Parkfields Middle School POLICY 1

Transcription

1 Parkfields Middle School POLICY 1 to flourish, learn & grow Incorporating: Assessment, Marking, Monitoring & Evaluation, Home-Based Activities (previously Enrichment). TEACHING AND LEARNING POLICY We will all work to the very highest possible standard to create an environment that enables us to flourish, learn and grow. We are all striving to achieve that goal. This policy forms the basis of how we approach the teaching and learning experience of our pupils. It should be read in conjunction with the school policies concerning: Curriculum, Personnel, Appraisal, Equal Opportunities and Access. The Monitoring and Evaluation, Enrichment and Assessment, Recording, Marking and Reporting policies are attached below. School day Children should arrive at school not earlier than 8.25 a.m. and will be allowed to enter the school during inclement weather at 8.30 a.m Registration Break Lunch Registration End of School Day Aims At our school we aim that all pupils: Reach their full potential in all areas of development and make progress relative to their prior achievement. Receive an appropriate curriculum, matched to their specific needs. Enjoy their time at school and develop a thirst for learning. Participate in a variety of experiences and learning environments Encounter teachers who will inspire them to achieve their best. Develop a range of learning strategies, both independent and co-operative. 1

2 Assessment for Learning Our school embraces the principles of Assessment for Learning where the aim is to enable ALL pupils to become independent learners, who are aware of the criteria for their success and their individual targets for sustained improvement. Pupils need to understand where they are in their learning, where they need to get to and how best to get there. Teaching and Learning environment Good teaching and learning takes place when: Lessons are well planned and delivered at a brisk, purposeful pace with an appropriate level of challenge and with high expectation of learning. The teacher shares the objectives of the lesson so that students can be actively involved in their learning and know what is expected of them. The teacher employs a range of strategies, questioning techniques and stimuli to engage all students. The lesson builds on the knowledge and experiences of the previous lesson. The teacher inspires students by communicating his / her passion for their subject. The teacher creates an atmosphere in the classroom, which is conducive to good learning by using appropriate resources and a variety of learning and problem solving activities, which are differentiated to meet the needs of the students. The lesson provides the opportunity for the most able pupils to reach high levels of performance. Learning is maximised in an atmosphere where students are given opportunities to ask as well to answer questions. Appropriate forms of assessment are an integral part of the learning process. The teacher values each pupil s contribution, gives regular praise and constructive feedback on the standard and quality of work produced. The teacher encourages students to set realistic targets for their progress? The teacher builds and maintains good relationships with pupils, using respect and humour. High standards of behaviour are achieved through consistent approaches and adherence to the whole school behaviour policy. Time is used effectively ensuring learning is maintained throughout the lesson and that by using a plenary session, the teacher enables students to identify what they have learned and ensure that outcomes are consistent with the learning objectives set at the beginning of the lesson. Students are able to leave the lesson knowing, understanding and being able to do more than when they came in. The learning environment should be: o Comfortable and stimulating with good displays of pupils work and other relevant material which illustrate the subject being studied and thereby act as a spur to further learning and participation. o Supportive and encouraging. o Safe and appropriate to the learning which is to take place. o Well organised and clean with thought given to the way in which furniture is arranged so that it promotes learning. Differentiation For pupils to benefit from their time at school the curriculum pursued is as appropriate as possible to their individual needs and stages of development. The curriculum is therefore differentiated to respond positively to the needs of individual pupils. 2

3 Teachers are committed to Personalised Learning (ensuring that each child has the opportunity to fulfil his/her potential) and make provision for pupils with a range of learning needs including: Special Educational Needs Gifted and Talented Pupils with emotional and/or behavioural difficulties Underachievers Disabled Pupils Cultural diversity of minority ethnic groups Pupils for whom English is an additional language (including Hearing Impaired Pupils) Strategies to ensure differentiation Teaching incorporates a variety of methods and activities to address the pupils differing learning styles, methods and abilities Learning Styles can be categorised as follows: o Linguistic: Talking, Writing, Reading. o Mathematical / Logical: Numbers, systems, Logical thought, problem solving. o Visual / Spatial: Imagination. Creating images, the way things look. o Tactile / Physical: Using space, doing, building, touching, moving (Sports, Dancing.) o Musical: Melody, rhythm, playing music, singing, creating tunes. o Interpersonal: Communicating well with others, rapport. o Intrapersonal: Talking positively, to yourself. Self analysis. o Intuitive: Being objective, perceiving information not available to the senses. o Creative: finding new solutions, new ideas. We understand that it is important to present experiences to pupils in a variety of ways so that pupils experience learning in ways that suit their learning style. Teachers plan to include a variety of learning experiences/ tasks that reflect this. Learning Methods: Children learn in a variety of ways, and for this reason it is necessary to ensure that learning incorporates as many methods as possible. These methods include: Individual learning Collaborative learning in small groups, or pairs One to one learning with an adult, or more able pupil whole class learning Independent learning Abilities Teachers will differentiate the curriculum by: Task Outcome Use of teacher / adult support Differentiated tasks will be detailed in medium term planning. (See also Special needs Policy). Pupils are grouped according to their needs within the curriculum. Each child is afforded the opportunity to work at a level which provides a suitable level of challenge and pace. These groupings are communicated to parents. (See also Curriculum Policy). 3

