THE ORCHARD SCHOOL MONITORING POLICY

Transcription

1 THE ORCHARD SCHOOL MONITORING POLICY The Orchard School, in partnership with home and the community, will strive to provide exciting, challenging experiences and high quality teaching and learning within a happy, supportive environment, encouraging children to respect and value themselves, celebrating their achievements and cultural heritage and to develop an independent spirit to move forward. PHILOSOPHY The Orchard School believe that effective of the teaching and learning will raise standards through improving classroom practice, will inform whole school planning and target setting, will focus the staff development within the school and promote the development of a self evaluation ethos within the school by allowing us to answer the question How good is our school. PRINCIPLES All members of staff, and the LA have an active role to play in the process within the school. Each of these contributors has a specific role to play. Monitoring will take place throughout the year and will take place both formally and informally. Monitoring should highlight the positive aspects of the teaching and learning observed as well as provide a constructive way of developing the practice of teaching and learning further. Monitoring will enable the school to analyse outstanding practice and to provide a focus for future school improvement. Monitoring should take place in an atmosphere of mutual trust. The process should involve the giving and receiving of constructive professional dialogue, which should be given in a collaborative and supportive manner.

2 Evaluation and analysis of the outcomes of will provide information which will feed school self evaluation and the School Improvement Plan and focus staff development. Monitoring will ensure that the financial resources in the school are targeted and relevant and meet the needs of pupil of all abilities. Effective will ensure that lessons are well planned in all subjects and are in line with school policy documents. Monitoring should ensure that all pupils regardless of age ability, culture and gender have equal opportunities in all aspects of school life. Effective will ensure that the achievement and progress made by pupils is recorded appropriately, in line with school policies and that records are used to inform future planning. Monitoring will mean all statutory policies and guidelines are implemented and are followed. RESPONSIBILITIES GOVERNORS are critical friends; they help to shape the vision and direction for the school. They should: Ensure statutory duties are fulfilled. Ensure that via their they understand the strengths and weaknesses of the school thus allowing them to play a central part in the schools self evaluation process. This will allow them to play a strategic and informed role in the development of the School Improvement Plan. Provide support and challenge to the Senior leadership team within the school. Formally monitor specific, planned aspects of the School Improvement Plan and report back to at the next full governors meeting. will not: Formally monitors teaching and learning but will be kept informed of the of teaching and learning undertaken by the Senior Management Team and subject coordinators through a termly agenda item on each full governors meeting.

3 Appendix 1 outlines the role of in the process. For each focus it outlines the frequency of and where the outcome of the will be recorded. Reporting the outcome of Following a exercise will complete a record form (Appendix 2). Once completed this will form the basis of feedback to the full governing body at the next full meeting. should ensure that if the focus of is linked to a specific member of staff within the school that feedback is provided promptly to that member of staff and also to the Senior Management Team. The Clerk to will hold completed forms centrally. THE SENIOR LEADERSHIP TEAM The Head Teacher, Deputy Head Teacher and Assistant Head Teachers will be involved in a wide variety of aspects of the schools performance and of school life thus ensuring that they take a lead role in the analysis of the schools performance ensuring school improvement is focussed on providing development in areas of weakness. Senior leadership team will: Monitor the quality of teaching and learning within all classrooms providing feedback to staff ensuring they have a clear understanding of where their strengths are and areas for development. That all pupils are receiving a broad and balanced curriculum appropriate to their own individual needs and this is reflected in the child s own individual timetable. Be responsible for the and analysis of the progress of individual pupil and cohorts of pupils in the school. Ensuring that school policies in all aspects of school life are adhered to. To ensure that lessons are planned in line with school polices and are appropriate to the needs of the pupils within the groups Ensure that the progress of pupils is recorded on a regular basis in line with school policy. Ensuring the School Improvement plan is delivered and outcomes of development are analysed.

