and TAs is secured. CPD needs of the staff are identified and addressed. Implications to whole school developments are identified e.g. effective use of data, tracking pupil progress, effective intervention at Wave 1/2/3, facilitate the dissemination of pupil learning and monitor impact with other subject areas. Downloaded from 'whatworkswell.standards.dcsf.gov.uk' 03-Oct-2008 Current Tab: Summary Page 9 of 9

Guided Writing as a means of Precise Intervention at Wave One

Guided Writing as a means of Precise Intervention at Wave One Guided Writing as a means of Precise Intervention at Wave One Kirsten French 25/7/2008 Introduction What were your reasons for doing this type of development work? Wave One intervention is intervention

More information

AfL with APP: developing collaborative schoolbased. Guidance for senior leaders

AfL with APP: developing collaborative schoolbased. Guidance for senior leaders AfL with APP: developing collaborative schoolbased approaches AfL with APP: developing collaborative school-based approaches First published in 2009 Ref:00824-2009PDF-EN-01 Disclaimer The Department for

More information

Practical strategies to support the whole-school development of AfL with APP (Primary)

Practical strategies to support the whole-school development of AfL with APP (Primary) Practical strategies to support the whole-school development of AfL with APP 1 of 11 The National Strategies Primary Practical strategies to support the whole-school development of AfL with APP This document

More information

The National Challenge Raising standards, supporting schools

The National Challenge Raising standards, supporting schools The National Challenge Raising standards, supporting schools Element 2: Tracking progress of gifted and talented pupils The National Challenge Raising standards, supporting schools Element 2: Tracking

More information

1 Introduction and Evaluation Approach 3. 2 Trends from the skills audit Trainees Teachers and mentors 4. 3 Qualitative findings 4

1 Introduction and Evaluation Approach 3. 2 Trends from the skills audit Trainees Teachers and mentors 4. 3 Qualitative findings 4 Final evaluation report June 2009 Contents 1 Introduction and Evaluation Approach 3 2 Trends from the skills audit 3 2.1 Trainees 3 2.2 Teachers and mentors 4 3 Qualitative findings 4 3.1 Increased confidence

More information

Guidance for School Improvement Partners. Supporting and challenging improvement in AfL with APP

Guidance for School Improvement Partners. Supporting and challenging improvement in AfL with APP Guidance for School Improvement Partners Supporting and challenging improvement in AfL with APP Guidance for School Improvement Partners Supporting and challenging improvement in AfL with APP First published

More information

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Personalised Learning component A - Effective teaching and learning strategies IQS generic Target Action

More information

Version 2 (Oct 2010) Management Information Support Team & Learning 5-11

Version 2 (Oct 2010) Management Information Support Team & Learning 5-11 Version 2 (Oct 2010) Management Information Support Team & Learning 5-11 Contents Self Improvement Cycle 4 Managing Data Effectively 5 How well are we doing? 10 How well should we be doing? 11 What more

More information

Ysgol Glan Gele Infants and Nursery School

Ysgol Glan Gele Infants and Nursery School REDUCING THE IMPACT OF POVERTY ON EDUCATIONAL ACHIEVEMENT POLICY OBSERVATORY CASE STUDY 1 Name of School/Setting: Ysgol Glan Gele Local Authority: Conwy Type of School/Setting: Infants and Nursery Language

More information

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject

More information

The Quality Initiative in Scottish Schools

The Quality Initiative in Scottish Schools The Quality Initiative in Scottish Schools Working together to achieve excellence For dissemination and use by teaching and education authority staff The Quality Initiative in Scottish Schools Working

More information

St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better

St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better Improve the quality of teaching, by: Teaching and learning review focusing on

More information

Regina Coeli Catholic Primary School. Mathematics Action Plan 2013-14

Regina Coeli Catholic Primary School. Mathematics Action Plan 2013-14 Regina Coeli Catholic Primary School Mathematics Action Plan 2013-14 MATHEMATICS ACTION PLAN Ensure improved and consistent progress for all pupils of all ages and abilities across the school with particular

More information

Damers First School Teaching & Learning Policy

Damers First School Teaching & Learning Policy Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL

More information

Assessment Policy for Pyrgo Priory Primary School

Assessment Policy for Pyrgo Priory Primary School Assessment Policy for Pyrgo Priory Primary School In our policy, the term assessment is based on the Black & William definition: the term assessment refers to all those activities undertaken by teachers

More information

Ryburn Valley High School

Ryburn Valley High School Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development

