marking, assessment, monitoring and reporting...
TRANSCRIPT
MARKING, ASSESSMENT, MONITORING AND REPORTING POLICY.
Draft May 2015 Page 1
Croesyceiliog School
MARKING, ASSESSMENT,
MONITORING & REPORTING POLICY
Adopted by: Teaching, Learning & Achievement Committee
Date first adopted: 01/06/15 Review period: Every 3 years
Review/re-adoption date before: 01/06/18
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Stage 1. The pupil produces work
Overview. Pupil work takes a variety of forms, dependent on the subject. It
includes written work in exercise books; work in sketch pads;
drawings; models; performances; presentations; work kept in the
pupil’s area of the school intranet; work kept on the pupil’s personal
memory stick. It will include rough and draft work as well as final
pieces. Some pupil work will be formatively assessed, some will be
summatively assessed. Assessors include pupils themselves and
their peers as well as the teacher.
Stage 2. Pupil work is formatively assessed.
Overview. Formative assessment takes place throughout a lesson or a unit of
study, identifies strengths and weaknesses and gives guidance for
improvement and progress. A mark or grade is often not given. It is
different to summative assessment which typically happens at the
end of a sequence of lessons and where a mark or grade will be
awarded. Formative assessment may be done by the pupil (self
assessment in green pen), by peers (peer assessment in green pen)
or by the teacher. Teachers will employ many strategies to
formatively assess pupils’ skills and understanding. Marking pupil
work is one of them, but there are many others.
Stage 3. Pupil internalises feedback
Overview. Feedback must have impact and pupils must act on it. Pupils reflect
on their performance, learn from errors, correct them and embed the
correct version or habit.
Stage 4. Pupil embeds improvement in performance
Overview. Improvement must be sustained by replacing old habits with new,
better ones. Pupils adopt the corrections and advice given by their
teachers or peers and apply it consistently.
Stage 5. Summative Assessment takes place by teacher
Overview. Summative assessment evaluates pupils’ learning at the end of a
sequence of lessons, unit of work or module by comparing
performance against minimum target levels/grades (FFTD in Years
7-11 and ALIS in Years 12-13). A level (Years 7-9) or grade (Years
10-13) is usually awarded to each summative assessment. This is
done by the teacher and relates to success criteria which must be
shared with pupils in order for them to identify their areas of strength
and areas for development. Teachers track and monitor
performance in each summative assessment and compare each
performance with MTL/G (minimum target level/grade). Summative
assessments enable teachers to predict potential performance in
external examinations and at the end of Key Stage 3 and to
evaluate effectiveness of teaching methods and appropriateness of
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materials. They also motivate pupils by allowing them to experience
success and giving them the opportunity to improve and further their
own learning through the feedback they receive. Regular summative
assessments (typically 1 per half term for core subjects and 1 per
term for foundation subjects at KS3) are returned promptly (within 2
weeks) by the teacher. Pupils receive a summative level or grade
and good quality written feedback, linked to the success criteria,
which will inform future performance.
(External summative assessments and examinations take place
in Key Stages 3, 4 and 5. These take place under the
regulations defined by JCQ and the appropriate examination
board and are referred to in the Public Examinations section of
the School Handbook)
Stage 6. Grades or levels are collated by teacher and department
Overview. Summative assessment results are collated by the teacher,
according to departmental policy. These are then uploaded onto a
departmental tracking sheet (Excel or SIMs) for departmental
analysis. LNF tracker is regularly updated.
Stage 7. Grades or levels are compared to targets
Overview. Outcomes of summative assessments are compared by class
teachers, in the first instance, with MTL/G, in order to assess the
progress of individual pupils/groups of pupils in their class. Results
of summative assessments (and formative assessments) form the
basis of the termly AAAs. Spreadsheets are produced in SIMs after
each AAA for HoDs/TLR holders and HoYs so that
individual/group/whole class and whole cohort progress against
targets can be evaluated and appropriate interventions can be put in
place. Progress of LNF is compared with LNF targets.