4 That the organisation and procedures in the school ensure smooth running and a healthy and safe environment. Appendix 3 outlines the focus for the senior leadership teams, the frequency and procedures for and how the outcome of will be recorded. Procedures for lesson observations Each teacher will be observed by a member of SLT on a termly basis. Teachers will be informed of the focus for observation and the date the observation will take place prior to the lesson observation. Teaching staff should ensure that prior to the lesson observation taking place that the senior member of staff has a lesson plan detailing the aims of the lesson to be observed. Senior members of staff should review the termly/half termly planning via the school server. Following any lesson observations staff will receive both written and verbal feedback promptly from the observer. Written feedback will be given via the lesson observation form and will take the form of comments on the focus of the observation, the strengths seen and the areas for development. ( Appendix 5 ) Lesson observations relating to teachers performance will be kept to no more than 3 hours per year in line with the school s Performance Management Policy. Pupil Progress Pupil progress is monitored by Heads Of department through the observations of the provision maps. This is carried out in line with the assessment recording and reporting policy and is monitored every 6 weeks (See Assessment recording and reporting policy) Reporting outcomes of Monitoring will form an agenda item at least once a term and Senior Staff should ensure that they feedback to the Senior leadership team the outcomes of undertaken. Where there is consistent weakness in a certain area of work a course of action will be discussed to rectify the problem this may mean that the Staff Development Manager will be

5 required to ensure that this area of weakness becomes a focus for training in the next School Improvement year. It is the Head Teachers responsibility for feedback to the the outcome of of teaching and learning. This will be via the Teaching and Learning report form (Appendix 7). This will form part of the Head Teachers Report to at each full governing body meeting. No staff will be named as part of the feedback but governors will receive an overview of the number of excellent/very good/ good/ satisfactory/poor lessons observed. It is the responsibility of the Head teacher and phase leader to monitor IEP s on a termly basis. Monitoring will focus on progress made and relevance of targets set for individual children. If IEPs or planning is considered inappropriate following a discussion with the relevant member of staff written feedback will be given. The Head Teacher will also inform the of any other which has been undertaken by the Senior Leadership team. SUBJECT LEADERS Subject leaders are responsible for ensuring that they have an overall picture of their subject area across the school. They must ensure that: Their subject area has sufficient time allocated within the timetable across all Key Stages within the school. That the subject content is appropriate to the needs of all the pupils within the school. That they can show continuity and progression through their curriculum documentation and through the practise within the school. That lessons are well planned and planning is in line with subject policy documents. Information gained through the process is fed back to senior staff and informs the school improvement plan and their own subject development plan. Through the outcomes of that appropriate and specialist support and training is identified for their subject area.

6 That achievement and progress of pupils is recorded in line with subject policy and that records are used to inform future planning. The budget allocated to their curriculum area ensuring that it is spent in line with priorities set out within their subject development plan. Inform the subject leader of the quality of teaching and learning within their subject across the school Appendix 8 outlines the focus for subject leaders, the frequency and procedures for and how the outcome of will be recorded. Subject leaders complete a subject audit of their subject on an annual basis prior to writing the forthcoming subject development plan. Subject leaders utilise information from lesson observations, of planning and data analysis of their subject to complete their audit. Development points from their audit form the basis for the subject development plan. Procedures for lesson observations Subject leaders will determine the focus area using their subject development plan as a basis to identify priority areas Subject leaders will negotiate with teaching staff the lesson to be observed. Subject leaders can access the planning via the school server. If cover is required the subject leader should consult the Head Teacher or Deputy Head Teacher who will either cover their lesson for them or arrange cover externally. Once has been completed the subject leader should provide feedback both verbally and in writing via the Subject observation form promptly. Feedback should highlight examples of good practise as well as areas for future development (Appendix 7) the relevant teacher concerned should sign this form. Procedures for planning Scrutiny of planning and recording at the beginning of each term, with an emphasis on one key stage per term. All key stages will be scrutinised in depth over the school year. Early Years planning will be scrutinised by the Early Years Manager. One Focus area per half term will be monitored.

