Curriculum Monitoring

Transcription

1 FAIRFIELDS SCHOOL Introduction Curriculum Monitoring What is subject monitoring? Monitoring is the process of gathering information to provide an overview of a subject area, which will allow informed decisions to be made to guide future planning and development within the school. Rationale Why do we monitor? We undertake curriculum subject monitoring to: Inform future planning and development work Ensure the subject co-ordinator has an overview of the teaching of their subject throughout the school, through which they can support staff, develop the subject and ensure adequate resources are in place. Provide information for interested parties (e.g. parents and governors) Meet the requirements set out within the OFSTED framework that require that schools monitor teaching and learning. Roles and Responsibilities 1: The Classroom Team To deliver curriculum and compile formative evaluation and assessments on pupils. 2: The Class Teacher Responsible for planning and maintaining summative evaluations and records, and making these available to subject co-ordinators and the curriculum co-ordinator. To assess pupil progress. 3: The Subject Co-ordinator Responsible for giving support and direction to colleagues with regard to subject management, delivery and development. This role is informed by monitoring at a variety of levels, including classroom observation. To write Schemes of Work. 4: The Curriculum Co-ordinator Responsible for leading development within and curriculum, supporting subject co-ordinators and monitoring work of subject co-ordinators. Monitoring planning. 5: The Head Teacher Responsible for overseeing the process of monitoring, supporting and facilitating the process via moral support and financial backing

2 6: The Governing Body Statutory responsibility to monitor the quality of the curriculum. The governors curriculum sub-committee oversees this process and report back to the full Governing Body. Implementation The model of monitoring curriculum subjects adopted at Fairfields has been designed to: Provide subject co-ordinators with useful information regarding the teaching, learning and management of their subject across the school Be realistic in terms of time commitments for subject co-ordinators Be a positive information gathering experience for all participants. In order to make the process manageable for both subject co-ordinators and class teachers a rolling programme of subjects to be monitored has been established, so that there are a maximum of three subjects being monitored in depth in any year. Data collection occurs over a term. It is recognised that whilst a framework for monitoring is outlined in this policy there will be some variations in the procedures according to the nature of the subject area. The Monitoring Process: Stage 1: Pupil Selection 1. Subject co-ordinator to use PACE and teacher assessment data in order to select own children to monitor, for instance.. is doing well at why? Is not doing well, why? Stage 2: Evidence Collection 1. A notice placed in the staff room with request for information from staff. Co-ordinators decide on the basis of the type of planning that goes on, whether data should be collected half termly or for a term. 2. A note is placed in individual teacher s pigeonholes with a list of the kind of evidence requested. 3. Teachers may need verbal reminders. 4. Co-ordinators should predict when they will complete subject observations. 5. Classroom observation and feedback occurs 6. Photographic evidence may also be requested. Stage 3: Evidence Analysis: 1. Subject co-ordinators gather each pupil s evidence and evaluate this. 2. Curriculum monitoring report sheets (appendix 3) are completed 3. The co-ordinator reflects on:- Opportunities to develop the subject Projected links to future topics Quality of planning and use of differentiation - 2 -

3 Subject coverage Opportunities to use ICT and AAC Stage 4: Classroom Observations The process of classroom observations should be as constructive and positive for both the observed teacher and the observer. The information gained should be utilised to support the process of subject monitoring and development. To support this process, Protocols for observations by subject co-ordinators have been developed and should guide implementation. (Appendix 1) Observations are made against a structured criteria (Appendix 2) which focuses on the subject rather than the quality of teaching The subject co-ordinator should try to observe each class regardless of whether they have a focus child in or not. This helps the co-ordinator to have an overview of the way the subject is taught throughout the school with greater detail in some areas Observations should last 30 minutes maximum Each class should be observed once in each cycle. There is a need to ensure there is subject coverage for the topics for which the observations are scheduled. Brief feedback should be given soon after the observation. There is space in the schedule for teacher s comments / reflections. The information gathered should be reported in the final monitoring report (Appendix 4) following discussion with the class teachers and curriculum co-ordinator. Stage 5: Subject Monitoring Reporting to Governors The subject co-ordinator completes the Annual Subject Monitoring report form for governors (Appendix 5) under the headings identified. These are gathered in by the headteacher and submitted to governors in January each year. All evidence gathered will be kept in the subject leaders file. This policy will be reviewed in line with our agreed school cycle

4 Appendix 1 Protocol for Observations by Subject Co-ordinators - 4 -

5 Protocol for Observations by Subject Co-ordinators The process of classroom observation should be as constructive and positive for both the observed teacher and the observer. The information gained should be utilised to support the process of subject monitoring and development. When observations take place it is important that the following guidelines are adhered to. 1) Observation criteria has been discussed and agreed between both parties beforehand. 2) The focus of the observation is clear to both parties. 3) The observer should not interact in the session unless invited. 4) The observer should not intervene in behaviour management unless requested by the teacher, or there is a health and safety issue. 5) The agreed dates and times of observation and the observation duration must be adhered to unless there is just reason. 6) The observer should make their presence in the classroom low key. 7) Brief verbal feedback should be given as soon, as is practically possible. The information from the observation should feed into the half/ termly monitoring and then into the annual subject interview. Where no further information is being gathered findings should contribute to the annual governing body report. 8) Constructive feedback is given to colleagues and where appropriate positive suggestions are made and discussed. 9) The written observation sheet should be shared as soon as possible after completion, and the content discussed and agreed by both parties. Any disagreement between the observer/ e.g. should be noted in the comments section. 10) Paperwork relating to the observation will form part of the documentation for subject monitoring. It will be shared with relevant people, with appropriate professional discretion. 11) When the LA (or head/ assistant) completes subject monitoring observations. (Possibly within other observation), then the subject monitoring observation only should be discussed with the subject coordinator