Stage 8. Individual feedback to pupils through reports, school contact to
home, Progress Review meetings with form tutors
Overview. All pupils have at least 3 progress review meetings per year with
their form tutor in which current progress data is discussed and
compared with MTL/G in each subject and targets for improvement
are set. There are also 3 data snapshots per year for each year
group, in the form of AAA and full reports which inform pupils and
parents/carers of current progress, expected end of year/course
progress, coursework progress and attitudes to learning. Full reports
also outline areas for development in individual subjects and against
LNF strands (KS3). Further individual feedback can take many
forms (eg. phone call home from class teacher, HoD/TLR holder,
HoY, SLT link; letter home; note in planner; praise postcard etc).
Stage 9a. Additional support from teacher/intervention programme, etc.
Overview. Initial interventions are provided by the class teacher. Pupils may
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then be identified for additional support by the class teacher within a
particular subject. The nature of intervention will depend on the
subject.
Some pupils will be identified as needing additional support as they
are included on the SEN register for the school. The support and
interventions are described and explained on IEPs, as prepared by
the SEN department.
Additional interventions (eg one-to-one tutoring, support or
provision) may be provided for eFSM pupils, using the pupil
deprivation grant.
Pupils may be referred for an academic intervention; particularly for
numeracy or literacy. At KS3, the referral may be triggered by data
gathered by the KS3 coordinators in maths and English - for
example an NNRT result, reading test, Alfie test score etc. – and this
will result in a pupil being included in the relevant intervention
programme. At KS4 the referral may be triggered by data gathered
by class tests and performance in internal and/or external
examinations. These interventions are run by specialist teachers
within departments, and by the SEN department.
Stage 9b. Additional challenge through teacher/MAT intervention, etc.
Overview. Pupils may be identified as needing additional opportunities to
stretch and challenge them and some pupils are identified as MAT
by departments. The school’s MAT co-ordinator updates the MAT
register annually and provides a range of challenging extra-
curricular activities for all pupils.
Stage 10. Whole school analysis of performance of classes, cohorts,
departments, etc.
Overview. Analysis of performance of classes, cohorts and departments in
external examinations takes place within groups at all levels early in
Autumn term (SLT link meetings, ADC, PDC, KQ1 review meetings,
Comms/Training meetings, T, L & A committee) and at other points
during the year (eg. following publication of core data sets and
categorisation data).
Stage 11. Evaluation of performance. Planning for improvement.
Overview. Rigorous evaluation and planning for improvement take place at all
levels across the school, according to the self-evaluation framework.
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Stage 1. The pupil produces work
Overview. Pupil work takes a variety of forms, dependent on the subject. It
includes written work in exercise books; work in sketch pads;
drawings; models; performances; presentations; work kept in the
pupil’s area of the school intranet; work kept on the pupil’s personal
memory stick. It will include rough and draft work as well as final
pieces. Some pupil work will be formatively assessed, some will be
summatively assessed. Assessors include pupils themselves and
their peers as well as the teacher.
Expectations
of class
teacher.
Instructions about the form and success criteria of a piece of work
are clearly given, including modelling, differentiation and support as
appropriate to the group of pupils. Teachers make use of resources
such as the school’s literacy and numeracy toolkit to ensure a
consistent approach across subjects. Deadlines are realistic and
clearly communicated to pupils.
Expectations
of pupil.
Work is completed in the time allowed in class or at home. Pupils bring the appropriate equipment to their lessons. Pupils apply themselves and endeavour to produce the best work that they can.
Pupils have ownership of their work and are responsible for its
quality and safe-keeping, including work in exercise books and
cloud-based work or work stored remotely on sticks. Pupils are
responsible for handing work in to be marked or re-marked by the
deadlines set.
Expectations
of parent/
carer.
Parents/ carers take an interest in the variety of work that pupils are
doing in class and as homework. They ensure that pupils have the
equipment they require to complete the tasks that they are given in
class and as homework. They oversee the completion of homework,
and regularly check pupils’ exercise books and planners.
Stage 2. Pupil work is formatively assessed.
