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

Size: px
Start display at page:

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

Transcription

1 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 leaders: Conduct a school audit Complete self evaluation grids Analyse data Monitor planning Undertake book sampling Conduct pupil interviews Carry out walkthroughs Observe / monitor teaching Assess learning environment Assess staff Science skills Identify areas for improvement and set curricular targets Create an action plan Complete year planner Support implementation of action plan Peer coaching CPD Resources Monitor progress Evaluate impact 1

2 Review Progress Implement and Monitor Construct a Science Action Plan SCIENCE DEVELOPMENT PLAN CYCLE Set Quantitative Targets Undertake a Science Audit Set Curricular Targets 2

3 Science Profile Area: Comments: Standards What are the standards like in your subject? Have you looked at the assessment data? Are you confident in interpreting it? Have you looked at pupils' work? Have you moderated work with staff? Policy Is there a policy in place? When was it last reviewed? Does it reflect current practice? Is the policy applied consistently by all staff? Planning Is there a consistent approach for medium term planning? Is there a consistent approach for short term planning? Do the layers of planning link? Does the planning match the work in children's books? Resources Do you have appropriate resources for the subject? Are they in good condition, accessible and sufficient? Do you have a budget allocation? Staff Development How secure is your subject knowledge? Do all staff have the required knowledge to teach the subject in their age group? Do you feel confident in leading staff training or a staff meeting in your subject/area? School Development Has your subject/area been identified in the inspection report/sdp? Do you have the opportunity to contribute to the SDP in relation to your subject? Assessment Do you have a secure understanding of the levels in your subject? Do other staff? Do you have any evidence of standards in your subject? 3

4 The Science Subject Leader's File This is not a definitive list. This information will build over time. 1. POLICY - Science subject leader's job description - Science policy - Long-term plan / curriculum overview - Progression of skills overview 2. SCHOOL IMPROVEMENT - Annual review of priorities/sdp/action plan - Science development plan - Science year planner 3. MONITORING AND EVALUATION - Monitoring & Evaluation Policy - Cycle of subject monitoring and evaluation - PLANNING - Evaluation of planning - WORK SAMPLING - Evaluation of children's work - CLASSROOM OBSERVATION - Individual evaluation forms - INTERVENTION PROGRAMMES - Identification of and monitoring of progress made - PUPIL INTERVIEWS 4. STANDARDS - Test results & analysis - Level descriptors / OFSTED standards - Whole school targets - Improvement targets - Tracking 5. RESOURCES - Audit of resources - Resource list/location - Budget allocation / Record of expenditure - Relevant ICT resources 6. STAFF DEVELOPMENT (subject leader, class teacher, teaching assistants) - Professional development activities - Evaluation of professional development activities 4

5 School Self-Evaluation Grid The self-evaluation grid will help you identify current practice in your school and establish areas for development. The grid should be completed by the subject leader in partnership with the Headteacher. 5

