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

Size: px
Start display at page:

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

Transcription

1 The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject leaders: Conduct a school audit Complete self evaluation grids Analyse data Monitor planning Undertake book sampling Conduct pupil interviews Carry out walkthroughs Observe / monitor teaching Assess learning environment Assess staff Science skills Identify areas for improvement and set curricular targets Create an action plan Complete year planner Support implementation of action plan Peer coaching CPD Resources Monitor progress Evaluate impact 1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Assessment, Recording and Reporting Policy

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

More information

Roseberry Primary and Nursery School. Maths Policy

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

More information

Policy statement: Assessment, recording and reporting achievement.

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

More information

Much Birch Primary School

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

More information

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

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

More information

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

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

More information

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

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

More information

Ryburn Valley High School

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

More information

Assessment, Recording and Reporting Policy. Introduction

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

More information

Assessment in the New National Curriculum

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

More information

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

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

More information

Hurworth School Assessment, Recording and Reporting Policy

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

More information

Keir Hardie Primary School. Assessment and Marking Policy

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

More information

Giffards Primary School

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

More information

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

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

More information

Assessment Policy. Date of next review: September 2016

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

More information

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

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

More information

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

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

More information

THE QUEEN S SCHOOL Assessment Policy

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

More information

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

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

More information

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY

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

More information

Shottery CE Primary School. Assessment, Recording and Reporting Policy

Shottery 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 information

Rygaards International Secondary School Assessment, Recording and Reporting Policy

Rygaards 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 information

Additional Educational Needs and Inclusion Policy and Procedures

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

More information

Damers First School Teaching & Learning Policy

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

More information

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

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

More information

Mathematics Policy. Mathematics Policy

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

More information

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

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

More information

Mathematics Policy Bordesley Green Primary

Mathematics 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 information

Senior Leadership Team and Class Teacher Job Description & Person Specification

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

More information

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

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

More information

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

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

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid 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 information

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

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

More information

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

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

More information

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

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

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

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

More information

Mathematics. Introduction

Mathematics. 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 information

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER

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

More information

Professional Standards for Teachers in England from September 2007 1

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

More information

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

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

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

Brooklands Primary School School Development Plan

Brooklands 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 information

Prettygate 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 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 information

Performance Appraisal Policy For Teachers

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

More information

Standards for Leadership and Management Middle Leaders. Guidelines for Self-Evaluation

Standards 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 information

The National Challenge Raising standards, supporting schools

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

More information

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

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

More information

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

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

More information

Hillocks Primary and Nursery School

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

More information

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

IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4. Delivering Intervention in Mathematics and English (DIME) Jane Moreton 8/9/2008 Introduction What were your reasons for doing this type of development work? IDS data identified several schools across the

More information

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy

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 information

The Coppice Primary School Computing & ICT Policy

The Coppice Primary School Computing & ICT Policy The Coppice Primary School Computing & ICT Policy 1 School Vision: Happy, confident and successful learners that are well prepared for life 2 Purpose: 2.1 This policy reflects the school values and philosophy

More information

Maths Non-negotiables

Maths 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 information

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY.

ASSESSMENT, 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 information

Vernon Park Primary School. Teaching and Learning Policy

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

More information

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

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

More information

Guidance on Assessment in the Primary School

Guidance on Assessment in the Primary School Guidance on Assessment in the Primary School Contents Introduction 1 Aims 2 Section 1: What is Assessment? 3 Section 2: Developing Quality Assessment Policy and Planning at Whole-School Level 9 Section

More information

Subject Co-ordinator s Toolkit.

Subject Co-ordinator s Toolkit. Subject Co-ordinator s Toolkit. Contents Key responsibilities of a subject co-ordinator What should be in a subject co-ordinator s file? Subject policy Completing an audit and action / development plan

More information

Blaenavon Heritage Voluntary Controlled Primary School

Blaenavon 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 information

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.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 information

INVESTORS IN PEOPLE REVIEW REPORT

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

More information

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

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

More information

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY

ST. 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 information

Assessment for Curriculum for Excellence. Strategic Vision Key Principles

Assessment for Curriculum for Excellence. Strategic Vision Key Principles Assessment for Curriculum for Excellence Strategic Vision Key Principles Assessment for Curriculum for Excellence Strategic Vision and Key Principles Cabinet Secretary s Foreword Curriculum for Excellence

More information

St Anne s catholic primary school. Maths 2015

St Anne s catholic primary school. Maths 2015 St Anne s catholic primary school Maths 2015 MISSION STATEMENT Saint Anne s lives and teaches the Gospel values of Jesus in a safe loving and joyful community. 1 Aims and objectives: Mathematics teaches

More information

Assessment Policy. Why do we assess?