Overview. Formative assessment takes place throughout a lesson or a unit of
study, identifies strengths and weaknesses and gives guidance for
improvement and progress. A mark or grade is often not given. It is
different to summative assessment which typically happens at the
end of a sequence of lessons and where a mark or grade will be
awarded. Formative assessment may be done by the pupil (self
assessment in green pen), by peers (peer assessment in green pen)
or by the teacher. Teachers will employ many strategies to
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formatively assess pupils’ skills and understanding. Marking pupil
work is one of them, but there are many others.
School expectations of the frequency of marking for formative
assessment:
* Formative assessment by the teacher using methods other than
marking takes place every lesson.
School expectations of literacy marking:
The school literacy marking policy is applied by all teachers
consistently across subjects. The policy is applied in line with departmental guidelines for frequency, the selection of the actual tasks to which it is applied, and the specific literacy focus each time.
KS3 Per half term
Marked by
teacher*
Peer
assessment
Self
assessment
Core subjects 2 2 2
Foundation
subjects
1 1 1
Expectations
of class
teacher.
Formative assessment is a feature of lesson planning. It informs
each teacher’s current provision and future planning for each pupil.
A variety of methods is used which may include: oral questioning,
exit tickets, traffic lights/ thumbs, mini white boards (there are many
possibilities). The teacher assesses the progress/ understanding of
each pupil.
One method of formative assessment is marking pupil work and
giving helpful feedback. Teachers mark work in line with school and
departmental guidelines for frequency. Feedback is detailed and
helpful; it guides pupils on what has been done well and how to
improve. One way to do this is to identify What Went Well (WWW)
and Even Better If (EBI). Departments will adopt their preferred
method. A dialogue is developed with the pupil about their work
through formative marking. Quality of feedback is more important
than quantity: feedback must have impact. In literacy-rich subjects
teachers will mark draft work formatively.
All teachers are teachers of literacy and numeracy. They follow the
school’s literacy marking policy (applied according to departmental
guidelines).
Expectations
of pupil.
Pupils apply self assessment strategies before they hand in a piece
of work for marking. These will include proof-reading, and checking
against success criteria.
Pupils take an active role in peer assessment, including having work
ready to be used for this purpose, and actively participate in
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assessing the work of others.
Expectations
of head of
department
(HoD/TLR
holder).
HoD/TLR holders will monitor the process by completing regular
book surveys and/or lesson observations which will be recorded via online self-evaluation tool BlueSky. Any areas for development
(AfDs) will be addressed by relevant actions, e.g contact with pupil and/or parent, department meetings.
Stage 3. Pupil internalises feedback
Overview. Feedback must have impact and pupils must act on it. Pupils reflect
on their performance, learn from errors, correct them and embed the
correct version or habit.
Expectations
of class
teacher.
Opportunities are provided for reflection and response by pupils to
feedback given. This will include starters and plenaries, reflection
lessons etc.
Expectations
of pupil.
Pupils routinely correct errors that are highlighted in marked work.
This is a habit and pupils use homework time as well as reflection
lessons. Pupils respond to advice and observations by the teacher
to their classwork and homework, creating a two-way dialogue about
progress. Pupils embed the advice given by their teachers, and
apply it to improve their work.
Expectations
of parent/
carer.
Parents/ carers help pupils at home by sharing and discussing
teacher feedback in pupil books. Parents/ carers support pupils in
achieving progress and improvement. This may include testing
spelling or times tables at home, providing extra research materials
such as books or access to the internet.
Expectations
of head of
department
(HoD/TLR
holder).
HoDs/TLR holders will monitor the process by completing regular
book surveys and/or lesson observations which will be recorded via online self-evaluation tool BlueSky. Any areas for development (AfDs) will be addressed by relevant actions, e.g contact with pupil
and/or parent, department meetings.
Stage 4. Pupil embeds improvement in performance
Overview. Improvement must be sustained by replacing old habits with new,
better ones. Pupils adopt the corrections and advice given by their
teachers or peers and apply it consistently.
Expectations
of class
teacher.