6 Raising standards in science Self-evaluation to establish priorities The purpose of the self-evaluation grid is to support coordinators in recognising the current stage of development and identifying key priorities for development across the school. Key area 1: Establishing priorities, analysing results and reviewing progress. Key Area 2: Continuing to improve the quality of teaching and learning Key Area 3: Management and deployment of resources Key Area 4: Professional development into practice Key Area 1: Establishing priorities, analysing results and reviewing progress. 1a Establishing priorities, action of m An audit of science provision, planning and review professional development needs and quantitative outcomes, in terms of standards and progress has been carried out. As a result key priorities for action have been identified. Focusing Developing Establishing Enhancing Using the audit, an agreed action plan that addresses identified priorities and appropriate resources has been developed and is being implemented. The impact of the action plan is monitored and evaluated. The plan is refined following the outcome of evaluation. The school s priorities for improving science are part of the whole-school improvement programme with clearly identified subject-specific priorities and systematic review and evaluation. 1b Knowing about standards Teachers assess children s work regularly and national/other tests are in place. There is access to relevant data on standards, e.g. baseline assessment, data on statutory and optional tests, on-going teacher assessments and work samples. There is limited confidence in the use of this data. There is a systematic structure for assessing children s work and progress. Data is starting to be used to inform judgements on standards across the school, noting patterns in children s achievement. There is work across the school to moderate teacher assessments and to analyse data to inform teachers planning, set targets and monitor progress in a comprehensive and systematic manner. School assessment systems are rigorous and effective. There is close cooperation between the headteacher, staff and governors in using data to raise standards in science. 1c Target setting There is as yet no systematic wholeschool approach to the setting of numerical and curricular targets to track children s progress and raise standards in science. Teachers are supported in setting realistically challenging numerical targets for each year group. They are supported in tracking children s progress by setting curricular targets based on a clear identification of learning needs. There is an effective process for setting and reviewing numerical and curricular targets in each year group. All teachers are able to use targets to track children s progress, inform their teaching and raise standards. There is an effective, coherent and manageable whole-school system for setting and revising targets against children s progress. 1d Monitoring and evaluating the development of science A start has been made towards monitoring and evaluating a range of aspects of subject responsibility. There is a clear structure for monitoring and evaluating science in order to identify key priorities for improving standards of teaching and learning. The outcomes of the monitoring and evaluation of aspects of science are used to inform future school improvement planning. Monitoring and evaluating is embedded within the school improvement plan and is effective in celebrating success and identifying areas for further improvement. 6

7 Key Area 2: Continuing to improve the quality of teaching and learning 2a Evaluating the quality of the teaching of science and giving appropriate feedback 2b Support for planning; monitoring the process; evaluating outcomes Focusing Developing Establishing Enhancing Classroom observations and/or scrutiny of children s work has raised awareness of: the quality of teaching of science across the school; the strengths and weaknesses of teachers subject knowledge. Teachers weekly plans are sampled. There is a developing programme to monitor the quality of teaching of science. Weaknesses in teaching are recognised and staff are given feedback. Actions to be taken are identified and incorporated into the science action plan or school improvement plan. Teachers are supported in their planning and given feedback to help them to moderate and amend as appropriate. Systems are in place for monitoring and evaluating the quality of teaching. This is impacting positively on classroom practice. Some areas of weakness in teaching remain but are being addressed through feedback and professional development. Medium- and short-term plans are reviewed and teachers are supported in ensuring plans match the expected levels of achievement of children. There is systematic and structured evaluation of science teaching across the school. The science lessons are taught well. Weaknesses in subject knowledge, and teaching and learning are being addressed effectively. There is appropriate feedback, support and related training for all staff. Colleagues are supported in producing plans which are coherent, succinct and effective in addressing learning needs. Plans are evaluated in the light of learning outcomes. 2c Using ICT to support science Staff are aware of the need to incorporate ICT as an appropriate resource to support the teaching of science. Staff are aware of a range of ICT resources to support the teaching of science. With the ICT coordinator, the professional development needs of teachers in the use of ICT to support teaching have been identified. There is close collaboration with the ICT coordinator to support teachers in planning for the appropriate use of ICT in the teaching of science and in monitoring and evaluating the use of ICT in a range of science teaching. ICT is being effectively integrated into teachers planning for science. Joint evaluations show that ICT is being used effectively in science teaching. Key Area 3: Management and deployment of resources 3a Establishing an effective learning environment 3b Deployment of additional adults Focusing Developing Establishing Enhancing The importance of an effective Through classroom observations and A systematic plan is in place across The school environment makes a key environment to support the teaching an audit of resources, key areas for the school to support improvement of contribution to science learning for all and learning of science in all action have been identified in order to the environment in which children children. classrooms is recognised. promote an effective environment learn science. which will support children s learning The expertise and skills of additional adults are matched to identified needs for support in science across the school. of science. Support systems are developing between additional adults and teachers for planning support and reviewing the progress of individual/groups of children. The impact of support by teachers and additional adults is evaluated against both quantitative and qualitative learning outcomes. Monitoring of the impact of additional adult support shows that a difference is made to children s attainment and progress. There is a clear understanding between the teacher and additional adult of the learning needs of children. 7