4 Planning Planning is done on a long-term, medium-term and short term basis. Reference is made to the National Curriculum Regular shared planning sessions promote cross-curricular awareness of teaching and learning methods and schemes of work. Teachers are encouraged to discuss and share ideas strategies. Teaching in each subject area will address Key Skills and Thinking Skills. Role of HIU Communicators and Support Staff Teachers discuss plans with Support Staff and HIU communicators Teachers and Support staff / communicators work together closely. Teachers should brief support staff and communicators working with them on the teaching plans in hand. Support staff will often be asked to support children with Special Educational Needs. Support Staff and communicators understand the pupil s I.E.P. and contribute to help the pupil reach the targets. Monitoring of Teaching and Learning The school programme for monitoring teaching and learning is set out in the Monitoring and Evaluation and Appraisal Policies and Leadership team and Subject Leaders carry out regular monitoring of performance in accordance with the Appraisal Policy. Subject Leaders are responsible for monitoring standards of learning and checking for progression in learning experiences in their subject areas in accordance with the Monitoring and Evaluation Policy. There is a programme to release Subject Leaders from the classroom to monitor their subject area. This may involve classroom observation, work audits, team teaching etc. The monitoring process will also highlight needs for new resources and training. Subject Leaders are also asked to present short reports to the governing body where appropriate giving the results of Teaching and Learning in their areas. Target Setting The results of monitoring are fed back to the Head teacher and form the basis of setting development targets in the Appraisal System and Development Plan. The factors considered include: Pupil's prior performance at end of last Key Stage. Pupil's prior performance at end of previous year. FFT data. Pastoral influences which may influence performance. Home-Based Activities (previously Enrichment) The school encourages parental involvement in home-school tasks and recognises the important role parents have in supporting their children's learning. Tasks are set regularly and aim to: Assist and improve learning and to raise individual achievement. Consolidate and help to develop the skills gained in the classroom. Provide opportunities to acquire skills of independent learning, self-discipline and responsibility. Enable each child to feel they can make a positive contribution to the development of their own learning by exploiting resources for learning beyond the school environment. (See also Home-Based Activities Policy below) 4

5 Training The governing body recognises that continuing staff development is vital in order to promote and sustain good teaching and learning. Training needs are identified through professional discussions and as a result of monitoring. Assessment, Recording and Reporting Learning is assessed informally in all lessons. Both formative and summative assessment procedures are employed to provide information for future planning and teaching. (See Assessment, Recording and Reporting Policy) Effective marking and feedback is vital to pupil progress. It must be supportive and offer advice on the next steps of learning. Good marking can support learning. (See Marking Policy) Parents are sent Curriculum outlines of Teaching and Learning Programmes regularly. Results of assessments, including future targets are communicated regularly. Teachers ensure that these pupil targets are kept relevant for every pupil. Role of ICT for enhancing teaching and learning It is recognised that the teaching and learning of Computing skills and the achievement of ICT literacy is important to the development of citizens of the 21st Century. Teachers will provide the opportunity for pupils to enhance their subject knowledge through the appropriate use of ICT in all subject areas. Monitoring and Evaluation Parents will monitor the effectiveness of the policy through regular dialogue at parents evenings and informal meetings with teachers. Teachers and governors will monitor the effectiveness of the policy on a regular basis through discussion at departmental and whole staff meetings and feedback in the Governors School Improvement Group Committee Meetings. The policy will be evaluated annually using feedback from the monitoring process and feedback from parents. 5