More information

Teacher of Art Design Technology (temporary part-time (0.6) to cover maternity leave)

Teacher of Art Design Technology (temporary part-time (0.6) to cover maternity leave) Teacher of Art Design Technology (temporary part-time (0.6) to cover maternity leave) Table of Contents Letter from Sarah Baker, Headteacher 2 Letter from Nick Lawrence, Curriculum Team Leader of ADT 3

More information

HPS. Hucklow Primary School. ICT Policy

HPS. Hucklow Primary School. ICT Policy HPS Hucklow Primary School ICT Policy March 2014 1 Purpose This policy reflects Hucklow school values and philosophy in relation to the teaching and learning of and with ICT. It sets out a framework within

More information

Headteacher Performance Review: Practical guidance and activities for governors and headteachers

Headteacher Performance Review: Practical guidance and activities for governors and headteachers Headteacher Performance Review: Practical guidance and activities for governors and headteachers 4. Reviewing the head's performance against last year's objectives The pre-review meetings with the external

More information

INVESTORS IN PEOPLE REVIEW REPORT

INVESTORS IN PEOPLE REVIEW REPORT INVESTORS IN PEOPLE REVIEW REPORT Lower Farm Primary School Page: 1 of 13 CONTENTS Key Information 3 Assessor Decision 3 Milestone Dates 3 Introduction 4 Assessment Objectives 4 Feedback Against the Assessment

More information

Senior Leadership Team and Class Teacher Job Description & Person Specification

Senior Leadership Team and Class Teacher Job Description & Person Specification Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

St Laurence CofE VA Primary School

St Laurence CofE VA Primary School S c h o o l r e p o r t St Laurence CofE VA Primary School Collingwood Road, Long Eaton, NG10 1DR Inspection dates 5 6 November 2013 Overall effectiveness Previous inspection: Inadequate 4 This inspection:

More information

MAPLE SCHOOL MATHS POLICY. Updated June 2015 by Rachel de la Croix (Maths Co-ordinator)

MAPLE SCHOOL MATHS POLICY. Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) 1 MAPLE SCHOOL MATHS POLICY Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) School Vision A high-quality mathematics education provides a foundation for understanding the world, the ability

More information

System leadership prospectus

System leadership prospectus Inspiring leaders to improve children s lives Schools and academies System leadership prospectus Resource Contents 1. Introduction...3 2. Specialist leaders of education...5 3. Local leaders of education...6

More information

Head of Business & Social Sciences Job Description. Leadership Spine L1 8

Head of Business & Social Sciences Job Description. Leadership Spine L1 8 Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions

More information

Job Title: Lead Practitioner Science KS4. Position Overview

Job Title: Lead Practitioner Science KS4. Position Overview Job Title: Lead Practitioner Science KS4 Salary: L3 L7 Position Overview Responsible to: Director of Science. Teacher of Science Key purposes: a) To carry out the professional duties of a teacher as described

More information

Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice

Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning

More information

St Thomas of Canterbury School, Merrow, Guildford

St Thomas of Canterbury School, Merrow, Guildford St Thomas of Canterbury School, Merrow, Guildford St. Thomas of Canterbury School is a Catholic Voluntary Aided Primary School in the Diocese of Arundel and Brighton. It is situated in the Merrow district

More information

Looked after children good practice in schools

Looked after children good practice in schools Looked after children good practice in schools This is a short report based on a small-scale survey of good practice in schools in relation to looked after children. It does not cover all aspects of looked

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information

National Centre for Excellence in the Teaching of Mathematics. Supporting teachers to implement effective mathematics intervention strategies

National Centre for Excellence in the Teaching of Mathematics. Supporting teachers to implement effective mathematics intervention strategies National Centre for Excellence in the Teaching of Supporting teachers to implement effective mathematics intervention strategies Introduction Teachers implementing any form of mathematical intervention

More information

Hurworth School Assessment, Recording and Reporting Policy

Hurworth School Assessment, Recording and Reporting Policy Hurworth School Assessment, Recording and Reporting Policy Accepted by: Board of Directors May 2010 Leadership Team Lead Reviewer: Assistant Head Teacher (Raising Achievement) Review Cycle: 2 Years Last

More information

THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY

THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY Policy Name: Gifted and Talented Policy G Hutchence Date: October 2009 Submission Date Summary of Changes Required Draft 1 October 09 Draft 2 Draft

More information

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation

More information

Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2

Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2 Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2 You will be responsible to the Headteacher to provide professional leadership in the subject which