6 Appendix 2 Subject Co-ordinator Observations - 6 -

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8 Subject Co-ordinator Observations Name of teacher: Date: Subject: Observer: Characteristics The teacher is well organised. The room is arranged to suit the lesson. Comments (strengths and areas for development) All resources are ready and of good quality. The subject knowledge of the teacher is good. An appropriate range of resources is incorporated into the lesson. The subject material is appropriate. Work is differentiated within the subject as necessary. There is good structure to the lesson. The pace of the lesson fits the subject content. The content of the lesson accurately reflects the scheme of work

9 The lesson is linked to previous teaching and learning. An appropriate variety of teaching methods is used. Characteristics Expectations are clear Comments Subject assessment follows agreed procedure. Pupil learning & understanding is assessed throughout the lesson (including cross-curricular opportunities.) Where appropriate, experiential content of the lesson is well presented and planned. Teacher planning details the objectives for the lesson. Pupil outcomes are consistent with these objectives. Appropriate Health and safety procedures are followed. Strengths: Areas for development(class and Subject): Observer Comments: - 9 -

10 Teacher Comments: Signed: Observer: Teacher:

11 Appendix 3 Curriculum Monitoring Report

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13 Subject Monitoring Report Place subject here and the Date Lesson Planning (discuss generally planning across the school, break into areas around school show the topic cycles in a grid and then discuss what is good, areas for development. Lesson Observations (discuss findings from observations and findings from governor observations) Assessment (Talk about the way assessment is carried out for your subject, areas for development ) Data Analysis (write out the data and comment) Resources (discuss the resources currently and what new things have been ordered/need updating) Examples of good practice (comment on all the good things seen around school) Areas of development that have been discussed within this report are presented in the action plan attached. *attach an action plan of where to go next

14 CURRICULUM MONITORING REPORT SUBJECT: TOPIC: TERM/YEAR: PUPIL: TEACHER: RATIONALE FOR FOCUS: K/S: PERSONALISED LEARNING OPPORTUNITIES EVIDENCE FROM PUPIL OBSERVATIONS TEACHER / CO-ORDINATOR PROFESSIONAL INTERACTION CONCLUSION POINTS FOR ACTION

15 Appendix 4 Annual Subject Monitoring Report

16 Fairfield School Annual Subject Monitoring Report Subject: Curriculum Co-ordinator: Class: Key Stage: Class Teacher: Monitoring Dates: Content and Coverage: Pupil progress: Planning and Differentiation: Assessment, Recording and Reporting: Resources;

17 Areas for Consideration; Appendix 5 Annual Monitoring Report to Governors and Action Plan format

18 Subject Coordinators Annual Report to Governors Subject: Policy Date: Co-ordinator: Planning Assessment and recording Resources and Facilities (Inc ICT) Training: Subject Portfolio: Monitoring of subject; Teaching and learning (teacher planning/ lesson observation) Pupils Achievements and Experiences (ROA&E, end of year assessment, progress) Strengths of the subject; Priority Area for development:

19 Page 1 of 1 Fairfields School Action Plan Strand: Actions to be taken Lead Person Detail / Staff development Resources / Costs Time Line Success Criteria and monitoring

20 Appendix 6 Role of the Subject Co-ordinator

21 Role of the Subject Co-ordinator The subject co-ordinator will: provide leadership and direction for the subject play a major role in the development of school policy and practice, guiding and motivating teachers and support staff remain up to date with developments in the subject area write schemes of work for the subject establish and implement clear policies and practices for assessing, recording and reporting as part of ongoing and focused monitoring, ensure curriculum coverage, continuitiy and progression and secure high standards of teaching and learning collect and analyse data on pupil progress within the subject lead in service and professional development training in the subject establish staff and resource need and manage a subject budget report to the curriculum and full governors as necessary compile and maintain a portfolio of evidence relating to the subject evaluate the effectivemness of the curriculum, teaching and learning, formulating and evaluating targets for staff and pupils to inform future priorities and targets

22 Attend CPD in your subject Audit Schemes of work ½ termly Write policy Report annually to governors Subject co- Produce ordinator files Provide professional development to others on your subject SUBJE ECT CO- ORDINATOR Annual Action Plan (implement and monitor it) Subject monitoring and diary and report subject co-ordinator observations Take in termly teacher planning and assess for depth, coverage, clarity (long term) (medium term) (short term)) Collection and analysis of pupil data (Teacher assessment and PACE) and statutory requirements (SATS etc.) Meet annually for 1=1 with curriculum co- Moderation meetings Maintain and update ordinator resources

23 Appendix 7 Half Termly Teacher Planning Monitoring Form

24 SUBJECT CO-ORDINATOR MONITORING SUBJECT ORDINATOR CO- KEY STAGE CLASS YEAR OF CYCLE TERM1 FOCUS Content reflects SoW Progression evident Differentiation evident as appropriate Assessment Opportunities Support Staff Resources and Roles Identified ICT TERM2 FOCUS TERM3 FOCUS TERM4 FOCUS TERM5 FOCUS TERM6 FOCUS

25 Monitoring Process 1. Teacher planning taken in half termly and evaluated using monitoring sheet (Appendix 7). 2. Subject co-ordinator analyses subject data and chooses a minimum of three pupils to focus on clearly stating why they have been selected. 3. Information / evidence / pupil work is requested from staff via pigeon holes. 4. Classroom observations take place. 5. Curriculum Monitoring Report sheets are completed after analysis of all evidence and observations. 6. Discussion between subject and curriculum co-ordinator takes place to determine next steps. 7. Subject co-ordinators complete Annual Report form for governors 8. Evaluated action plan and new, costed action plan submitted to governors

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