6 ASSESSMENT, RECORDING AND REPORTING POLICY The Purpose of Assessment Some of the key factors critical to our success are seen to be teaching and learning methods which encourage children to maximise their potential. To assess the potential of every child on entry and exit. To assess the level of attainment in basic skills and to direct further support or further investigation as necessary. To report attainment, to identify opportunities for development and to set targets accordingly. To guide future study. To ensure that the curriculum is being taught and learned effectively and efficiently. As an opportunity for each child to enjoy success and to develop as fully as possible his/her abilities and interests. This will be achieved through presenting a wide range of experiences within the formal and informal curriculum; through equality of opportunity; through effective use of resources; through each child being given the support required to realise his/her full potential in a purposeful and happy environment; through a working partnership of parents, staff, governors and outside agencies. As a means by which plans and report outcomes can be discussed with the Governing Body and the wider community. The Aims of our policy are: 1. To maximise the achievements of our pupils and to raise the level of motivation. 2. To report on pupils potential and attainment to parents. 3. To encourage pupils to aim for higher standards. 4. To monitor the progress of the work throughout the school and report this to the wider community. 5. To compare outcomes when possible with local and national data. 6. To use information gained to set targets for the future. 1. Procedure i. Pupils are assessed annually for basic skills and the results of this used for formative purposes. This is outlined in the SEN policy and the individual handbooks. A summary is to be found at the end of this document. ii. There are three main assessments of potential. These are: Year 5 - Lower School results/reports, i.e. prior attainment data from KS1, Y4 QCA tests and Baseline data, Year 6 - SATs for KS2 Year 8 - N.C. exit assessments to inform receiving Upper School iii. Criteria based Pupil Profile recording effort and behaviour each half term informing pupils, parents and staff of progress and concerns leading to targeting of individual pupils as required. iv. A continuous Record Of Achievement is maintained on each pupil and used to record the positive aspects of their progress. v. An agreed system for marking pupil s work has been adopted. See Marking Policy. 6

7 2. Reporting to Parents Parents are invited to consultation evenings held between November and February where there is an opportunity to discuss progress with the child s class/subject teachers. Additionally, if there is a cause for concern at any stage of the school year a consultation will be set up or an interim report given. A written (PC generated) report will be issued in the Summer Term and is a summative document showing progress made over the year. Each subject will provide a best-fit statement of achievement, a mark based on effort and behaviour (1-4 scale) and indications of the areas of study that have been achieved, those which need attention and how to improve them i.e. as targets. In addition the Y6 reports will also contain the SATs results for both Test/Task and Teacher Assessment in the core subjects. The format of this is updated in line with the relevant DfE circular each year. Copies of these reports are stored electronically and represent the appropriate N.C. record of progress. 3. Recording The Mark Book is still central to the recording system and the pupil s exercise book is the evidence. 4. Transfer Information a) Liaison with Upper Schools With the overlap of Key Stage 3 it is important that the Upper Schools are provided with a summary of progress made, including all teacher assessment results/evidence where appropriate. More specific information will be given about individual subjects through liaison agreements and pastoral issues in liaison meetings. b) Liaison with the Lower School Prior attainment data (KS1 and Y4 test data) is sent by the Lower Schools electronically and visits are made by the Head of Y5 and our SENCO to compile a detailed account of all the (special) needs of the new intake cohort. Alongside all of this, Induction Day visits are organised in June for our Y8 and incoming Y5 pupils to visit their new schools. Lower School staff are invited to attend a Tea Party in the Autumn Term to discuss any transfer/individual pupil /general feed-back issues as they arise. Visits by staff across all phases are encouraged and take place throughout the year to support good practice and transfer of information and ideas. 5. The Assessment Process Assessment should be: a) Constructive, not destructive b) Developmental, not a static process c) Continuous, not just at the end of something giving no chance for improvement d) Reflective, bearing in mind the individual e) Diagnostic, leading to future teaching f) Consultative, where possible made in liaison with the pupil. 7