More information

IN PARTNERSHIP WITH PLYMOUTH UNIVERSITY. Highlands. Opportunities Achievement Success. Information Technology for Business Degrees

IN PARTNERSHIP WITH PLYMOUTH UNIVERSITY. Highlands. Opportunities Achievement Success. Information Technology for Business Degrees Highlands Opportunities Achievement Success IN Information Technology for Business Degrees Introduction Plymouth University in partnership with Highlands College offers unrivalled expertise and experience

More information

Fleetwood High School

Fleetwood High School School report Fleetwood High School Broadway, Fleetwood, Lancashire, FY7 8HE Inspection dates 12 13 June 2014 Overall effectiveness Previous inspection: Inadequate 4 This inspection: Requires improvement

More information

This document has been archived International Programme for School Principals

This document has been archived International Programme for School Principals Inspiring leaders to improve children s lives This document has been archived International Programme for School Principals Training at the National College in England for school principals worldwide Prospectus

More information

Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first

Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first point of contact in the Head Teacher s absence. You are

More information

Section 1 Becoming a Dyslexia Friendly School

Section 1 Becoming a Dyslexia Friendly School Section 1 Becoming a Dyslexia Friendly School Equalities Statement SBC welcomes and values the diversity of Swindon communities, and commits itself to ensuring that no one will receive less favourable

More information

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER Qualifications 1. Qualified teacher status. a) Commitment to continuing professional development activities Professional Attributes 1. Have high expectations of young people including a commitment to ensuring

More information

Dyslexia Friendly Full Status Verification Audit. Primary Schools.

Dyslexia Friendly Full Status Verification Audit. Primary Schools. School : Ravensmead Primary School Head Teacher: Dave Bell Dyslexia Friendly Lead Teacher: Mel Goodall Dyslexia Friendly Full Status Verification Audit Primary Schools. Audit Criteria Evidence Positives

More information

Improve teaching and learning using the Teacher Effectiveness Enhancement Programme (TEEP)

Improve teaching and learning using the Teacher Effectiveness Enhancement Programme (TEEP) Improve teaching and learning using the Teacher Effectiveness Enhancement Programme (TEEP) TEEP provides learning communities with a framework which has a strong pedagogical foundation to support a consistent

More information

Dyslexia Friendly Schools Quality Mark Woodstock Primary School

Dyslexia Friendly Schools Quality Mark Woodstock Primary School Dyslexia Friendly Schools Quality Mark Woodstock Primary School Verification Visit: 01.10.2014 Report Date: January 2015 Verification Report Verifiers: Marie Allison Paul Riddick Helen Webb Dyslexia Friendly

More information

1. Basic information about the school s special educational provision

1. Basic information about the school s special educational provision KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable

More information

FINAL REPORT 2005 08 RESEARCH GRADE 7 TO 12 PROGRAMS. Frontier College would like to thank the Ontario Ministry of Education for their support.

FINAL REPORT 2005 08 RESEARCH GRADE 7 TO 12 PROGRAMS. Frontier College would like to thank the Ontario Ministry of Education for their support. FINAL REPORT 2005 08 RESEARCH GRADE 7 TO 12 PROGRAMS Frontier College would like to thank the Ontario Ministry of Education for their support. 1 Introduction For the past three years, Frontier College

More information

Hillocks Primary and Nursery School

Hillocks Primary and Nursery School Hillocks Primary and Nursery School Policy for Assessment, recording and reporting. 1 POLICY FOR ASSESSMENT, RECORDING AND REPORTING Introduction At Hillocks, the key purpose for assessment is to move

More information

Leadership milestone matrix

Leadership milestone matrix New Deal for the Education Workforce Leadership milestone matrix Leading, learning, inspiring Audience All educational practitioners working with learners from ages 3 to 19 including teachers, leaders

More information

The Assessment for Learning Strategy

The Assessment for Learning Strategy The Assessment for Learning Strategy Foreword The Children s Plan set out our aim of a world-class education system for all, and personalised teaching and learning are at the heart of making this aim a

More information

BEBINGTON HIGH SPORTS COLLEGE. Target Setting Policy

BEBINGTON HIGH SPORTS COLLEGE. Target Setting Policy BEBINGTON HIGH SPORTS COLLEGE Target Setting Policy This policy lays out the process by which school targets will be set. The key personnel involved in the process are indicated and are identified in the

More information

Roseberry Primary and Nursery School. Maths Policy

Roseberry Primary and Nursery School. Maths Policy Roseberry Primary and Nursery School Maths Policy October 2015 Purpose The purpose of this policy is to ensure that all staff are able to implement the teaching of maths to a high standard in order for