7 All the forms for planning and evaluation are available on the school server. It is the class teacher s responsibility to ensure that planning is available on the server for subject leaders. Subject leaders should indicate on the server where they have monitored the planning. Reporting outcomes of Any concerns in relation to teachers performance is not an issue for subject leaders but concerns should be referred to the Head Teacher or Deputy Head Teacher who will address the issue and this should be treated confidentially. Subject leaders should monitor planning and evaluations via the criteria set out Monitoring of Planning checklist (Appendix 8). Planning and evaluation sheets that do not meet the criteria outlined in the checklist should be returned immediately with an offer of support from the subject leader and details of how the planning can be improved. Subject Leaders are responsible for feeding back outcomes of their to the curriculum leader during their termly meetings. The curriculum leader will refer any issues raised to the Senior Leadership team and where necessary any issues can be addressed through the School Improvement Plan and Subject development plan. The curriculum leader will submit a report of all subject to the senior leadership team and once a term Subject leaders should keep copies of all forms: 1. As evidence 2. To inform future subject development planning These forms should be kept in the subject leader s evidence file. PHASE LEADERS Phase leaders will need to ensure that through their they are aware of the performance of all aspects of their key stage. They are responsible for ensuring: Timetables are written and adhered to and provide each pupil with a broad and balanced curriculum. That planning has been undertaken for all subjects and is in line with school policy and is of a high standard.

8 That home/school liaison takes place in line with school policy and is undertaken in a positive manner. That pupil s progress records are kept up to date. That induction procedures for new staff entering their key stage are followed in line with school policy. That relevant assessments and reports within their key stage are completed in line with school policy and the timetable outlined within the Assessment, Recording and Reporting Policy. That all staff adhere to the systems put in place to ensure the smooth running of the Key Stage. Reporting the outcomes of Phase leaders will feedback to staff on departmental issues during key stage staff meetings. Phase leaders will provide feedback to individual staff on planning. Where planning is of a very high standard phase leaders will share examples of good practise during the key stage meetings. Phase leaders will also feedback any issues relating to their key stage through the Senior Leadership team. This will be recorded in the senior leadership team. EARLY YEARS The of Early Years department has been referred to in sections of this policy. It is the role of the Early Years leader as referred to in the Phase leaders section of this policy, to monitor Early Years teaching and learning. SUPPORT STAFF Support staff form an important link in the system in the school and will work closely with other staff to monitor certain areas: Curriculum Buddies under the direction of the subject leaders are responsible for the resources within the subject area and in particular resource boxes when returned by teaching staff. Where the curriculum buddy is made aware of any issues related to the curriculum area they will report this to the subject leader.

9 Learning Support Practitioners responsible for the Multi sensory rooms area under the direction of the curriculum leader are responsible for the resources within the multisensory rooms and the use of these rooms to ensure they are used in line with school policy. Displays will be monitored by the art leader.. Homework scheme buddies under the direction of the assessment and recording manager are responsible for the homework scheme through scrutiny of the evaluation sheets completed by parents using the homework scheme. ADMINSTRATION STAFF Monitoring the attendance of pupils within the school and reporting any concerns to the Head Teacher and Deputy Head Teacher re patterns of absence of individual pupils. Providing first line of the school budget ensuring any issues relating to the budget are highlighted to the Head Teacher at the earliest possible date and also reported to the Finance and Premises committee at termly meetings. Monitoring the school inventory ensuring that new equipment is added to the inventory whilst obsolete or damaged equipment is removed. Monitoring the budget line for certain ledger codes within the school budget ensuring that money spent is according to priorities set out within the School Improvement plan. Monitoring Coordinator The HeadTeacher Policy date: September 2004 Review date September 2005 Review date September 2008 Review date September 201 Review date January 2014 Approved by March 2014

10 APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 feedback sheet SLT schedule Events log SLT feedback Self-assessment Teaching and learning criteria Subject leaders schedule Subject leaders feedback

