ASSESSMENT, RECORDING & REPORTING
|
|
- Neal Jones
- 7 years ago
- Views:
Transcription
1 No: 02 THE THOMAS AVELING SCHOOL POLICY for ASSESSMENT, RECORDING & REPORTING Policy: June 2005 Ratified by Governing Body Reviewed: April 2008 Reviewed & amended Jan 2010 (MBA) Ratified by FGB June 2010 Reviewed & amended Sept 2011 (MBA) Ratified by FGB November 2011 Reviewed: April 2013 Reviewed: May
2 1 INTRODUCTION The Thomas Aveling School s Assessment Policy endorses and promotes the school aims. It is our intention to further reinforce the following school aims through the Assessment Policy:- a) To create a culture of continuous enquiry and a focus of raising pupil achievement and attainment through pupils regular and varied assessment that allows them to know where they are now and the specific steps they need to take to achieve even more highly. b) To encourage excellence and a sense of personal achievement in all aspects of school life. c) To promote in our students ambition and self-discipline and a sense of ownership and enjoyment of learning. d) To be a caring community, sensitive to the welfare and development of its students and staff. e) To actively promote equal opportunities for all and to help students develop respect and tolerance for the religious, cultural and moral values of others. f) To develop the school as an active and integral part of the community particularly emphasizing the partnership between school and family. g) To equip our students with the knowledge and the skills necessary to participate effectively in a rapidly changing world. In order to achieve this the Assessment Policy should serve four purposes:- a) FORMATIVE ASSESSMENT. Formative assessment should be continuous, planned and integral to the teaching and learning process. It provides immediate information and evidence for the teacher and the student about their learning experiences which can then be used to plan the next step. It tells the student where they are and what to do next to be successful b) SUMMATIVE ASSESSMENT. Summative assessment is concerned with a summing of up the student s achievements at the end of each unit of work. Its purpose is to provide an accurate picture of the student s learning and progress. It will be used to inform the student, parents, other teachers and potential employers on progress and achievement. c) DIAGNOSTIC ASSESSMENT. Diagnostic assessment is used to classify and assess the learning difficulties and successes of a student in order to provide the appropriate help and guidance. 2
3 d) EVALUATIVE ASSESSMENT. Evaluative assessment will be used by the school to inform staff of the effectiveness of their planning, teaching and the learning outcomes for students. 2 PRINCIPLES The principles of the school assessment policy are to: a) Help students learn and progress more effectively by: Involving them fully in the assessment of their work. Informing students, teachers and parents about progress and attainment. Identifying strengths and weaknesses. Enable learners to reflect on the learning process. Indicating the next step in the learning process. Motivate students to do their best. b) help teachers evaluate their teaching by: Identifying strengths and weaknesses in the teaching programme. Identifying strengths and weaknesses in the teaching style. Identifying the next stage in the teaching programme. Identifying which students need reinforcement and which need extension. c) To inform others by: Providing information for parents and relatives. Providing information for colleagues and managers. Providing information to assist transfer. Providing information for guidance and referral. Providing information for the DFES and the public. 3 THE ASSESSMENT PROCEDURE 3.1 ASSESSMENT OF STUDENTS WORK Our school marking policy is informed by the school aims of:- Encouraging excellence and a sense of personal achievement, and Promoting students self-discipline and enjoyment of learning. Regular assessment of student s work is a crucial element in the learning process. Assessments can be reported verbally or in writing. Verbal assessment is usually formative and can lead to changes in performance. We need to be aware that, if not treated with sensitivity, verbal assessments could have negative outcomes. Written 3
4 assessment can be both summative and formative. The former provides an essential record in which teachers can chart the progress of students. Assessment of students work can take place using a variety of methods from marking books to videoing performances. It is important that students are given the opportunity for self-assessment. Departments will look at methods to encourage this in ways appropriate to the methodology of the subject area. In order to standardise good practice across the school, Subject Leaders will be responsible for ensuring the following: a) It will be clear to students what is being assessed in each piece of work by sharing the marking assessment criteria for success with them. b) All work to be monitored and regular, habitual self-assessment and peer-assessment will be over-marked by the teacher. c) Key assessment pieces agreed in the departmental Scheme of Work to be formatively assessed against agreed and shared criteria on a termly basis. Teachers will record these in class or homework task assessments to be shared with Head of Subject of Key Stage Co-ordinator, to allow the tracking of pupil progress through teacher assessment of key pieces. d) The method of assessment will be appropriate for the task to be assessed and consistent across the department. e) Assessment should motivate students to recognise strengths and areas for development. f) Assessment will identify learning targets. 