More information

PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC

PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC INTRODUCTION AND SUBJECT DEFINITION This will be a short statement that outlines the place of Music within the curriculum and how it supports the whole

More information

Horton Church of England VA Primary School

Horton Church of England VA Primary School School report Horton Church of England VA Primary School Horton, Chipping Sodbury, South Gloucestershire, BS37 6QP Inspection dates 20 21 June 2013 Overall effectiveness Previous inspection: Outstanding

More information

Programme Specification May 2012

Programme Specification May 2012 Faculty of Business Computing and Law Programme Specification May 2012 MSc Accounting and Finance Valid from September 2012 JACS code N400/N300 Programme code Valid for delivery at University of Derby

More information

St Cuthbert s C of E Junior School. Impact of Sports Funding

St Cuthbert s C of E Junior School. Impact of Sports Funding St Cuthbert s C of E Junior School of Sports National changes to the way the school sport curriculum is funded have introduced new opportunities for our children to compete in inter school sports. It has

More information

MATHEMATICS IMPROVEMENT PLAN for DAME JANET PRIMARY ACADEMY To be reviewed weekly by SM. 1 P a g e

MATHEMATICS IMPROVEMENT PLAN for DAME JANET PRIMARY ACADEMY To be reviewed weekly by SM. 1 P a g e MATHEMATICS IMPROVEMENT PLAN for DAME JANET PRIMARY ACADEMY To be reviewed weekly by SM 1 P a g e Mathematics School Improvement Plan In Response to Ofsted February Actions *Bold direct from School Improvement

More information

Why we need more changes. Introduction. Poverty has a big effect on education. The Welsh Government know that a good education is really important.

Why we need more changes. Introduction. Poverty has a big effect on education. The Welsh Government know that a good education is really important. 2 Introduction The Welsh Government know that a good education is really important. It gives learners the best opportunities in life. There have been many good things happening in Wales: better GSCE and

More information

Principal Job Description

Principal Job Description Anfield School Anfield International Kindergarten Anfield International Kindergarten & Nursery Principal Job Description RESPONSIBLE TO: The School Board INTRODUCTION: This job description is based on

More information

Continuing Professional Development For Educational Leaders

Continuing Professional Development For Educational Leaders Continuing Professional Development For Educational Leaders Documents produced in this series:- 1. Continuing Professional Development 2. Standard for Chartered Teacher 3. Chartered Teacher Status: Frequently

More information

This document has been archived International Strategic Leadership of ICT (I-SLICT) programme

This document has been archived International Strategic Leadership of ICT (I-SLICT) programme Inspiring leaders to improve children s lives This document has been archived International Strategic Leadership of ICT (I-SLICT) programme www.education.gov.uk/nationalcollege/international Prospectus

More information

Mentoring - Materials to support the induction tutor Section 5

Mentoring - Materials to support the induction tutor Section 5 Support Materials for NQT and NQT mentors version 5 2010/11 Mentoring - Materials to support the induction tutor 5 Support Materials for NQT and NQT mentors - version 5 2010/11 Mentoring Materials to support

More information

DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW

DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW Reflect... Improve... Achieve GUIDE TO SELF REVIEW The purpose of Self Review Effective organisations regularly monitor and

More information

Joseph Locke Primary School. Gifted and Talented Policy

Joseph Locke Primary School. Gifted and Talented Policy Joseph Locke Primary School Gifted and Talented Policy Written November 2014 1 Joseph Locke Primary Policy for Gifted and Talented Pupils Written by J.Brock (Acting Assistant Head Teacher) and K. Clayton

More information

LONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION. Inner London Pay Spine Range: L18-L22

LONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION. Inner London Pay Spine Range: L18-L22 LONDON BOROUGH OF TOWER HAMLETS St Paul s Way Trust School JOB DESCRIPTION Post Title: Director of the Teaching School and School of Education (SoE Director) Grade: Inner London Pay Spine Range: L18-L22

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

A National Funding Formula for Schools - a proposal from f40

A National Funding Formula for Schools - a proposal from f40 A National Funding Formula for Schools - a proposal from f40 July 2015 1. Introduction The case for fair funding for schools has been made, and accepted by the government. This paper builds on the work

More information

Specialist Leaders in Education. System leadership. 29.1.14

Specialist Leaders in Education. System leadership. 29.1.14 Specialist Leaders in Education System leadership. 29.1.14 Since 2011, over 2,500 SLEs have been designated, with the aim to recruit every year, building up to 5,000 by 2014 15. Specialist Leader In Education