8 Assessment methods can include: a) Observation by the teacher. b) Recording of results through marks/grades occasionally referenced to N.C. criteria. c) Written classwork. d) Investigations / practical work. e) Consultation with other members of staff. f) Criterion-referenced tests. g) Verbal and written reports. h) Discussion / questioning. i) Standardised tests. j) Diagnostic tests. k) Pupil self-assessment. Each subject will have a scheme of work developed by the Head of Department which indicates how the N.C. Statutory Orders should be implemented. In addition to the overall aims and objectives, each document should include a section on assessment so that all staff teaching the subject are aware of the requirements. When pupils are following N.C. programmes of study they will be aware, in general terms, of what is expected of them. Each member of staff will keep a record of marks/grades given to the pupils taught. All work should be assessed in terms of predetermined criteria. Assessment should be positive - emphasising success and achievement. 6. Standardisation Each department is responsible for ensuring standardisation in all the assessments carried out. The following procedures should be in place. a) Occasional meetings to look at work and agree the assessment of it. b) Each Head of Department will annually examine a sample of work from selected classes and provide feedback to the teacher(s) concerned. c) A central record of results for each department should be developed and used to identify areas for development. 7. Analysis a) Whole School level The Core Curriculum Group analyses each set of the main results (prior attainment/sats/diagnostic tests) as they are available. These analyses will be used to set goals and targets for development as well as providing a check on various aspects of the school s teaching and organisation. b) Individual department level The diagnostic test/sat results are passed to the core subjects as soon as they are available for analysis. Each department is asked as part of its annual review for its comments on the recent results and any points for action. Similarly the other departments are asked to comment during their reviews on the progress made and the issues raised by recent assessments. c) Subject teacher level Subject teachers are encouraged to analyse results and to refine the teaching of any concepts that appear not to have been understood. They are also asked to use the results to set up priorities in the work planned for the class. Results will be used to identify and/or monitor pupils with SEN and may be included in the review and/or establishment of an IEP. 8

9 MARKING POLICY Aim To outline a consistent approach to the marking of pupils work, so that pupils value the marking system and understand how to respond to the marking process. The core aims of the marking of pupils work are: To provide opportunities to give praise and encouragement in order to show pupils that their work is valued and to motivate children in their work. To reinforce the standards of expectation. To enable children to recognise their strengths and weaknesses so that they recognise good work and learn from their mistakes. To help children to progress in their earning through the setting of challenging and achievable targets. To analyse how effective teaching has been and to inform planning. Marking includes: Dialogue between teacher and pupil Self and peer assessment Written feedback relating to the learning objective, recognising pupils achievements and providing an indication of the next steps in their learning. Displays of children s work to show the expected standard Time built into lessons for pupils to reflect on marking and to respond to it. Parents Parents will be involved in the feedback process each term when all pupil work will be sent home giving the parents an opportunity to look at their children s work and send in any comments. Monitoring Subject Leaders will monitor the practice of this policy through Book Monitoring exercises. SLT will monitor consistency of practice across the school through Pupil Work Scrutiny exercises. Conclusion Marking has the potential to be a powerful, manageable and useful on-going diagnostic record of pupils achievements that feeds into future planning. Marking has been found to be the most effective intervention promoting good achievement; there is direct correlation between high quality marking and improvement in pupils work. (Sutton Trust survey) It is also the most effective medium for providing feedback and motivation to pupils about their progress, future learning and, when appropriate, to communicate to learners the standard at which they are working. Marking Policy updated March 2016 by SIG 9

10 Marking and feedback processes 4. Book Marking Process Marking may be undertaken in the classroom with a pupil or group or by peer or selfassessment so that dialogue can take place and difficulties / misconceptions be dealt with promptly. A record of Lesson Objectives is kept. These may be written in the exercise books, pre-printed for the exercise books or displayed on a chart. Teachers should indicate clearly whether the Lesson Objective / Success Criteria has/have been met. Highlighter pens of traffic light colours should be used for this purpose. Books should be marked by the teacher at regular intervals at least every 2 weeks for multiple lesson subjects (at least every 4 weeks for other subjects) - to provide relevant feedback on pupil achievement of the Los. The marking stamp is to be used at each interval, showing the date marking took place. Different foci will apply to selected pieces of work at different marking intervals. In these cases, pupils should be clear what the marking focus will be. One predetermined focused piece of work (which can include assessments) of adequate length should be selected at each marking interval, and followed by the stamp. Written comments should be motivational i.e. a brief comment that praises an aspect of the work and a SMART target which either identifies a specific area for improvement e.g. a LO not achieved attracts a further question (refer to use of pink highlighter) or gives guidance on how to improve to the next level. Time should be allowed for pupils to reflect on, and where appropriate to respond to, teachers written comments. These areas for action should be highlighted in the exercise book with a post-it. General / repeated misconceptions should be addressed in a single comment e.g. repeated lack of punctuation, sub-standard presentation. Teachers should write legibly and model good practice. Markers will only use gradings alongside comments when marking enrichments or assessments. Marking Policy updated March 2016 by SIG 10