11 Appendix 1 - Monitoring GOVERNORS MONITORING Focus of Monitoring Health and Safety How is undertaken Reports received in Finance and Premises committee from: Head Teacher Schools Central Safety committee Union Health and Safety How often is undertaken 6 monthly Evidence kept Reports of Head Teacher Schools Central Safety Union Representa tive reports Where evidence of is recorded Minutes of the Finance and Premises Evaluation of Monitoring Pupils Progress and achievement Subject and Curriculum effectiveness Representatives Through Curriculum and meeting Link Governor for each subject area liasing with subject leaders Reports of Subject leaders to curriculum committee or full governors usually Autumn term. Annually All subjects covered over three year period. Report of Assessment leader of analysis of performance data Link aide memoir. Report of Subject leaders for Curriculum leader Report and

12 Professional Development linked to school improveme nt plan Report from curriculum leader on termly meetings with each subject leader Link Governor attending Staff development related to subject area Ongoing Head Teachers Report to Report to meeting Use of the School Budget Best Value Reports from Total Finance to the Finance of the External contracts reviewed on three yearly roll around programme Major spend highlighted through School Improvement Plan will be subject to a focused or more frequently if required Three yearly Monitoring reports from Total Finance and committee Finance secretaries records re tenders received and reports provided to committee Finance Finance

13 Attendance staff and pupils Leadership and Leadership of the Head Teacher discussion and report to the Finance and Premises Staffing will receive the LA report on the level of staff absence. Curriculum will receive a report on pupil absence on a termly basis through the Head Teachers report Through the performance leadership review of the Head Teachers performance Through the Head Teachers Report to Through the Evaluation of the School Improvement plan Annually and annually following PLASC return Annually Annually Head Teachers Report to Report from the External Assessor to the Head Teachers Report Evaluation process undertaken with the Curriculum of the Staffing Staffing (confidential) Curriculum

14 Complaints and Compliments Complaints referred to relevant committee of the depending on what area of school work is affected. Number of complaints to the reported to the full through the Head Teachers report Complaints to kept in Complaints book and minuted in relevant committee Compliments kept in a Compliments book Relevant Security of school buildings Compliments book available in reception area can monitor compliments through perusing the book at full governors meetings Report from Head Teacher to Finance and Premises Report from Head Teacher to Finance and Premise Minutes of the Finance and Premises

15 Focus of Monitoring Initiatives within the School Maintenance and use of the buildings Off site visits How is undertaken The relevant governor to join class groups on a termly basis to take part in initiative. Feedback to curriculum committee from lead on the initiative Report of Head Teacher to Finance and Premises and to full through the Head Teacher Report on any building work or maintenance undertaken Offsite Governor will scrutinise all written documentation for residential visits and discuss visits with Educational Visits Coordinator. How often is undertaken depending on initiative involved As and when required Annually Evidence kept form fed back to governors in full governors meeting. Minutes of the Finance and Premises Feedback through full meeting Feedback through Where evidence of is recorded Finance and Premises and Minutes of full meetings Evaluation of Monitoring

16 Educational visits and offsite governor will monitor and discuss the evidence file with the Educational Visits Coordinator. the full Policies Policies reviewed on a three yearly rolling programme unless otherwise required e.g. Child Protection and Health and Safety policy Three yearly programme Relevant committee of depending on policy and also full for approval Relevant and full Focus of Monitoring Performance Leadership systems within the school How is undertaken Through report to Staffing by Head Teacher, Staff Development Coordinator and in the case of the Head How often is undertaken Annually Evidence kept Head Teachers records of Performance reviews Where evidence of is recorded Staffing Evaluation of Monitoring

17 School Improvement Plan Inclusion Teacher the lead governor in the Head Teachers Performance review Standing agenda item on the curriculum committee Link Governor for inclusion termly to discuss the inclusion within the school. feedback form feedback form which will be reported back to via the agenda item on each full governors agenda. Outcome of the will be reported to the full governors via and agenda item on each full governors agenda

18 Appendix 2 Monitoring Feedback Form Name Date : Term : FOCUS FOR MONITORING : AREAS OF STRENGTH AREAS FOR DEVELOPMENT Date of feedback to SLT Date of feedback to Signature