8 Key Area 4: Professional development into practice 4a Identifying CPD (Continuing professional development) needs Focusing Developing Establishing Enhancing Information about training is selected and staff are encouraged to attend relevant courses. Staff are helped to be more selective about the type of professional development in which they participate and relate this closely to the science action plan. A CPD policy which relates to the individual and school needs with clear links to the development of science is in place. Most staff are committed to the policy and understand how it will impact on their own professional development. The planned CPD programme supports school, LEA and national priorities and meets the needs of all staff. The impact of the CPD programme is monitored and evaluated systematically. 4b Supporting colleagues Resources to support colleagues in improving teaching of science are managed and organised. Individuals are supported on request to help them to improve the quality of the teaching of science. A planned programme of support is being developed in order to address whole-school and individual needs. This support programme includes trainee teachers and other additional adults. There is a coherent support programme in place and all staff are involved in a review and evaluation of the professional development and support they have received. When appropriate the impact of professional development is evaluated through visits to classrooms and formal/informal feedback. A planned programme of support has been devised, responding to wholeschool and individual needs. All staff are supported in developing high quality teaching and learning in science. Evaluation of the support shows a positive impact on teaching and learning. 8

9 Children s Written Work In Science School self-evaluation grid Focusing Developing Establishing Enhancing Learning objectives are shared with children at the beginning of each lesson and are reviewed in a plenary. Marking comments on the quality of children's written work and/or the effort that they have put into completing it. Children are encouraged to read teachers' marking. Learning objectives are discussed with children, vocabulary is explained and links with previous learning are reinforced. Teachers' marking, and oral feedback, on written outcomes, refers directly to learning objectives. Written feedback offers specific guidance on improvements to be made. Children are given opportunities to reflect on this guidance and redraft parts of their work in response. Teachers use different types of feedback for different purposes. They plan for a variety of written and oral feedback driven by teacher, peer and self assessment. Teachers define and make explicit to children the success criteria for achieving learning objectives. Teachers provide written and oral feedback, against success criteria, which highlights which have been achieved and which need to be developed. Oral feedback is given during learning; teachers make reference to successes and areas for improvement which children can address immediately. The features of effective, constructive feedback are explicitly taught and modelled so that children can adopt them in peer and self-assessment. In feedback, specific links are made between the success of written outcomes and the processes that have led to the written piece Children work with each other and the teacher to define success criteria against which they will evaluate their learning. Specific feedback, against success criteria, is given Outcomes sometimes take the form of visual texts, presentations, performances etc. These are assessed against success criteria in the same way that a written outcome would be. 9

10 Analysing Data Identify strengths and areas for development using national, local authority and school data e.g. RAISEonline, SEF (Self evaluation form), OFSTED Reports. Use SATs and optional tests to identify patterns and trends of attainment for cohorts, classes, groups and individuals. Use assessment data to track progress of different groups over time Identify subject specific strengths and areas for development through question level analysis e.g. PAT Use information to inform the action and set curricular targets. 10

11 The Process of Layering Curricular Targets 1 Set whole-school curricular target (based on analysis of tests, work scrutiny, discussions with children). Assign year-group curricular target For Example, for year 5: Differentiate the year-group target into targets for different groups using language accessible for children (based on teacher s specific knowledge of the class and individuals). I can Note: Curricular targets should be personalised for children with diverse needs. Link curricular target to learning and teaching 1 Teachers identify subject-specific knowledge related to that target Professional development at staff meetings identifies progression through the school in this aspect of subject-specific knowledge. Teachers identify, from their medium-term plans, when they would teach the relevant science to enable the children to meet their target. They would include opportunities for children to consolidate and apply this knowledge across the curriculum. Teachers identify when, in their half-termly plans, they will focus on assessing progress towards the target. Targets are shared with children in class. Review progress against targets Teachers and children assess and record progress against the targets. Teachers and the leadership term review individual progress against targets and record information on the school tracking system. 11