Assessment Policy. Why do we assess? Assessment Policy Assessment is the means by which the progress of pupils is monitored. It is a tool to inform curriculum planning and learning programmes. Why do we assess? To define each child's ability:

More information

National Standards for Headteachers

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

More information

Mathematics Policy. Michael Sobell Sinai School

Mathematics 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 information

Secondary Initial Teacher Training Partnership based on. Liverpool John Moores University. I.M Marsh Campus Barkhill Road Aigburth Liverpool L17 6BD

Secondary Initial Teacher Training Partnership based on. Liverpool John Moores University. I.M Marsh Campus Barkhill Road Aigburth Liverpool L17 6BD Secondary Initial Teacher Training Partnership based on Liverpool John Moores University I.M Marsh Campus Barkhill Road Aigburth Liverpool L17 6BD A short inspection report 2005/06 Managing Inspector:

More information

Appraisal Policy for Learning Support Assistants

Appraisal Policy for Learning Support Assistants Appraisal Policy for Learning Support Assistants INTRODUCTION This policy is based on the Hertfordshire model policy May 2013. Performance management recognises and values strengths and supports colleagues

More information

St 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 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 information

St Joseph s Catholic Primary School

St Joseph s Catholic Primary School St Joseph s Catholic Primary School CRC Article 29(goals of education) Education must develop every child s personality, talents and abilities to the full. It must encourage the child s respect for human

More information

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

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

More information

The John Fisher School. Assessment, Recording and Reporting Policy

The 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 information

Modern Foreign Languages (MFL)

Modern 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 information

Guided Writing as a means of Precise Intervention at Wave One

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

More information

Art, Design Policy. Michael Sobell Sinai School

Art, Design Policy. Michael Sobell Sinai School Art, Design Policy 2014 Art, Design & displays Policy Rationale At Sinai School, we are concerned with the education of the whole child and the development of Art and Craft skills will enable the achievement

More information

What Is a Portfolio? Why develop a professional portfolio?

What Is a Portfolio? Why develop a professional portfolio? 01-Forde-Ch-01:01-Forde-Ch-01 8/1/2008 7:36 PM Page 1 1 What Is a Portfolio? In this introductory chapter we discuss what we mean by a professional portfolio. We explore different models of portfolios

More information

Cheadle Primary School Computing and ICT Policy

Cheadle Primary School Computing and ICT Policy Introduction The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. computers, tablets, programmable robots, digital and

More information

Looked after children good practice in schools

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

More information

Resource 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 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 information

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice

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

More information

What is independent learning and what are the benefits for students?

What is independent learning and what are the benefits for students? What is independent learning and what are the benefits for students? Author(s): Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Publisher: London: Department for Children, Schools and Families

More information

Ensuring the attainment of more advanced learners of English as an additional language (EAL)

Ensuring the attainment of more advanced learners of English as an additional language (EAL) 1 of 36 The National Strategies Secondary Ensuring the attainment of more advanced learners of English as an additional language (EAL) CPDM 1 Senior leader briefing: leading change for more advanced EAL

More information

Higher level teaching assistant. Professional standards for higher level teaching assistants

Higher 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 information

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015

More information

JOB 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. 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 information

Good to Great Schools Policy

Good 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 information

Leadership milestone matrix

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

More information

Academy Development Plan - Phase 2, years 4-6

Academy 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 information

THE CHERWELL SCHOOL. Subject Leader for Business Studies. Job Description

THE 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 information

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions

More information

Personalised Learning A Practical Guide

Personalised Learning A Practical Guide Personalised Learning A Practical Guide Personalised Learning A Practical Guide 1 Foreword The Children s Plan set out our vision of world class schools providing excellent, personalised teaching and learning,

More information

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011 A report on Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer

More information

Performance Management Programme 2014-15. Sandymoor School, E Simpson

Performance 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 information

Curriculum design, personalisation and raising standards

Curriculum design, personalisation and raising standards Curriculum design, personalisation and raising standards Evidence from Ofsted Robin Hammerton HMI National Adviser - Personalisation 5 July 2010 Redbridge Firstly, define personalisation Departmental definition?

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

X The teacher named below has performed satisfactorily against the Teachers Standards for the completion of induction

X 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 information

Art (art, craft and design) survey visits

Art (art, craft and design) survey visits Art (art, craft and design) survey visits Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools

More information