19 Appendix 3 SLT TEACHING AND LEARNING Focus of Monitoring Quality of Teaching Effectiveness of each curriculum area How is undertaken of all teachers by either the Head Teacher Deputy Head Teachers or Assistant Head teacher of lessons 3 yearly curriculum review process Monitoring of IEPs Feedback for subject leaders How often is undertaken 3 yearly curriculum review termly meetings with curriculum leader Evidence kept Lesson observation pro forma School Improvement Plan Curriculum meeting Where evidence of is recorded Teacher summaries Staff Meeting Curriculum file Evaluation of Senior Leadership team Breadth and Balance of timetables to ensure equal opportunities for all pupils Annual review of timetables by Head Teacher and Key stage managers Annually Senior Leadership team Senior Leadership team Head Teacher

20 Focus of Monitoring How is undertaken Pupil Progress Evaluation of IEPs Monitoring of provision maps by each class teacher and pahse leaders Monitoring of intervention plans How often is undertaken Head Teacher/ Deputy Head Teacher Assistant Head Teacher Assessment leader Evidence kept Proviosn maps Intervention forms Annual report to Assessment group of SLT Where evidence of is recorded governors Phase leaders Evaluation of Senior Leadership Team Analysis of data in relation to progression guidance Annual Reviews Assessment leader Annual reviews kept from year to year. Breadth and Balance of timetables to ensure equal opportunities for all pupils Extra curricular activities: Playscheme Annual review of timetables by Head Teacher And phase leaders Evaluation completed by parents Ofsted feedback Staff discussion and feedback Annually Following playscheme Senior Leadership team Evaluation sheets from parents and staff Ofsted report Senior Leadership team Report to LA ( including financial report) in autumn term Head Teacher LA commissioner Offsite visits including residential EVC review all offsite documentation and evaluations to ensure appropriate planning and Before and after visits Educational visits forms Evaluation forma Educational visits evidence file held by EVC Senior Leadership team

21 relevance. Offsite governor goes through arrangements for residentials with EVC Focus of Monitoring School Improvement plan How is undertaken Review through SLT meeting Through the Head Teachers report to governors Standing agenda item curriculum committee With staff during staff meeting How often is undertaken Spring term Evidence kept Minutes of SLT meeting Head Teachers report to governors Governor Staff meeting Where evidence of is recorded Minutes Chart on wall in head teachers office Recorded in of governors meeting Staff meeting file. Evaluation of Curriculum Communication across the school Through SLT discussion of any problems as they occur When issues relating to poor communication are raised report taken to SLT meeting SLT meeting Minutes file Head Teacher Performance leadership Head teacher collects and monitors all review meeting Staff development leaders keeps notes of all Annually Ongoing Review reports Training review forms Review reports kept in PM file in Head Teachers office Database in Staff development Staffing

22 Focus of Monitoring training requested and enters on the database Discussion of process and focus for targets in SLT meeting How is undertaken Behaviour Through observations in the classroom. Annually in autumn term SLT SLT file in Head Teachers office How often is undertaken Focus will be undertaken annually Evidence kept SLT Feedback forms Where evidence of is recorded Monitoring file in Head Teachers office Evaluation of Head Teacher Through reviews of behaviour plans When individual plans are up for review Child s behaviour plans over time Behaviour plans file in Head Teachers office Informal around the school Review of the pupils well done booklets outcome reported to SLT. Through review of behaviour audit undertaken by schools EP. Inclusion Observation of inclusion by Inclusion coordinator Ongoing by Key Stage managers Behaviour audit undertaken 3 yearly and outcome reviewed through staff meeting Key Stage meeting SLT Staff meeting Key Stage managers file Minutes file in Head Teachers office Pupils inclusion files Report to the SLT meeting evidence kept within the file. Safeguarding Number of Annually Head Teachers report Minutes of the full Safeguarding