12 Monitoring Planning The following need to be considered when monitoring medium and short term planning.» Do medium term plans inform short term plans?» Do the plans show coverage and progression?» Are all the programmes of study covered?» Are school/class targets given appropriate focus in the plans?» Is there clear planning for each part of the lesson?» Are the objectives made explicit?» Are the learning outcomes clear?» Is the unit outcome stated?» Is there differentiation?» What resources are identified?» Are there key points for the plenary?» Is homework set and linked to the week s objectives?» Is there a sound balance between AT1 lessons and knowledge based lessons?» Is there consistency in planning between year groups/classes?» Is there evidence of assessment for learning? 12

13 OVERVIEW OF PLANNING Class Teaching Sequence Objectives led Outcomes stated ICT Links Crosscurricular links Differentiation Plenary Additional adults AFL 13

14 Book Sampling Book sampling should include written work in books, folders, portfolios and other curricular areas. Questions to consider:» Are there trends across all year groups which show one aspect which needs addressing either through INSET or CPD?» Is there a specific issue in one year group?» Are all units/programmes of study covered?» Is there evidence of AT1?» Is there an appropriate use of worksheets?» Is there evidence of a variety of activities?» Is there evidence of differentiation?» Is useful and relevant feedback given to the children?» Does feedback focus on strengths and areas for development linked to the learning objective?» Is reference made to children s/class/group targets? 14

15 Effective Learning Environment Checklist Focus Area Desirable Elements Assessment Evidence Sharing Objectives and Reviewing Learning Objectives displayed and discussed Key questions displayed and used in lesson starts and plenary (what? why? how? when?) Key questions and prompts available to support children's talking and thinking about learning Use of key questions to trigger prior knowledge Curriculum displays include statements and questions to highlight key learning points Science targets are displayed Classroom displays, visual Curricular Targets prompts and resources support key curricular target focuses e.g. structural organisers -thinking strategies Key words/ technical vocabulary displayed for a variety of curriculum areas Vocabulary Vocabulary referred to and used within teaching Definition of words discussed with pupils Collections of words or phrases to support key writing forms e.g. Post- Its, cards, pocket charts Positive affirmations are displayed in the classroom and referred to regularly Positive Affirmations The teacher actively fosters positive attitudes and behaviours Successes are celebrated 15

16 Action Plan LEA Number School Name School address and phone number Adviser Headteacher Subject Leader Reading Whole School Improvement Area Writing Objective Action Personnel Success criteria Monitoring Progress against objectives Evaluation Resources / Costs Term 1 Term 2 Term 3 INSET Needs 16

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

Excellence and Enjoyment: learning and teaching in the primary years

Excellence and Enjoyment: learning and teaching in the primary years Excellence and Enjoyment: learning and teaching in the primary years Assessment for learning The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may

More information

School Improvement Policy

School Improvement Policy School Improvement Policy Adopted: April 2014 Review: April 2018 Policy 2010 The Eveleigh LINK Academy Trust School Improvement Policy 1 Introduction 1.1 This school improvement policy follows guidance

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

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

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

Firm Foundations for the Future Assessment for Learning & Marking Policy

Firm Foundations for the Future Assessment for Learning & Marking Policy Firm Foundations for the Future Assessment for Learning & Marking Policy September 2012 RAVENSWORTH C.E. PRIMARY SCHOOL ASSESSENT POLICY Firm Foundations for the Future What is assessment? Helping children

More information

Reculver Church of England Primary School

Reculver Church of England Primary School those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 connect nurture aspire learn excel

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

Assessment and Marking policy

Assessment and Marking policy Assessment and Marking policy Key Principles of Assessment at The Royal Docks Community School We aim to apply the following five groups of key principles at Royal Docks consistently across the school.