More information

Evaluation Case Study. Speech pathology support services

Evaluation Case Study. Speech pathology support services Australian Government Department of Education More Support for Students with Disabilities 2012-2014 Evaluation Case Study Speech pathology support services MSSD Output 4: Working with health professionals

More information

UNISON [BRANCH NAME] speaking up for TAs. Teaching assistants survey 2013 summary of results. UNISON speaking up for TAs INTRODUCTION

UNISON [BRANCH NAME] speaking up for TAs. Teaching assistants survey 2013 summary of results. UNISON speaking up for TAs INTRODUCTION UNISON [BRANCH NAME] speaking up for TAs UNISON speaking up for TAs Teaching assistants survey 2013 summary of results INTRODUCTION UNISON is the largest union in education in the UK, representing 350,000

More information

Professional Standards for Teachers in England from September 2007 1

Professional Standards for Teachers in England from September 2007 1 Professional Standards for Teachers in England from September 2007 1 Introduction Bringing coherence to the professional and occupational standards for the whole school workforce 1. The framework of professional

More information

Math TLC. MSP LNC Conference Handout. The Mathematics Teacher Leadership Center. MSP LNC Conference Handout. !!! Math TLC

Math TLC. MSP LNC Conference Handout. The Mathematics Teacher Leadership Center. MSP LNC Conference Handout. !!! Math TLC The Mathematics Teacher Leadership Center The Mathematics Teacher Leadership Center () A Mathematics and Science Partnership Serving Northern Colorado and Wyoming! 1! Vision The Mathematics Teacher Leadership

More information

Beckford Primary School. Teaching and Learning Policy

Beckford Primary School. Teaching and Learning Policy Beckford Primary School Teaching and Learning Policy 2014-2015 KEY PRINCIPLES Teaching at Beckford Primary School is Learning Centred, meaning that each element of whole school and classroom practice is

More information

January 2015 Special Educational Needs Report/ Local Offer

January 2015 Special Educational Needs Report/ Local Offer January 2015 Special Educational Needs Report/ Local Offer How will school / college staff support my child? Peacehaven Community School (PCS) is an inclusive school with a strong commitment to meeting

More information

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Beryce Nixon, Headteacher and national leader of education, Hill Top Primary School, Doncaster, and Sue Turner,

More information

V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering

V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering V2 Programme Specification HNC Level 4 Diploma in Electrical and Electronic Engineering V2HE 1. Awarding Organisation Pearson 2. Teaching Institution Highbury College Portsmouth 3. Programme Accredited

More information

Sneyd Green Primary School Mathematics Policy Together we make a difference.

Sneyd Green Primary School Mathematics Policy Together we make a difference. Sneyd Green Primary School Mathematics Policy Together we make a difference. Leader name - Mr J.Hyder Date 04/12/14 Aims and objectives Mathematics teaches us how to make sense of the world around us through

More information

St Matthew s Church of England Primary School. With God nothing is impossible. Maths Policy

St Matthew s Church of England Primary School. With God nothing is impossible. Maths Policy St Matthew s Church of England Primary School With God nothing is impossible. Maths Policy OUR VALUES St Matthew s CE School is a caring community, whose values are built on Christian foundations; encouraging

More information

Learning Together: Opening up learning

Learning Together: Opening up learning Learning Together: Opening up learning Learning Together: Opening up learning HM Inspectorate of Education 2009 Crown copyright 2009 ISBN: 978-0-7053-1149-6 HM Inspectorate of Education Denholm House Almondvale

More information

Denton Community College Job Title: Technology Teacher Resistant Materials / Product Design - QTS

Denton Community College Job Title: Technology Teacher Resistant Materials / Product Design - QTS Job Title: Technology Teacher Resistant Materials / Product Design - QTS PERMANENT Closing Date for Application: Friday 12th June 2015 at 12 noon Thank you for expressing an interest in our vacancy. Please

More information

Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year

Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year RESEARCH Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year Sarah Golden, Lisa O Donnell and Peter Rudd National Foundation for Educational Research Research Report RR609

More information

Head of Leadership Curriculum Design and Facilitation

Head of Leadership Curriculum Design and Facilitation The North West Leadership Partnership Head of Leadership Curriculum Design and Facilitation Primary Phase Role and Person Specification Tauheedul Education Tauheedul Education is a not-for-profit organisation