23 How well are pupils cared for? referrals reported to governing body Records kept of any issues relating to pupil welfare in pupil welfare file Training provided for all staff including Midday Supervisors Number of complaints received re concerns by parents. When required Bi annually or when legislation is updated and policy changed Ongoing to governors Pupil welfare diary Staff Development leaders database Complaints diary governing body Head Teachers secure cabinet Staff Development leaders database Complaints diary Governor Compliments received Ofsted Accident records Physical intervention records numbers reported to SLT Lesson observations Number of staff gaining medical competencies Ongoing 3 yearly Compliments diary Ofsted report Accident forms Physical intervention records signed by senior member of staff. Lesson observation feedback Compliments diary Ofsted report Accident file main office Minutes of finance and premises committee. SLT Physical intervention records kept by head teacher and deputy head teacher in their office Monitoring file Finance and Premises Head Teacher Ongoing with annual check of competencies Competency forms and list of staff with competencies Staff individual files School organisation file Head Teacher Lunchtime provision Observations Accident forms Feedback form as with lesson observations. Monitoring file Head Teacher Play leader Attendance Daily - absence Daily Daily record sheets Daily record sheets Head Teacher

24 record Concerns raised by Class teacher Annual review Ongoing Annually stating follow up Letters to parents Children s files Referrals to EWO stating follow up Secretaries office at Annual review

25 Appendix 4 Teaching and Learning - Lesson events log (timeline) Lesson Date Staffing Time Events Key Questions for teacher discussion during feedback

26 Appendix 5 SMT MONITORING FEEDBACK FORM TEACHERS NAME: OBSERVERS NAME: SUBJECT: CLASS: DATE: POINTS TO ADDRESS FROM PREVIOUS LESSON OBSERVATION WERE POINTS ADDRESSED? YES NO FOCUS FOR MONITORING : AREAS OF STRENGTH AREAS FOR DEVELOPMENT PRACTICAL SUGGESTIONS SELF ASSESSMENT COMPLETED YES/ NO JUDGEMENT OF LESSON POINTS TO ADDRESS

27 DATE OF NEXT LESSON OBSERVATION: EXPECTATIONS FOR NEXT LESSON OBSERVATION: SIGNATURE OF OBSERVER: SIGNATURE OF TEACHER :

28 Appendix 6 Self-assessment LESSON SELF ASSESSMENT TEACHER.. CLASS. SUBJECT. HOW DO I RATE MY PERFORMANCE WITH REGARD TO: 1 OUTSTANDING 2 GOOD Knowledge and understanding of the curriculum taught Planning of the lesson, innovation and interest Pace of lesson matched needs of children leading to high interest from majority of children Majority of children engrossed in their learning Teaching was stimulating and enthusiastic. All children were consistently challenged Behaviour plans in place and followed by all staff. Communication charts followed by all staff. 3 SATISFACTORY DATE 4 UNSATISFACTORY

29 Support staff made a significant contribution and support learning Activities match age, need and ability of all individuals. The learning objectives and intended outcomes were achieved Appropriate resources used. Whole lesson analysis and evaluation Good aspects of the lesson were: Things I would have changed: Training and development needs identified?

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31 Appendix 7 Teaching and Learning Criteria Monitoring: Teaching and Learning Criteria Lesson observed: Teacher : Date: Observer: NB. Where states all pupils, this may not apply to the whole class, but the majority of pupils. Where this is the case, please specify which pupils were not involved and the reason why. Teaching and learning criteria Curriculum Comments/ evidence Outstanding 1 Expert knowledge of the curriculum, stemming from excellent subject and pedagogical knowledge, how to teach the subject and how pupils learn. Well planned lesson and organised taking into account and referring to subject aims. Lesson part of sequence of lessons and relates to the subject aims. Good 2 Teacher has wide and secure subject and pedagogical knowledge Understanding of the next steps pupils need to take in their learning and provide a wide range of exciting activities. Planning relates to subject aims. Requires improvement/ satisfactory 3 Teacher has some understanding of the curriculum and subject teaching. Curriculum mostly meets the needs of the learners. Curriculum is not particularly innovative In adequate 4 Have an incomplete understanding of area/subject, resulting in patchy coverage and poor understanding of how pupils learn. Does not meet the needs of significant number of pupils and no plan to remedy this Teaching Stimulating, enthusiastic, consistently challenging teaching. Pace appropriate Methods are well selected. Time used productively for whole class Teaching methods are imaginative and lead to high level of interest from most pupils. Good range of activities. Teacher help pupils to feel secure, Teaching is accurate with secure understanding of key skills. Aims and objectives clear Level of challenge is sufficient for all. Teaching is ineffective and does not provide a suitable level of challenge, taking little account of prior knowledge, communication charts and/or behaviour plans. Teacher s