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy At Coombe Boys School we believe that assessment is an integral part of the learning and teaching process. Assessment is a diagnostic, formative and summative

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

Farnham Heath End School

Farnham Heath End School Monitoring Policy Reviewing Governor: Approval Date: September 2010 Reviewed by: Date: September 2010 Version: Amendment Date: Number of Pages: 5 Next Review Date: Farnham Heath End School A Specialist

More information

National Standards for Subject Leaders

National Standards for Subject Leaders 1998 National Standards for Subject Leaders Foreword 1. The key to unlocking the full potential of pupils in our schools lies in the expertise of teachers and headteachers. Research and inspection evidence

More information

Oastlers School Policy Document

Oastlers School Policy Document Oastlers School Policy Document LITERACY ACROSS THE CURRICULUM Whole School Literacy Policy OVERVIEW Literacy is important because it enables learners to gain access to the subjects studied in school,

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

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

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

NUT BRIEFING ON QUALIFYING TO TEACH : PROFESSIONAL STANDARDS FOR QUALIFIED TEACHER STATUS AND REQUIREMENTS FOR INITIAL TEACHER TRAINING 2002

NUT BRIEFING ON QUALIFYING TO TEACH : PROFESSIONAL STANDARDS FOR QUALIFIED TEACHER STATUS AND REQUIREMENTS FOR INITIAL TEACHER TRAINING 2002 NUT BRIEFING ON QUALIFYING TO TEACH : PROFESSIONAL STANDARDS FOR QUALIFIED TEACHER STATUS AND REQUIREMENTS FOR INITIAL TEACHER TRAINING 2002 INTRODUCTION The DfES/Teacher Training Agency (TTA) document

More information

Nanaksar Primary School Assessment Policy September 2013

Nanaksar Primary School Assessment Policy September 2013 Nanaksar Primary School Assessment Policy September 2013 Where reference is made to parent this means: All natural parents, whether they are married or not Any person who, although not a natural parent,

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Whole School Assessment, Marking and Homework Policy

Whole School Assessment, Marking and Homework Policy Page1 Whole School Assessment, Marking and Homework Policy Page2 Aim To establish a consistent approach to the way the learner s classwork and homework is assessed and marked, so that students feel valued

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

Much Birch Primary School

Much Birch Primary School Much Birch Primary School Co-ordinator : Linda Willimont Updated November 2013 Next review date September 2015 1 2 Mathematics Policy Person Responsible:- Mrs Willimont Date Policy discussed and agreed

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

Teaching and Learning Policy. School aims and objectives for learning

Teaching and Learning Policy. School aims and objectives for learning Teaching and Learning Policy School aims and objectives for learning The school s core purpose is to ensure a high quality learning experience for all pupils and the quality of teaching is the most important

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

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

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

Assessment, Recording and Reporting Policy. Introduction

Assessment, Recording and Reporting Policy. Introduction Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

More information

Report following monitoring Level of follow-up: significant improvement

Report following monitoring Level of follow-up: significant improvement Report following monitoring Level of follow-up: significant improvement Rogerstone Primary School Ebenezer Drive Highcross Estate Rogerstone Newport NP10 9YX Date of visit: by Estyn, Her Majesty s Inspectorate

More information

Acle Academy WHOLE SCHOOL MARKING POLICY

Acle Academy WHOLE SCHOOL MARKING POLICY Acle Academy WHOLE SCHOOL MARKING POLICY Adopted: 17 th October 2011 Next Review: Autumn Term 2014 Aim To establish a consistent approach to the way the learner s work is marked, so that students feel

More information

TEACHING FOR LEARNING POLICY AND FRAMEWORK. Last Revised: January 2015 Next Revision: January 2017

TEACHING FOR LEARNING POLICY AND FRAMEWORK. Last Revised: January 2015 Next Revision: January 2017 TEACHING FOR LEARNING POLICY AND FRAMEWORK Last Revised: January 2015 Next Revision: January 2017 Rationale At Harris Girls Academy East Dulwich we believe that meeting the needs of each individual learner

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

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

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY Haydon Bridge High School is committed to being a fully accessible and inclusive organisation, welcoming and respecting the diversity

More information

The Tiffin Girls School ASSESSMENT AND MARKING POLICY

The Tiffin Girls School ASSESSMENT AND MARKING POLICY The Tiffin Girls School ASSESSMENT AND MARKING POLICY September 2013 1. The principles of effective assessment and feedback In order to enable our students to achieve highly we: 1.1 Share and review learning

More information

PDM: Speaking, listening and learning. The professional development meetings (PDMs) in schools TERM 1 TERM 2 TERM 3 PDM 1 PDM 6 PDM 5 PDM 4 PDM 3