3.2 ASSESSMENT IN THE CURRICULUM Each Department has a broad and balanced curriculum which is set by the Subject Leader for that Department. As part of arranging the learning experiences to be taught the subject leader will also plan regular assessment of units of work, which will provide summative evidence of each student s performance against pre-agreed criteria. This evidence through both teacher assessment and formal written assessments will be used to assist student progress and identify targets for further development. The Curriculum will be delivered as effectively as possible to enable students to reach their maximum potential. To facilitate this, the school will: a) Ensure all curriculum areas include units of work linked to National Curriculum 4
5 b) Keep records for each student to ensure good progress in relation to the National Curriculum c) Report on National Curriculum levels in years 7 and 8 to ensure that students and teachers know current levels and expected target levels d) Continue to develop its methods of recording. Subject Leaders will be responsible for inducting new staff into the present systems of monitoring and recording. They will also be responsible for managing the training in, and guidance on, new systems as and when they become available. 3.3 INTERNALLY MANAGED EXAMINATIONS The purposes of internal examinations are to serve a range of needs: a. Students will experience working under examination conditions. Both classrooms and examination halls can be used for this purpose. If students are familiar with examinations held in large spaces, this should allow them to concentrate on the task in hand, rather than being distracted by the environment. b. Internal examinations should inform student, teacher and parent of the student s progress and attainment. The Key Stage tests provide summative information which will inform subject teachers planning. School internal examinations should generate information that can lead to individual improvement. It is important, therefore, that students examination results are followed up so that areas of weakness can be identified and targeted. The testing procedures will, therefore, be aimed at specific skills, processes and content. c. Internal exams usually take place in December (for Year 11 only as mock examinations ) and in June for Years The exam papers are set by Subject Leaders and the marks are standardized and fed back to students, colleagues and parents to benchmark progress. 3.4 EXTERNALLY MANAGED EXAMINATIONS The day to day organisation of the external examinations will be the responsibility of the Examinations Officer, reporting to the Deputy Head (Curriculum) and AHT in charge of examinations. The school s procedures will be in line with the regulations of the examination boards. A number of modular exams and terminal examination papers for years 9-13 take place across the school year. 3.5 ACADEMIC PLANNER The Student Planner forms an important means of communication between home and school. It can be used to recognise the efforts and achievement of students in several ways: 5
6 a) Through he use of comments and reminders by teachers and parents. b) Through the recording of Merits, Postcards and other praise awards c) Students providing examples of personal achievements, responsibilities and service to the community, on the appropriate pages. Homework should be recorded by students in the Academic Planner and in SIMs, as part of the school s Homework Policy. Tasks and deadlines should be clearly set out, so that the students and parents can easily follow them. Form Tutors and DoLs will regularly monitor the use of Academic Planners to check for quality and progress. 3.6 HOMEWORK Homework is a valuable means of extending and consolidating students learning, as well as developing their self discipline and organisational skills. Effective habits of regular home learning should be developed from Year 7 so that homework is seen by students and parents as an integral and essential part of a student s personal development. Teachers should set homework in accordance with the Homework Policy and departmental expectations. Homework should be marked, graded or commented upon as appropriate, in order to provide regular feedback to students. It should be recognised that this is highly motivating and aids target setting. 3.7 PUBLIC CELEBRATION AND REINFORCEMENT OF EXCELLENCE. a) Merits The aim of the merit system is to quickly motivate and reward students good work or positive behaviour and attitude. The merit system is linked to the positive behaviour log and provides instant feedback to the student, form tutor DoL and parents about good acts of work and behaviour that a student performs. b) Postcards home The aim of the postcards home is to motivate and reward/celebrate a student s personal successes. These are completed by staff and record the student s particular 6