Improvements are validated by the teacher through the marking of
redrafts and other in-class methods, in line with departmental
policies. Teacher validation may focus more narrowly on certain
aspects of the pupil’s work at this stage.
Expectations
of pupil.
Pupils redraft work taking account of previous teacher feedback.
Pupils engage each other, their parents/ carers and other help in
making and securing improvements to their performance.
Expectations Parents/ carers support pupils in sustaining progress and
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of parent/
carer.
improvement. This may include regular informal testing at home,
providing extra research materials such as books or access to the
internet.
Expectations
of head of
department
(HoD/TLR
holder).
HoDs/TLR holders will monitor the process by completing regular book surveys and/or lesson observations which will be recorded via
online self-evaluation tool BlueSky. Any areas for development (AfDs) will be addressed by relevant actions, e.g contact with pupil and/or parent, department meetings.
Stage 5. Summative Assessment takes place by teacher
Overview. Summative assessment evaluates pupils’ learning at the end of a
sequence of lessons, unit of work or module by comparing
performance against minimum target levels/grades (FFTD in Years
7-11 and ALIS in Years 12-13). A level (Years 7-9) or grade (Years
10-13) is usually awarded to each summative assessment. This is
done by the teacher and relates to success criteria which must be
shared with pupils in order for them to identify their areas of strength
and areas for development. Teachers track and monitor
performance in each summative assessment and compare each
performance with MTL/G (minimum target level/grade). Summative
assessments enable teachers to predict potential performance in
external examinations and at the end of Key Stage 3 and to
evaluate effectiveness of teaching methods and appropriateness of
materials. They also motivate pupils by allowing them to experience
success and giving them the opportunity to improve and further their
own learning through the feedback they receive. Regular summative
assessments (typically 1 per half term for core subjects and 1 per
term for foundation subjects at KS3) are returned promptly (within 2
weeks) by the teacher. Pupils receive a summative level or grade
and good quality written feedback, linked to the success criteria,
which will inform future performance.
(External summative assessments and examinations take place
in Key Stages 3, 4 and 5. These take place under the
regulations defined by JCQ and the appropriate examination
board and are referred to in the Public Examinations section of
the School Handbook)
Expectations
of class
teacher.
Summative assessments are written into schemes of learning and
designed to effectively assess pupils’
knowledge/understanding/application of skills taught in the
preceding sequence of lessons. Prior to the summative assessment,
the teacher provides pupils with opportunities to practise answering
the style of questions/tasks that they will be given in the summative
assessment. These will be assessed formatively in order to help
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pupils maximise their performance in the summative assessment.
When marking the summative assessment, specific, agreed success
criteria, linked to levels or grades, are used by the teacher to
allocate a summative level or grade to the assessment. Good quality
written feedback, linked to the success criteria, is given to pupils in
order to inform future performance.
Expectations
of pupil.
Pupils prepare for their summative assessments independently at
home as well as practising formatively in class. They practise
answering the style of questions/tasks that they will be given in the
summative assessment. These will be assessed formatively in order
to help them maximise their performance in the summative
assessment.
Expectations
of parent/
carer.
Parents/carers receive 3 AAAs (Achievement, attendance and
attitudes to learning) per year which inform them of their child’s
current performance and expected end of year/course performance,
based on summative assessments as well as formative
assessments. Parents/carers discuss performance in each subject
with their child/ren and support them in making progress and
improvement. Parents contact HoY or HoD/TLR holder if they have
any concerns regarding performance and may arrange to meet
individual teachers if necessary.
Expectations
of head of
department
(HoD/TLR
holder).
HoDs/TLR holders ensure that effective summative assessments
are written into all schemes of learning and that all class teachers
sufficiently prepare pupils for these assessments. HoDs/TLR holders
also ensure that moderation of summative assessments, involving
all members of departments, takes place in order to ensure
consistency of assessment across the department. Any concerns
must be addressed by the HoD/TLR holder and shared with SLT line
manager, if necessary.
Expectations
of head of
year (HoY).
HoY to liaise with HoD/TLR holder as appropriate and may contact
parents/carers.