PDM: Speaking, listening and learning. The professional development meetings (PDMs) in schools TERM 1 TERM 2 TERM 3 PDM 1 PDM 6 PDM 5 PDM 4 PDM 3 The professional development meetings (s) in schools : Speaking, listening and learning The purpose of the Intensifying Support Programme (ISP) booklets These booklets are designed to support schools in

More information

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted

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

D2 (i)c: Gradings linked to QTS Standards (compiled in conjunction with LJMU and Cheshire and Merseyside GTP Consortium)

D2 (i)c: Gradings linked to QTS Standards (compiled in conjunction with LJMU and Cheshire and Merseyside GTP Consortium) The Professional Context Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful,

More information

THE ELLIS C OF E HEMINGFIELD PRIMARY SCHOOL MATHEMATICS POLICY

THE ELLIS C OF E HEMINGFIELD PRIMARY SCHOOL MATHEMATICS POLICY THE ELLIS C OF E HEMINGFIELD PRIMARY SCHOOL MATHEMATICS POLICY Philosophy This policy outlines the teaching, organisation and management of the mathematics taught and learnt at The Ellis Primary School.

More information

ROLE PROFILE Main scale Class Teacher & Subject Leader

ROLE PROFILE Main scale Class Teacher & Subject Leader ROLE PROFILE Main scale Class Teacher & Subject Leader ROLE TITLE: Main scale Teacher ROLE HOLDER LINE MANAGED BY: Headteacher DATE: September 2016 1. JOB PURPOSE: To provide an effective education meeting

More information

Marking and Assessment Policy

Marking and Assessment Policy Rationale Effective assessment is essential to quality teaching and learning. Assessment for Learning (AfL) is a fundamental tool utilised by the school to raise attainment and accelerate progress. Regular

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

Keir Hardie Primary School. Assessment and Marking Policy

Keir Hardie Primary School. Assessment and Marking Policy Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

More information

MAPLE SCHOOL ENGLISH POLICY

MAPLE SCHOOL ENGLISH POLICY MAPLE SCHOOL ENGLISH POLICY Updated February 2015 by Nan Younger and Lauren Day (English Co-Ordinators) Reviewed 1 Aims and Objectives In line with the aims of Maple School and The National Curriculum

More information

London South Bank University

London South Bank University London South Bank University Initial Teacher Education inspection report Inspection Dates 16 19 This inspection was carried out by Her Majesty s Inspectors, and additional inspectors in accordance with

More information

Sample SENCO Job Description. Post: SENCO: ACROSS THE WHOLE SCHOOL Responsible to: Headteacher Job purpose: Ensure all pupils achieve their potential

Sample SENCO Job Description. Post: SENCO: ACROSS THE WHOLE SCHOOL Responsible to: Headteacher Job purpose: Ensure all pupils achieve their potential Job Descriptions 1 Sample SENCO Job Description Post: SENCO: ACROSS THE WHOLE SCHOOL Responsible to: Headteacher Job purpose: Ensure all pupils achieve their potential Duties The duties outlined in this

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

Hunsley Primary Assessment, Marking, Reporting and Feedback Policy. This policy is applicable to Hunsley Primary

Hunsley Primary Assessment, Marking, Reporting and Feedback Policy. This policy is applicable to Hunsley Primary Hunsley Primary Assessment, Marking, Reporting and Feedback Policy This policy is applicable to Hunsley Primary Important: This document can only be considered valid when viewed on the school website.

More information

Presentation & Display Policy

Presentation & Display Policy Presentation & Display Policy A. The Presentation of Children s Work 1. All book covers should indicate: The child s full name Year group Class and teacher s name Subject Books should be covered with a

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

Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader)

Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader) Wessex Gardens Primary School Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader) You will be responsible to the Headteacher to provide professional leadership in the

More information

Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA. SPEAKING & LISTENING POLICY Reviewed Summer2013 Literacy Team.

Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA. SPEAKING & LISTENING POLICY Reviewed Summer2013 Literacy Team. Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA Acting Headteacher: Lindsay Galley Telephone: 01332 700298 admin@chellastoni.derby.sch.uk SPEAKING & LISTENING POLICY Reviewed Summer2013

More information

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014 Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Monitoring & Evaluation Policy Co-ordinator: Policy Produced by: Mrs K Brooks Mrs K Brooks Adopted by staff: Autumn

More information

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL ASSESSMENT, RECORDING, REPORTING, MARKING & TARGET SETTING POLICY July 2006 Updated October 2008 Reviewed January 2009 Updated May 2010 Updated September 2010

More information

Aylesbury College Teaching, Learning and Assessment Strategy

Aylesbury College Teaching, Learning and Assessment Strategy Aylesbury College Teaching, Learning and Assessment Strategy 2013-14 Responsible Officer: Vice Principal Learning and Quality Date Reviewed: August 2013 Next Review date: August 2014 Procedure available:

More information

Woodlane High School. Subject Policy: Mathematics

Woodlane High School. Subject Policy: Mathematics Woodlane High School Helping pupils prepare for future life Du Cane Road London W12 0TN Tel: 0208 743 5668 Fax: 0208 743 9138 Headteacher: Claire Maynard e-mail: admin@woodlane.lbhf.sch.uk www.woodlane.lbhf.sch.uk

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

University of Roehampton. Quality Assurance of School Partnership Training & Delivery

University of Roehampton. Quality Assurance of School Partnership Training & Delivery University of Roehampton Quality Assurance of School Partnership Training & Delivery Policy adopted 26 th February 2015 Review date 26 th February 2016 Aim: The University of Roehampton will be relentless

More information

Manor Primary School Policy Document. English Policy

Manor Primary School Policy Document. English Policy Manor Primary School Policy Document English Policy Written November 2014 Approved by N/A Governors Review Date November 2016 Our vision is to create a school community where children grow into happy,

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

Assessment and Marking Policy

Assessment and Marking Policy Assessment and Marking Policy 1. Whole-school Assessment September 2015 1.1. All assessment and is conducted with a view to improving the learning of pupils and support their rapid progress. 1.2. This

More information

DRAFT BRACKNELL FOREST POLICY for THE QUALITY ASSURANCE AND IMPROVEMENT OF SCHOOLS

DRAFT BRACKNELL FOREST POLICY for THE QUALITY ASSURANCE AND IMPROVEMENT OF SCHOOLS DRAFT BRACKNELL FOREST POLICY for THE QUALITY ASSURANCE AND IMPROVEMENT OF SCHOOLS JANUARY 2015 Version 2 Children, Young People and Learning Bracknell Forest Policy for the quality assurance and improvement

More information

St Margaret of Scotland Catholic Primary School

St Margaret of Scotland Catholic Primary School St Margaret of Scotland Catholic Primary School Assessment Policy 2015 Policy Ratified on 14.07.15 Review date: July 2016 1 LEARNING WITH JESUS IN FAITH, HOPE & LOVE Rationale Assessment is fundamental

More information

SPECIAL EDUCATION NEEDS POLICY

SPECIAL EDUCATION NEEDS POLICY SPECIAL EDUCATION NEEDS POLICY 1. Philosophy and definition All students at the Academy are entitled to support for their learning needs enabling them to develop skills, knowledge and understanding to

More information

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B.

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. JOB DESCRIPTION ASSISTANT CURRICULUM LEADER FOR SCIENCE (TLR 2B) Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. Line of Responsibility The

More information

Feedback / Marking Policy. Rationale

Feedback / Marking Policy. Rationale Feedback / Marking Policy This policy sets out how staff at Stoberry Park School intend to ensure that verbal feedback and written marking is an integral part of both our formative and summative assessment

More information

THE QUEEN S SCHOOL Assessment Policy

THE QUEEN S SCHOOL Assessment Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

KEY STAGE 2 TEACHER FOR PPA AND CLASS RESPONSIBILITIES for 2.5 days a week. (Maternity cover) TMPR 1-6