More information

School leadership and student outcomes: Identifying what works and why

School leadership and student outcomes: Identifying what works and why School leadership and student outcomes: Identifying what works and why Summary of the the Best Evidence Synthesis (BES) conducted by Viviane Robinson, Margie Hohepa and Claire Lloyd Research Summary December

More information

Special Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs

Special Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs Special Educational Needs and Disability Policy Notre Dame Catholic College Contact details Mrs L Martin (NASENCO award) Special Education Needs Co-ordinator (SENCO) Senior Leadership Team advocate: Mr

More information

ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government

ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers

More information

Mathematics Policy. Policy Updated: Summer 2015 Date for Review: Autumn Brookside Primary School Mathematics Policy

Mathematics Policy. Policy Updated: Summer 2015 Date for Review: Autumn Brookside Primary School Mathematics Policy Mathematics Policy Policy Updated: Summer 2015 Date for Review: Autumn 2018 1 Mathematics Policy Contents 1 Aims and Objectives... 3 2 Teaching and Learning Styles... 3 3 Mathematics Curriculum Planning...

More information

Etone College. Special Educational Needs and Disability (SEND) Information Report 2015-16

Etone College. Special Educational Needs and Disability (SEND) Information Report 2015-16 Etone College Special Educational Needs and Disability (SEND) Information Report 2015-16 A child or young person has SEND if they have a learning disability which calls for special educational provision

More information

Cass School of Education and Communities. MA Education. uel.ac.uk/cass

Cass School of Education and Communities. MA Education. uel.ac.uk/cass Cass School of Education and Communities MA Education uel.ac.uk/cass Cass School of Education and Communities The Cass School of Education and Communities at the University of East London (UEL) is a major

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

External Examiner's Report Template Academic Year: 2012-13

External Examiner's Report Template Academic Year: 2012-13 External Examiner's Report Template Academic Year: 2012-13 Section A Name of External Examiner: Karen Teasdale Home Institution of External Examiner: Birmingham City University UW Award/Course being externally

More information

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014)

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools

More information

School of Education. Postgraduate Certificate of Education. Pre-Course Primary Experience Booklet

School of Education. Postgraduate Certificate of Education. Pre-Course Primary Experience Booklet School of Education Postgraduate Certificate of Education Pre-Course Primary Experience Booklet Pre-Course Primary Experience Booklet Contents Page Introduction 3 PGCE Students Writing about Primary Experience

More information

SuppOrting information for all schools 201 /14 3

SuppOrting information for all schools 201 /14 3 SuppOrting information for all schools 201 /14 3 The following information will support your school in applying for the Sainsbury s School Games Mark by outlining and explaining the prerequisites and providing

More information

National Standards for Headteachers

National Standards for Headteachers Guidance Organisation & Management National Standards for Headteachers Staff Management Status: Information Date of issue: 10/2004 Ref: DfES/0083/2004 Contents Introduction 2 Shaping the Future 6 Leading

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY SPECIAL EDUCATIONAL NEEDS POLICY Basic Information about the school s special education provision The College s policy is to integrate students with Special Educational Needs, thereby giving them access

More information

INSPECTING SUBJECTS AND ASPECTS 11-18 INFORMATION TECHNOLOGY

INSPECTING SUBJECTS AND ASPECTS 11-18 INFORMATION TECHNOLOGY O F F I C E F O R S T A N D A R D S I N E D U C A T I O N INSPECTING SUBJECTS AND ASPECTS 11-18 INFORMATION TECHNOLOGY February 1999 THE OFFICE OF HER MAJESTY'S CHIEF INSPECTOR OF SCHOOLS IN ENGLAND CONTENTS

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

The Priory School. THE PRIORY SCHOOL A Specialist Sports College Tintagel Road, Orpington Kent BR5 4LG

The Priory School. THE PRIORY SCHOOL A Specialist Sports College Tintagel Road, Orpington Kent BR5 4LG The Priory School Headteachers: Chief Executive Officer: Ms Gill Lamb MA Mr Nick Ware MA Mr Neil Miller BA The Priory Academy Trust Tintagel Road Orpington Kent BR5 4LG Email: office@priory.bromley.sch.uk

More information

Wellsway School. Summary of key findings for parents and pupils. School report. Inspection dates 12 13 February 2014

Wellsway School. Summary of key findings for parents and pupils. School report. Inspection dates 12 13 February 2014 School report Wellsway School Chandag Road, Keynsham, Bristol, BS31 1PH Inspection dates 12 13 February 2014 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2

More information