7 achievements. The completed postcards are sent home to parents. Postcards are sent for a range of activities, including academic success, improved effort of progress as well as contributing to the whole school community. Students are then able to use these as part of their self assessment for their end of year profile. They also provide a focus for ongoing dialogue between Form Tutor and student. Postcards are recorded on the behaviour log system and contribute towards total House points a) Nomination for House Celebration Assembly The aim of achievement assemblies is to celebrate publicly outstanding achievement both in and out of school. These take place towards the end of each term where there is a House Achievement Assembly led by the DoL ADoL House Captains and Link AHTs. Students may be nominated and their shared by the DoL for them to come up and collect awards in front of their House peers. b) Prize Giving/Presentation Evening The culmination of the reward system within the school is the Prize Giving Evening, held in the Autumn Term, when individual student and subject prizes, as nominated by subject staff are presented REPORTING STUDENT PROGRESS All assessment and reporting procedures satisfy legal requirement. There is an opportunity for dialogue between parents and the school at least one a term. One of these opportunities is through a full written Progress Report for every student. Reports also appear on SIMs and are available to parents instantly on line via secure log in to SIMs Learning Gateway.. Parents can therefore keep a regular close check on their son/daughters progress grades and also the merits and events on the behaviour log. Progress Reports are written without jargon and comment on the students : - academic achievement and progress since the last report - positive achievements and attitude to learning - areas for development as a learner and to make progress in the subject Reports are written in a constructive, informative way, in order to motivate all students. In addition, near the start of the year all students and parents are invited to appointments as part of the school s Academic Review Week to discuss progress so far and set targets for the year ahead to ensure a joint focus. Students received Progress Grades at this meeting 7
8 Pupil Tracking Records Name Gen SEN Eth KS2 APS CAT FFT Prob Solv Com Reas John Smith M SA+ WENG B 4a 5c 4a Susan Jones F WENG D 5c 4a 5c Teachers should keep careful records of pupil data and use these to inform planning, differentiation and reporting. These can be shared with SLs, pupils or parents if there are concerns of underachievement. Data used in this way can shed light on otherwise hidden situations and reveal underachievement, ensuring no student falls through the cracks. From the example teacher mark book above, it is clear that John Smith is very able but has a learning difficulty, and is in fact underachieving compared with Susan Jones, who is making above expected progress in year 8 maths for key assessments in Problem Solving, Communicating and Reasoning. The teacher might then use this to plan an intervention with John to remove any obstacles to inline progress. One of the main benefits of regular assessment is allowing the student and teacher to act upon the information to improve. 4 ASSESSMENT for LEARNING (AfL) The central tenet of Assessment for Learning is that assessment can have a positive influence upon students learning. The school has invested considerable time and resources on staff training in AfL. Assessment for Learning techniques should be embedded in class teaching practice and departmental plans across the school. It has been clearly demonstrated that good regular use of the principles of AfL can greatly enhance progress and understanding. These include regular use of peer and self assessment of class and homework, rich pupil teacher dialogue, use of deep questioning techniques to extend and strengthen learning, and sharing of success criteria and progress made with all learners and clear next steps to higher achievement, providing regular feedback that moves learners forward. Blockages can be identified and students and teachers can quickly see if they are on the right flight path. This regular joint teacherpupil review of learning should be planned into lessons as should key higher order questions that measure the learning aims, and differentiated tasks that take account of the needs of all learners 5 LEARNING TARGETS Teachers should regularly mark students work and use this to set next step learning targets with individual students. These can be written into students books to be regularly reviewed. This sort of forward looking approach can be very motivational. Students learn best when they know exactly where there are and what they need to work on next. 8