32 e.g. individual and group work, independent and collaborative. Teaching is stimulating and enthusiastic. Use of imaginative teaching strategies. Teacher checks pupils understanding throughout lesson, anticipating when and where to intervene. High expectations of all pupils gain confidence and communicate with other adults and peers using appropriate mode of communication High expectations of children The pace of learning is good throughout the lesson as no time is wasted. Assessment satisfactory Pupils enjoy participating in suitable activities. Teacher seeks to make work interesting and varied, involving all pupils to their ability Expect most pupils to work hard. Pace is limited; progress is steady sights too low. Activities are mundane. Little evidence of assessment and does not support future planning. Teaching is dull, fails to capture pupils interest and enthusiasm. Work not relevant or interesting Teacher does not have high expectations Lack of pace; learning is slow Teaching is sharp and pacey; learning is optimized to the best effect Comments/ evidence Assessment Effectively check pupils understanding through listening and observing and where appropriate questioning, throughout lesson in a meaningful way, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.. Teachers plan and set challenging targets based on systematic and accurate assessment of pupils prior skills, knowledge and understanding Comments/ evidence Information from assessments is used to set tasks that are perfectly matched to the pupils prior attainment Listens, observes and questions (where appropriate) to individual pupils during lesson in order to reshape tasks and explanations to improve learning. Teachers use subject knowledge and understanding and knowledge of prior learning to plan effective and challenging targets Teachers assess pupils progress and where appropriate communicate this to the pupils so that they know how well they have done and how to improve. Information from assessments is used to set tasks that are well matched to groups of pupils prior attainment Monitors pupils work during lessons picks up general misconceptions and adjusts their plans accordingly to support learning. Careful assessment but not rigorous. Information from assessments is used to set tasks that are matched to the needs of the class Fails to check pupil understanding and fails to intervene or adjust teaching accordingly. Learning activities not matched to needs of pupils Information from assessments is not used in planning Assessment of learning The work for each individual is adapted throughout the lesson, based on accurate observations of Lessons are adapted in response to general observations of children s In-class assessment of learning identifies general learning, but is not always acted upon straight No evidence of in-class assessment of learning

33 during lessons child s learning and responses. learning and responses away with either individuals or the class as a whole Comments/ evidence Attitudes to learning Teacher generates high levels of enthusiasm for, participation in and commitment to learning. Teaching enthuses and motivates most pupils to participate Teaching enthuses and motivates some pupils to participate Teaching fails to excite, enthuse and motivate pupils Comments/ evidence Behaviour Excellent relationships in class. Behaviour plans in place and effectively and consistently followed by all staff. Communication charts followed by all staff Teacher remains calm Calm purposeful working environment Excellent use of praise Teacher relates to pupils and expects them to work hard. Behaviour leadership strategies in place and used effectively for the majority of the time. Communication charts followed most of the time. A calm working environment. Consistent, effective use of praise, Relationships are constructive. Pupil have some time to make own choices using own mode of communication Behavior leadership strategies evident & used to create a calm working environment but key children not focused in all of the lesson Pupils cannot cope with level of work. Pupils unsupervised. Work unproductive. Behaviour plans not in place or not followed appropriately Comments/ evidence Pupils level of engagement Individual pupils interests form the basis for tasks. The tasks themselves enthuse pupils so that they persevere when faced with difficult problems and are keen to succeed and to learn more Pupils find the tasks interesting and enjoyable. They concentrate and attend well Pupils find the tasks interesting. Most concentrate and attend well. However, some may lose interest and need to be refocused / redirected Pupil s interests are not taken into account. Pupils are bored by the tasks, and may become disruptive Comments/ evidence