Expectations
of Assistant
Head, head of
key stage.
Concerns raised by HoD/TLR holder in link meetings are addressed
by AH through advice, support or intervention, as appropriate.
Stage 6. Grades or levels are collated by teacher and department
Overview. Summative assessment results are collated by the teacher,
according to departmental policy. These are then uploaded onto a
departmental tracking sheet (Excel or SIMs) for departmental
analysis. LNF tracker is regularly updated.
Expectations Individual performance, in terms of grades or levels, is shared with
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of class
teacher.
the pupil. Teacher keeps a record of summative assessment marks
in order to evaluate performance of the whole class, individual pupils
and groups of pupils. These results are also used to evaluate
effectiveness of teaching approaches/strategies/resources and the
teacher reviews these where necessary. LNF tracker is regularly
updated and deadlines are met. Best practice is shared with
colleagues in departmental meetings.
Expectations
of pupil.
The pupil reads the feedback and takes an active role in engaging
with the success criteria and evaluating how to improve future
performance.
Expectations
of parent/
carer.
Parents/carers support pupils in making progress and improvement.
Expectations
of head of
department
(HoD/TLR
holder).
HoDs/TLR holders ensure that deadlines for collating levels/grades
are met by individual class teachers. They compare results across
different teaching groups and address any anomalies. Any concerns
must be addressed by the HoD/TLR holder and shared with SLT line
manager, if necessary.
Expectations
of Assistant
Head, head of
key stage.
Concerns raised by HoD/TLR holder in link meetings are addressed
by AH through advice, support or intervention, as appropriate.
Stage 7. Grades or levels are compared to targets
Overview. Outcomes of summative assessments are compared by class
teachers, in the first instance, with MTL/G, in order to assess the
progress of individual pupils/groups of pupils in their class. Results
of summative assessments (and formative assessments) form the
basis of the termly AAAs. Spreadsheets are produced in SIMs after
each AAA for HoDs/TLR holders and HoYs so that
individual/group/whole class and whole cohort progress against
targets can be evaluated and appropriate interventions can be put in
place. Progress of LNF is compared with LNF targets.
Expectations
of class
teacher.
Class teachers verify whether pupils are making expected progress.
They keep reliable information about the progress made by each
pupil (marks, folder of work etc) over the year and compare progress
with MTL/G.
They speak to pupils individually about their progress compared with
their MTL/G. They may contact parents/carers regarding lack of
progress or improved/excellent progress.
They inform the HoD/TLR holder if they identify a problem (either for
individual pupils/groups of pupils).
They inform the SENCo if there is a possibility that a child might
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have special educational needs and liaise with him/her if a child has
an Individual Education Plan (IEP).
Expectations
of pupil.
Pupils compare their current performance with MTL/G and take an
active role in maintaining/improving their performance in subsequent
summative assessments.
Expectations
of parent/
carer.
Parents/carers support pupils at home by discussing performance in
summative assessments with MTL/G and supporting them in
maintaining/improving their performance.
Expectations
of head of
department
(HoD/TLR
holder).
HoDs/TLR holders provide guidance and support to colleagues.
They provide exemplar material to illustrate different levels at KS3,
different grades at KS4 and KS5, organise departmental moderation
and ensure that progress data from their department is uploaded by
the deadline.
They advise colleagues on agreed methods of tracking and
monitoring progress and on strategies for raising achievement and
addressing under-performance. They ensure that class teachers are
following departmental procedures eg alerting parents if under-
performance is likely to jeopardise examination results.
They discuss concerns about individuals/groups of pupils with their
SLT line manager in fortnightly SLT link meetings.
They track, monitor and evaluate overall pupil performance across
the department; including tracking progress of identified groups of
learners (e.g. boys, LAC, SEN, eFSM, MAT) and share their findings
with their colleagues in departmental meetings and in SLT link
meetings.
Form tutors or
key workers
Form tutors or key workers coach “Vital Few” pupils (5 per form
tutor/key worker) in form tutor time and progress review meetings to
ensure that their progress improves during the year.