9 Students may use level ladders to look at where they are with their learning and what the characteristics of the next successful grade are. 6 USE OF DATA FOR INTERVENTIONS We are all now teaching in a new data-rich world. As illustrated above, the school as a whole and individual class teachers have broader access to data which can be used to track progress, make tactical interventions and share information. It can shine a new light on otherwise hidden issues and ascertain the needs of individual students. It can be used to ensure no student falls through the cracks and identify strong and weak performance in topics. It can highlight student achievement and identify gaps in knowledge. The school data manager ensures that current class data is available on the SIMs system and that comparative data from end of term assessments is available to Heads of Subject. Subject leaders provide class teachers with information about student attendance incoming points scores, SEN G&T and other relevant data. It is important that class teachers keep up to date personal records of students performance and share these with students Heads of Subject and parents to help maintain a focus on student achievement 7 PROGRESS REPORTS AND DATA Staff should meet the requirements of sharing regular Progress Grades and Progress Reports as advertised on the calendar. There are at least 3 opportunities for grades to be input with a further opportunity for all year groups in Y7 to 11 to receive a progress report (written report) which should state what progress has been made but also set targets for further improvements. Subject leaders MUST QA the data before the school deadline to ensure accuracy and content. Policy June 2005 Reviewed April KGU Reviewed & amended Jan 2010 (MBA) Ratified by FGB June 2010 Reviewed and amended November 2011 (MBA) Ratified by FGB Nov 2011 Reviewed April 2013 (MBA) Reviewed May 2015 (MBA/PJA) 9
Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy
Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction
More informationRyburn 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 informationAssessment, Recording and Reporting Policy
Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the
More informationHurworth 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 informationPEDMORE 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 informationMark 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 informationAssessment, 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 informationASSESSMENT, RECORDING AND REPORTING(ARR) POLICY.
ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole
More informationROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government
ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers
More informationAssessment 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 informationHumanities Teacher Job Description
Humanities Teacher Job Description This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained
More informationAssessment, 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 informationAssessment, Recording and Reporting Policy. Committee Responsible: Curriculum & Standards
The process of assessing, recording and reporting is required to: Inform students, parents and teachers of attainment and progress being made by students in all areas of the curriculum. Allow realistic
More informationASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES
Assessment, Recording and Reporting Guideline Dated May 2015 Review Period 3 Years Curriculum Author DS CHRISTLETON HIGH SCHOOL ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES 1 Introduction 1.1 Every
More informationKeir 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 informationRygaards International Secondary School Assessment, Recording and Reporting Policy
Rygaards International Secondary School Assessment, Recording and Reporting Policy ASSESSMENT The purpose of assessment The purpose of assessment is to enhance the quality of teaching and learning. Assessment
More informationAssessment 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 informationThe John Fisher School. Assessment, Recording and Reporting Policy
The John Fisher School Assessment, Recording and Reporting Policy Responsible: Governors Curriculum Committee Date Revised: 2012 Review: Annual Rationale The Assessment Policy at John Fisher is designed
More informationCrofton School TEACHING AND LEARNING POLICY
Produced By: AHT Responsible Gov C&S Committee: Last amended November 2014 Approved by FGB March 2015 Date for Review: November 2016 Crofton School TEACHING AND LEARNING POLICY We make the education of
More informationMathematics. Introduction
Mathematics Introduction Numeracy is a core subject within the National Curriculum. This policy outlines the purpose, nature and management of the mathematics taught and learned in our school. Mathematics
More informationRegina 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 informationRoseberry 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 informationSneyd Green Primary School Mathematics Policy Together we make a difference.
Sneyd Green Primary School Mathematics Policy Together we make a difference. Leader name - Mr J.Hyder Date 04/12/14 Aims and objectives Mathematics teaches us how to make sense of the world around us through
More informationGeneric 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 informationHAYDON 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 informationHead of Business & Social Sciences Job Description. Leadership Spine L1 8
Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions
More informationJob Title: Lead Practitioner Science KS4. Position Overview
Job Title: Lead Practitioner Science KS4 Salary: L3 L7 Position Overview Responsible to: Director of Science. Teacher of Science Key purposes: a) To carry out the professional duties of a teacher as described
More informationAssessment, Recording and Reporting
Assessment, Recording and Reporting Rationale: Daiglen School Persevere and Excel Assessment, recording and reporting are central to the development of learning and are part of good primary school practice.
More informationPrettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018
Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to
More informationVernon 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 informationStrategic No Planned Yes Reason. The organisation has a member of the leadership team with responsibility for and
Strategic No Planned Yes Reason The organisation has a member of the leadership team with responsibility for and an understanding of CEIAG. DHT (Curriculum and Attainment) has overview of CEIAG in school
More informationMaths Non-negotiables
Maths Non-negotiables Arithmetic must be taught on a daily basis. Its focus should be developing mental strategies fluency. Times tables should be a key mental maths focus in year 3 4. The new curriculum
More informationX The teacher named below has performed satisfactorily against the Teachers Standards for the completion of induction
This form should be sent to: Resources Directorate HR & OD Schools Operational Team Resources Directorate Wigan Council PO Box 100 WN1 3DS NQT Induction: final assessment and recommendation Instructions
More informationMathematics Policy Bordesley Green Primary
Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and
More informationDamers 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 informationAssessment and Feedback Policy
NORTON CEVC PRIMARY SCHOOL ASSESSMENT AND FEEDBACK POLICY Introduction We believe that effective assessment provides information to improve learning and teaching. We give our children regular feedback
More informationBlaenavon Heritage Voluntary Controlled Primary School
Blaenavon Heritage Voluntary Controlled Primary School ICT Policy 2014/15 BHVCPS Author: Mrs C Crew Date written: January 2014 Review: January 2014 Ratified: COG: Page 1 Introduction Purpose: Information
More informationSt. Gregory s Catholic Primary School Behaviour Policy
St. Gregory s Catholic Primary School Behaviour Policy We believe in Jesus Christ, through him, with him, in him, anything is possible Date approved: 01/11/2015 Frequency of review: HT free to determine
More informationTarget Strategies Resources Personnel timescale Impact through Monitoring Accurate groupings established to provide
Result / 2015 Target WHOLE SCHOOL CURRICULUM TARGET - 2015 NUMERACY We are ensuring that activities and tasks are constantly challenging pupils thinking and understanding. We are increasing the opportunities
More informationPolicy 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 informationTUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016
TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles
More informationThe Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and
The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject
More informationST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY
ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY INTRODUCTION This policy was drawn up by the Senior Management Team after full consultation with the staff, and using
More informationHillocks Primary and Nursery School
Hillocks Primary and Nursery School Policy for Assessment, recording and reporting. 1 POLICY FOR ASSESSMENT, RECORDING AND REPORTING Introduction At Hillocks, the key purpose for assessment is to move
More informationModern Foreign Languages (MFL)
Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors
More informationShottery CE Primary School. Assessment, Recording and Reporting Policy
Shottery CE Primary School Assessment, Recording and Reporting Policy At Shottery Primary School At Shottery Primary we aim to follow the principles of assessment for learning, in that we share with the
More informationMougins School Behaviour Policy
Mougins School Behaviour Policy Philosophy A positive learning climate in a school for children is a composite of many things. It is an attitude that respects children. It is a place where children receive
More informationInspectorate 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 informationSt Michael s Primary School. ICT School Policy Data Protection and E Safety
St Michael s Primary School ICT School Policy Data Protection and E Safety FGB 2013 St. Michael s C.E. Primary School Policy Information Communication Technology This policy document sets out St Michael's
More informationqwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbn
qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl Reading by Six How the best schools do it St Stephen and All Martyrs CE Primary zxcvbnmqwertyuiopasdfghjklzxcvbn
More informationST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy
ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society
More informationKINETON 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 informationJob Description Teacher of Engineering/Design and Technology
Job Description Teacher of Engineering/Design and Technology Post title Salary Reporting to Core Purpose Teacher of Engineering/Design and Technology UCL Academy Main Pay Scale M1-M9 (Full Time) Assistant-Principal
More informationMathematics Policy. Michael Sobell Sinai School
Mathematics Policy 2014 Mathematics Policy Section 1: Introduction Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some
More informationKey skills for developing employability