11 5. Spelling and grammar In any piece of work a limited number of words / errors should be identified for correction. Spellings should be corrected by the pupil copying the corrected word three times. Pupils should be encouraged to have a go and not be restricted by the need to spell all words correctly at the draft stage of a piece of writing. 6. Directory of marking symbols = indicates the pupil has used the wrong letter or case ~ indicates the pupil has used the wrong word / / indicates a paragraph omission P punctuation? indicates that the meaning is unclear Sp indicates an incorrect spelling ^ indicates missing word/words 7. Core presentation guidelines: Crossings out to be with one neat line Write the date and learning objective in full. Underline the date and learning objective with a ruler. Use sharp pencils/crayons for diagrams and drawings Use a ruler for drawing straight lines Marking Policy updated March 2016 by SIG 11

12 MONITORING AND EVALUATION POLICY Aims We aim for all children to have the best opportunities for high achievement through an accessible and relevant curriculum. A planned approach to monitoring and evaluation of teaching and the curriculum enables the school to: Find out about the quality of teaching and learning and the standards of achievement. Identify strengths and weaknesses. Identify areas for development and to take appropriate action. Ensure consistency in continuity and progression. Provide appropriate support and resources. Ensure the needs of all groups of children are addressed. Share good practice. Equal opportunities Equal opportunities are central to our work and through monitoring and evaluation we are intent on identifying trends and patterns in achievement that may prevent all groups from making progress. When assisting the curriculum particular attention is given to discussing data arising from statutory testing (SATs, baseline, school records) with particular reference to pupil premium, gender issues, ethnicity, special needs, summer born and attendance. The monitoring process Why? The purpose of the activity is to gather information and may be linked to the School Development Plan and Action Plans. A monitoring activity could take place at the request of a teacher who may wish for support in developing an area. What? The specific focus should be manageable for example, an aspect of a policy or scheme of work, a particular aspect of teaching, analysing SATs information or reviewing documentation. Who? Personnel involved could include any of the following: teachers, support staff, parents and governors. How? Monitoring should take second place to learning needs. Systems should first meet learning and teaching needs and then the question of how monitoring will take place needs to be considered, not the other way round. Methodology for monitoring could include looking at documents such as policies and schemes of work, baseline assessments, SATs, records, sampling of children s work, discussions with teachers and children, observation in the classroom, reviewing provision of resources, analysis of teacher planning and assessment. What is monitored? The curriculum Coverage, continuity and progression Use of resources Quality of Learning Teaching 12

13 Effectiveness in ensuring learning Classroom organisation Class control Ethos Children s progress Equal opportunities Teacher development Identifying strengths and weaknesses, and finding strategies for development for example, management, subject, general and personal. Anything else that needs checking! Personnel involved The Head and all teaching staff and governors are involved in monitoring and evaluation. The Head of Department monitors medium-term planning throughout the school for their own subject(s). The Headteacher monitors standards of teaching and learning by monitoring and reporting on benchmarking, standardised assessments, observing teaching, looking at children s work (including previous work, work produced during lesson and work on display). The Head of Department monitors standards of teaching and learning mainly by looking at children s work and by talking to teachers. They collect samples, look at displays and look at work produced by staff in moderation sessions. Limited classroom observation takes place together with advising other members of staff possibly during release time. The Head of Department manages resources including maintenance, storage and replacement within the confines of the allocated budget. The Headteacher monitors finance. The Headteacher and Heads of Department keep records of all monitoring undertaken. As a minimum these notes include the date, the activity, the area and class and any observations. Teachers monitor children s ongoing progress through target setting and through assessment. Monitoring by the SENCO is covered in the Special Needs Policy. Current procedures (See also Self Evaluation Poster) The School Development Plan is reviewed annually in the Spring Term to discuss progress and identify issues for the following year. The Senior Leadership Team meet weekly to review aspects of the School Development Plan. The Core Curriculum Group meet with the Head and Deputy termly to discuss progress towards meeting targets on curriculum action plans. Heads of Department monitor planning to ensure continuity and progression. They audit resources, sample work and lead policy review. Samples and records are kept in their file. 13