Expectations
of head of
year (HoY).
All HoYs (Years 7-13) identify “Vital Few” pupils in their year group
who are at risk of underperforming in 3 or more subjects from the
first AAA in the Autumn term (by comparing levels/grades to MTL/G,
attendance, eFSM status and contextual details used as criteria).
Progress is monitored and targets are set and reviewed after each
AAA.
HoYs oversee form tutors or key workers who coach these pupils (5
per form tutor/key worker) in form tutor time and progress review
meetings to ensure that their progress improves during the year.
HoYs provide a 'back-up' system for cases of under-achievement
where departmental procedures have failed to ensure that progress
is made.
They intervene if under-achievement occurs across a significant
number of subjects, arises from consistent poor attitude/behaviour
or arises from poor attendance.
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Expectations
of Assistant
Head, head of
key stage.
AH Progress (KS4) meets fortnightly with Heads of Core subjects to
discuss Y11 pupils who are working below their minimum target
grade (MTG) in core subjects and co-ordinate interventions to
maximise the number of pupils who will gain Level 2 including
English and Maths and CSI. AH Progress (KS4) also meets with
HoY10 and HoY11 to discuss concerns regarding under-
performance of individual pupils and to plan appropriate
interventions (contacting parents, change of class, change of
subject, pupil improvement report etc).
AH Progress (KS3) meets with core subject KS3 TLR holders after
each AAA to discuss Year 9 pupils who are working below their
MTLs in core subjects and co-ordinate interventions to maximise the
number of pupils who achieve CSI Level 5+ performance indicator.
Stage 8. Individual feedback to pupils through reports, school contact to
home, Progress Review meetings with form tutors
Overview. All pupils have at least 3 progress review meetings per year with
their form tutor in which current progress data is discussed and
compared with MTL/G in each subject and targets for improvement
are set. There are also 3 data snapshots per year for each year
group, in the form of AAA and full reports which inform pupils and
parents/carers of current progress, expected end of year/course
progress, coursework progress and attitudes to learning. Full reports
also outline areas for development in individual subjects and against
LNF strands (KS3). Further individual feedback can take many
forms (eg. phone call home from class teacher, HoD/TLR holder,
HoY, SLT link; letter home; note in planner; praise postcard etc).
Expectations of class teacher.
Class teacher completes all AAAs and full reports, following whole
school procedures and meeting deadlines as defined in the
assessment calendar. Further individual feedback (phonecalls,
letters, praise postcards etc) is the responsibility of the class teacher
and should be employed as and when appropriate, in order to
celebrate achievement as well as address under-achievement.
Expectations
of pupil.
The pupil actively engages with their AAA, full report and any other
communication from school. They respond to teachers’ and form
tutors’ observations and advice, set and review targets which will
support them in improving their own learning and performance.
Expectations of parent/ carer.
Parents/carers discuss progress and attitudes to learning as outlined
on AAAs and targets for development as outlined on reports.
Parents/carers support pupils in achieving progress and
improvement. They support the school by engaging with
communications from class teachers/form tutors/HoD/TLR
holders/HoYs and work with the school and the pupil to help them
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improve and progress.
Expectations
of head of department
(HoD/TLR holder).
The HoD/TLR holder supports class teachers in communicating with
parents/carers and may contact parents/carers directly if the class
teacher does not have an effective response. The HoD/TLR holder
monitors quality of individual feedback by analysing performance
after each AAA and sampling reports.
Expectations of head of
year (HoY).
The HoY assists the HoD/TLR holder in communicating with
parents/carers if efforts by HoD/TLR holder and class teacher have
not been successful.
Expectations of Assistant
Head, head of key stage.
The AH of the key stage may intervene if all other efforts have been
unsuccessful. AH (KS3 and 4) provides all form tutors with the
resources to complete progress review meetings and ensures that
all form tutors and class teachers are trained to access and analyse
the data they require in SIMs.
Stage 9a. Additional support from teacher/intervention programme, etc.
Overview. Initial interventions are provided by the class teacher. Pupils may
then be identified for additional support by the class teacher within a
particular subject. The nature of intervention will depend on the
subject.