Key skills for developing employability First published 2001 6.00 Qualifications and Curriculum Authority 2001 ISBN 1 85838 481 8 Reproduction, storage, adaption or translation, in any form or by any means,
More informationLAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY
LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY Special Educational Needs Co-ordinator - Sheila Poppa - NASENCo awarded December 2013 Contact number 01788 542074 Special Educational Needs
More informationHigher level teaching assistant. Professional standards for higher level teaching assistants
Higher level teaching assistant Professional standards for higher level teaching assistants Foreword Schools are changing. Headteachers and teachers know that the school workforce needs to be able to
More informationSomerset Progressive School Planning, Assessment, Recording & Celebration Policy
Number: ED/CU/35SPS Originator: Jason Goddard Issue Number: 4 Authoriser: Amanda Morgan-Taylor Issue Date: 1/07/2014 Service Type: Somerset Progressive School Next Review Due: 1/07/2015 Location: Educational
More informationSalary 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 informationONE YEAR COURSES FASHION IMAGE & STYLING INTENSIVE
ONE YEAR COURSES FASHION IMAGE & STYLING INTENSIVE undergraduate programmes one year course fashion image & styling intensive 02 Brief descriptive summary Over the past 80 years Istituto Marangoni has
More informationBrooklands Primary School School Development Plan
Brooklands Primary School School Development Plan April 2015 July 2016 (Summer Term 2015 completed, 2015-16 actions to be completed after completion of new headteacher s first term) 1 Contents School Mission
More informationInformation for New Scheme Teachers
Information for New Scheme Teachers INTRODUCTION Teaching is a dynamic and rewarding profession. Good teachers provide students with rich, interesting and well structured learning experiences. Teachers
More informationSenior 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 informationJapanese International School. Assessment Recording and Reporting Policy
Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of its
More informationAfL 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 informationTEACHING AND LEARNING STRATEGY
Seevic College TEACHING AND LEARNING STRATEGY Key values Respect Responsibility Results February 2013 Version 1.2 - February 2013 Page 1 1.0 INTRODUCTION At Seevic College every student matters. To achieve
More informationPart-time/Sessional Economics Tutor
Job description and person specification Job Title: Sessional Economics Tutor Department: Academic Reports to: Centre Head Sally Romary Location: Amsterdam FoundationCampus Start Date: March 2015 The Company
More informationResource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales
Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements
More informationPerformance Management Programme 2014-15. Sandymoor School, E Simpson
Performance Management Programme 2014-15 CONTENTS Rationale... 5 Teacher standards:... 5 Sandymoor s criteria for School Development:... 5 The four key areas for OFSTED are:... 5 The structure of the
More informationMuch 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 informationVersion 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 informationWest Dunbartonshire Council s Employee Recognition Framework
West Dunbartonshire Council s Employee Recognition Framework CONTENTS 1 Introduction page 3 2 Overview of the framework page 3 3 Communicating and promoting success page 4 4 WDC Annual Employee Recognition
More informationMASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT
MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT postgraduate programmes master s course fashion & luxury brand management 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown
More informationLlansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy
Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to
More informationPolicy Document Planning, Assessment, Recording and Reporting September 2010
Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral
More informationBedford Girls School Job Description. Director of Music
Bedford Girls School The School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Bedford Girls School will
More informationRadyr Comprehensive School
Radyr Comprehensive School YsgolGyfunRadur Respect Commitment Success Assessment, Recording and Reporting Parent/Guardian Guide 2015-16 RadyrComprehensiveSchool YsgolGyfunRadur HeolIsaf, Radyr, Cardiff
More informationTHE CHERWELL SCHOOL. Subject Leader for Business Studies. Job Description
THE CHERWELL SCHOOL A Centre of Opportunity Subject Leader for Business Job Description Responsible to: Faculty Leader for Economics, Business and Enterprise Responsible for: The provision of a full learning
More informationWhat is good progress for children and young people with Special Educational Needs in English and Maths. Interim Advice
What is good progress for children and young people with Special Educational Needs in English and Maths Interim Advice Autumn Term 2008 Page 2 What is good progress for children and young people with Special
More informationJOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college.