34 Learning environment Differentiation Support Well directed support staff reinforces and support learning effectively through their contributions. Contributions add value to pupil learning. Support staff understand their role. Support staff are aware of learning objectives and support and reinforce learning effectively, making a significant contribution. Support staff understand their role Support staff are adequately managed and are effective. Not consistently aware of their role within the classroom. Contributions are not significant and make little impact on pupil learning Support staff are poorly managed, lack knowledge and skills and contribute little, not used effectively to support learning. Contributions make no impact on pupil learning Comments/ evidence Comments/ evidence Comments/ evidence Differentiated learning opportunities ensure that all pupils needs are met very well. Activities and tasks match age, need and ability of individuals in the class. Language and use of questions are differentiated to reflect the diverse needs within the class group. Expectations are high and realistic for all pupils. Planning differentiated and reflects needs of all pupils and challenges all pupils. Very good standard of classroom organisation and discipline. Environment is conducive to learning and pupil s behaviour and plans managed and followed by all staff. Good level of pupil attention and on task behaviour. Communication plans evident and understood and followed by all staff. Displays are appropriate and reflect learners in classroom Understanding of learners needs means that individual needs are well catered for. Planning differentiated and reflects needs of all pupils. Language and questions are differentiated to meet learners needs Maintains good standard of classroom organisation and discipline. Environment conducive to learning and pupil s behaviour and plans managed and followed by majority of staff. Shows ability to maintain good level of pupil attention and on task behaviour. Communication plans followed by all staff. Displays appropriate for learners in class. Most pupils needs are met through differentiated opportunities for learning. Planning lacks appropriate differentiated activities for pupils in class group. Language and questions do not meet the needs of the pupils, either too challenging or inconsistently differentiated. Maintains acceptable standard of classroom organisation and discipline. Environment conducive to learning and pupil s behaviour and plans managed and followed by majority of staff. Shows ability to maintain satisfactory level of pupil attention and on task behaviour. Communication plans followed with some pupils and not consistently across the class., but not always appropriate to learners in class. Displays visually stimulating Insufficient opportunities for each child to learn to their potential. Resources do not match needs and abilities of children, individual modes of communication not taught, individual needs not catered for i.e. visual impairment. Planning does not reflect needs of pupils in group. No differentiated language or use of questioning. Fails to maintain acceptable standard of classroom organisation and discipline. Environment not conducive to learning. Low-level of pupil attention and most pupils off task. Communication plans not evident and not followed by staff. Lack of thought in planning learning environment suitable for learners.

35 SUBJECT LEADERS MONITORING Appendix 8 Focus of Monitoring Pupil progress and standards within their curriculum area How is undertaken Through of data. provision maps and pupil records How often is undertaken Evidence kept Where evidence of is recorded Escendency Evaluation sheets kept in subject leaders evidence file Evaluation of Assessment and recording manager Coverage of subject area across the all key stages Content and effectiveness of their curriculum scheme of work Scrutiny of timetables at the beginning of Autumn term. A sample timetable from each year group. Lesson observations, planning and Escendency. Provision maps Yearly Sample timetables Subject leaders evidence file Provision maps Monitoring sheets, Escendency Subject leaders evidence file Curriculum Leader Curriculum leader Delivery of subject area across the school. Lesson observations on a termly basis. Curriculum Subject leaders observation sheets Subject leaders evidence file Subject leaders evidence file Curriculum leader

36 meetings to discuss and highlight good practice across the school Staff meeting Subject leaders evidence file

37 Appendix 9 SUBJECT LEADERS FEEDBACK SHEET Teacher : Date : Lesson : Class : Focus Area: Strengths Areas for Development Practical suggestions/targets Any other comments Date of feedback Signed (teacher). Signed (observer 37

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