KEY STAGE 2 TEACHER FOR PPA AND CLASS RESPONSIBILITIES for 2.5 days a week. (Maternity cover) TMPR 1-6 Harley Shute Road St. Leonards on Sea TN38 8BX Telephone 01424 422080 Fax 01424 465670 Office@wslprimaryacademy.org.uk KEY STAGE 2 TEACHER FOR PPA AND CLASS RESPONSIBILITIES for 2.5 days a week. (Maternity

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

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

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

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

More information

Policy Document. AfL/APP. AfL: Assessment for Learning APP: Assessing Pupil Progress

Policy Document. AfL/APP. AfL: Assessment for Learning APP: Assessing Pupil Progress Assessment and Marking Policy The aim of this policy is to outline whole-school Assessment and Marking guidelines in order to promote consistency across the school, to allow flexibility in the development

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

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

School Improvement Plan

School Improvement Plan School Improvement Plan 2014-16 We have a School Improvement Plan (SIP) that is aimed at ensuring we not only sustain the Good judgement we received at our last Ofsted Inspection (November 2011) but build

More information

Giffards Primary School

Giffards Primary School Giffards Primary School Learning Environment and Display Policy Agreed by Governors April 2011 Next Review Date April 2014 1 Giffards primary School Learning Environment and Display Policy This policy

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

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

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

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

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

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

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary)

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Trainee Class Teacher (Primary)

More information

Performance Appraisal Policy For Teachers

Performance Appraisal Policy For Teachers Performance Appraisal Policy For Teachers Department: Schools HR Advisory Team Author: Ruth Alinek Original date of Issue: April 2012 Latest Review: May 2013 Version: 3 Hertfordshire County Council 2012.

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

Monitoring and Evaluation Policy

Monitoring and Evaluation Policy WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE Monitoring and Evaluation Policy Policy reviewed October 2011 Signed 1 The aim of the policy MONITORING AND EVALUATION POLICY The governors, head teacher,

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

Working Scientifically in the Primary Classroom: Progression of Enquiry Skills Introduction This booklet has been produced to help teachers understand

Working Scientifically in the Primary Classroom: Progression of Enquiry Skills Introduction This booklet has been produced to help teachers understand The posters were very well received when I used them in a staff INSET to identify the expected progression in working scientifically! Each class now has a copy on their science display. I adapted them

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

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Aim: To achieve high standards/raise attainment by effective tracking of pupil progress

Aim: To achieve high standards/raise attainment by effective tracking of pupil progress SALUSBURY PRIMARY SCHOOL ASSESSMENT POLICY Good assessment promotes excellence in teaching and learning by allowing children to identify success criteria and build on those criteria to improve their work.

More information

Assessment, Marking and Reporting Policy Ratified by governors - June Hillcrest School and Community College Achieving Our Best

Assessment, Marking and Reporting Policy Ratified by governors - June Hillcrest School and Community College Achieving Our Best Hillcrest School and Community College Achieving Our Best Assessment, Marking and Reporting Policy Ratified by governors - June 2014 Reviewer Mr N Szygowski Equality issues considered Next review date

More information

WENDELL PARK PRIMARY SCHOOL - JOB DESCRIPTION CLASS TEACHER - GENERIC

WENDELL PARK PRIMARY SCHOOL - JOB DESCRIPTION CLASS TEACHER - GENERIC Job Title: Responsible to: Class Teacher - Generic Headteacher and the Governing Body OVERALL RESPONSIBILITY To plan, develop and deliver high quality lessons and courses within the broad, balanced, relevant

More information

Class Teacher Job Description

Class Teacher Job Description Class Teacher Job Description Post title School: Salary and grade: Line manager/s: Supervisory responsibility: Class Teacher Newfield Primary School Main pay scale range 1-6. The headteacher, members of

More information

Mathematics Policy. Meopham Community Academy

Mathematics Policy. Meopham Community Academy Mathematics Policy Meopham Community Academy This policy was reviewed by: Emma Cook, Mathematics Subject Leader Date: February 2013 Approved by Governors: February 2013 Next review date: February 2015

More information

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy. THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction

More information

Mathematics Policy. Mathematics Policy

Mathematics Policy. Mathematics Policy Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand

More information