JOB DESCRIPTION Job Title: Reports to: Principal Board of Governors Main Purpose of the Job Leadership: Provide vision, leadership and direction for the college. Learning: Create and maintain a productive
More informationAcademy Development Plan - Phase 2, years 4-6
Academy Development Plan - Phase 2, years 4-6 Self-Evaluation, internal evidence and external reviews indicate that the first phases of school improvement are largely complete, with the old ways removed
More informationGENERATION SAFE 360 SELF ASSESSMENT: PRINTABLE VERSION. Page 1
Page 1 Contents 1. Introduction 2. How to use the 360 Self Assessment 3. Links to documents and resources 4. Acknowledgements 5. 360 Self Assessment 6. Report Sheet Introduction The development and expansion
More informationRibby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy
Ribby with Wrea Endowed C.E. Primary School Modern Foreign Languages Policy Gill Metherell Updated: January 2011 Review Date: January 2012 Introduction Our teaching of a Modern Foreign Language (MFL) is
More informationSecondary School Assessment, Recording and Reporting Policy
Secondary School Assessment, Recording and Reporting Policy Introduction The aims of this document are to establish clear guidelines on the use of assessment in the International School of Toulouse (IST)
More informationSCHOOL STRATEGIC PLAN 2013-2014
SCHOOL STRATEGIC PLAN 2013-2014 Collaboration Teaching and Learning Learning and Achieving Together Our aim is that we learn and achieve together. We will, therefore: Ensure every student succeeds Shape
More informationTeacher Performance Management Policy
Teacher Performance Management Policy Date of Review: September 2015 Approved by: Trust Board Next Review Date: September 2016 APPLICATION OF THE POLICY The policy applies to the Executive Headteacher,
More informationIDS 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 informationStandards for Leadership and Management Middle Leaders. Guidelines for Self-Evaluation
GTCS Professional Update Support Pack for South Ayrshire Schools (DRAFT 2 JUNE 2014) P a g e 32 The The Standards for Leadership and Management include both the Standard for Middle Leadership and the Standard
More informationSection III. An Excellent Christian Teacher. Characteristics and Expectations. GRCS Handbook 1
Section III An Excellent Christian Teacher Characteristics and Expectations GRCS Handbook 1 Beliefs and Vision Statement In the sphere of home, church, community and school, Grand Rapids Christian schools
More informationSt.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013
St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages
More informationStanbridge Primary School ASSESSMENT POLICY
Stanbridge Primary School ASSESSMENT POLICY Signed (Chair): Name: Date: Signed (Head): Name: Date: Ratified: by Governing Body on Next Review: Every two years Sept 2017 Equality Impact Assessment (EIA)
More informationGood to Great Schools Policy
Good to Great Schools Policy Good to Great Schools Policy Section 1: Our approach to school evaluation and improvement 1.1 Overview 1.1.1 Hackney Learning Trust (HLT) is committed to lifelong learning
More informationCOGNITIVE ABILITIES TEST: FOURTH EDITION. Sample Reports SECONDARY. www.gl-assessment.co.uk/cat4. www.gl-assessment.co.uk/cat4
COGNITIVE ABILITIES TEST: FOURTH EDITION Sample Reports SECONDARY Introduction to CAT4 Introduction to the Cognitive Abilities Test: Fourth Edition (CAT4) CAT4 is the fourth edition of GL Assessment s
More informationTo ensure that all pupils with specific learning difficulties are identified and supported in school.
JUNIOR SCHOOL LEARNING SUPPORT POLICY Summary Statement At Dulwich College pupils follow a rigorous academic curriculum and it is therefore essential that the Learning Support Policy provides for appropriate
More informationJOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1
JOB DESCRIPTION Job Title: Responsible to: Head of Learning and Standards Director of Faculty Salary grade: Management Scale 2 + 1 Hours per week: 21.6 hours per week Main Purpose of the Role 1. To manage
More informationIreland Wood Primary School
School report Ireland Wood Primary School Raynel Gardens, Leeds, West Yorkshire, LS16 6BW Inspection dates 4 5 July 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement
More informationJOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.
JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION This job description
More informationThe Diocese of Hallam
The Diocese of Hallam SECTION 48 INSPECTION REPORT THE CATHOLIC LIFE OF THE SCHOOL AND RELIGIOUS EDUCATION ST BERNARD S CATHOLIC HIGH SCHOOL ROTHERHAM School URN 06963 Name of Chair of Governors Monsignor
More informationSEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School
SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and equal
More informationHow To Teach Maths At Maple Primary School
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