14 The Head and Deputy meet each Head of Department annually for a formal review of the department. The SENCO monitors individual and group IEPs together with the work of the Learning Support Assistants. In the Autumn the Core Curriculum Group set KS2 targets for the current Year 5. This is reviewed in the Summer term. Governors monitor the work of the school through visits. Their focus is agreed with co-ordinators and is linked to the School Development Plan. A detailed SATs analysis takes place in the Summer term. SATs results are compared with targets previously set. All teachers are involved in this process but the responsibility is with the Core Heads of Department. Ongoing school evaluation using OFSTED criteria. Evaluation and feedback Following an evaluation of the outcomes of the monitoring exercise areas of strengths and weaknesses are identified and any area for intervention or action is highlighted. The monitoring process is normally discussed at the Senior Leadership Team weekly meeting and feedback to staff will take place at the staff meetings where areas are discussed and appropriate action is agreed. Action and intervention This can include support for staff, provision for resources, further monitoring, provision of INSET courses, revision of policy or practice, sharing of good practice and ideas, revision of action plans and School Development Plan. Timing A timetable for monitoring which includes specific activities that happen on a termly or annual basis will be published at the beginning of each year. Ongoing pupil monitoring by teaching and support staff takes place on a day-to-day basis, often as part of the planning process. Subject curriculum monitoring takes places in Department meetings, at the end of the school day and during time-tabled non-contact time. 14

15 HOME-BASED ACTIVITIES POLICY (Previously the Enrichment policy) Purpose To improve the depth of understanding and the quality of the partnership between home and school. To make expectations about home-based activities clear to children, parents and other carers. To ensure a consistent approach throughout the school. Rationale Parkfields Middle School encourages parental involvement in home-school tasks and recognises the important role parents have in supporting their children's learning. As the home-based activities are considered to be manageable and of value, we hope that every effort will be made to encourage the children to complete the tasks given. A regular pattern of home-based activities is helpful to parents, children and teachers. Home-based activities are an important aspect of the educational experience. Home-based activities can bring the home and school closer together by facilitating parent understanding of topics taught at school. Aims To assist and improve learning and to raise individual achievement. To consolidate, reinforce and help to develop the skills and understandings gained in the classroom. To provide opportunities to acquire skills of independent learning, to develop selfdiscipline and responsibility and to enable each child to feel they can make a positive contribution to the development of their own learning by exploiting resources for learning beyond the school environment. To reinforce and supplement pupils' learning experiences. To develop children s writing skills. To develop an effective partnership between the teachers and parents/carers in pursuing the aims of the school. We intend to achieve our aims by: Setting appropriate tasks that will support, consolidate and develop learning in a variety of contexts. Providing activities that encourage parents and carers to work with their children. Informing parents of the regularity and expectation for each age range Rewarding children who demonstrate independence and self-discipline by completing tasks set to the expected standard and submitting these within the required time scale. Home-Based Activities Policy updated March 2016 by SIG 15

16 Responsibilities It is the pupils responsibility to complete home-based activities to the best of their ability and within the time frame. It is the teacher s responsibility to set suitable assignments in accordance with the agreed schedule and to ensure pupils receive adequate feedback on their work. We believe it is the parents /carers responsibility to support this aspect of the educational program through encouragement and involvement with their child and the school. On-going communication between teacher, pupil and parent/carer is essential for the success of the school programme. Home-based activities are most effective when supported by the parents/carers. This might mean assisting the child to carry out a task or it could involve checking to see that it has been completed. In addition, parents/carers might be able to assist their children as they carry out research using either reference books or information technology. As children get older, adult support should be reduced and children should be encouraged to study independently. Structure of Home-based Activities Pupils are expected to complete weekly Maths and English exercises to consolidate lesson work as well as spellings, learning tasks, revision, times tables Each half term pupils will complete an enrichment with a subject focus with an emphasis on (but not exclusively) research and extended writing. Length of writing task to be set at maximum of 2 sides of A4 Monitoring and Evaluation Parents/Carers will monitor the effectiveness of the policy through regular dialogue at parents evenings and informal meetings with teachers. Teachers and Governors will monitor the effectiveness of the policy on a regular basis through discussion at departmental and whole staff meetings and feedback in the Governors Curriculum Committee Meetings. The policy will be evaluated annually using feedback from the monitoring process and feedback from parents gained during Parent/Teacher consultation sessions. Task Marking Scheme The marking stamp will be used to acknowledge the pupil s successes and to outline areas for improvement / development Home-Based Activities Policy updated March 2016 by SIG 16