Some pupils will be identified as needing additional support as they
are included on the SEN register for the school. The support and
interventions are described and explained on IEPs, as prepared by
the SEN department.
Additional interventions (eg one-to-one tutoring, support or
provision) may be provided for eFSM pupils, using the pupil
deprivation grant.
Pupils may be referred for an academic intervention; particularly for
numeracy or literacy. At KS3, the referral may be triggered by data
gathered by the KS3 coordinators in maths and English - for
example an NNRT result, reading test, Alfie test score etc. – and this
will result in a pupil being included in the relevant intervention
programme. At KS4 the referral may be triggered by data gathered
by class tests and performance in internal and/or external
examinations. These interventions are run by specialist teachers
within departments, and by the SEN department.
Expectations of class
teacher.
Class teachers read and check all documentation relating to pupils
in their teaching classes. Particular reference should be made to
IEPs prepared by the SEN department. Lesson planning and related
resources take account of the needs of all pupils and lessons must
be adapted and differentiated accordingly. Teachers plan for the
effective use of LSA support if available.
Class teachers engage with parents if pupils do not respond to this
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level of support.
Class teachers also inform the HoD/TLR holder if a pupil does not
engage with a planned intervention.
Expectations of pupil.
Pupils actively engage in any intervention programme. They attend
all sessions and complete any follow-up work.
Expectations of parent/
carer.
Parents/carers support pupils at home by discussing any
interventions and encouraging the completion of any follow-up
activities.
Expectations of head of
department (HoD/TLR
holder).
The HoD/TLR holder supports class teachers and ensures
department guidance is relevant. Schemes of learning refer to
strategies for differentiation. Book surveys and reviews of schemes
of learning are used for self-evaluation and quality assurance. The
HoD/TLR holder may also liaise with the SENCo. Parents are
contacted if there are on-going issues with pupil engagement with
support interventions.
Expectations of head of
year (HoY).
The HoY assists the HoD/TLR holder in communicating with
parents/carers if efforts by HoD/TLR holder and class teacher have
not been successful. HoYs track progress of groups of pupils after
each AAA and report on progress at PDC.
Expectations of Assistant
Head, head of key stage.
The AH of the key stage may intervene if all other efforts have been
unsuccessful.
Stage 9b. Additional challenge through teacher/MAT intervention, etc.
Overview. Pupils may be identified as needing additional opportunities to
stretch and challenge them and some pupils are identified as MAT
by departments. The school’s MAT co-ordinator updates the MAT
register annually and provides a range of challenging extra-
curricular activities for all pupils.
Expectations
of class teacher.
All pupils are given the opportunity to complete challenging/
extension activities as part of their classwork and homework which
allows them to make and demonstrate progress/better than
expected progress. Pupils identified as MAT are given specific
tasks that allow them to access the highest levels/grades.
Expectations of pupil.
Pupils actively engage in any extension work and complete all work
as directed. They should also be given opportunities to apply new
skills and knowledge in different contexts.
Expectations of parent/
carer.
Parents/ carers support pupils at home by discussing extension
work and encouraging the completion of any activities.
Expectations of head of
department
The HoD/TLR holder supports class teachers and ensures additional
challenge is built in to all schemes of learning and lesson planning.
They ensure that their department is supporting the work of the MAT
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(HoD/TLR holder).
co-ordinator. Book surveys and reviews of schemes of work may be
used for self-evaluation and quality assurance.
Expectations of head of year (HoY).
The HoY assists the HoD/TLR holder in communicating with
parents/carers if efforts by HoD/TLR holder and class teacher have
not been successful. HoYs track progress of groups of pupils after
each AAA and report on progress at PDC. They acknowledge
achievement (eg. letter home, praise postcard or reward assembly).
Expectations
of Assistant Head, head of key stage.
AH reviews MAT provision with the school MAT co-ordinator at the
end of the academic year and they formulate plans to address areas
for development.
Stage 10. Whole school analysis of performance of classes, cohorts,
departments, etc.
Overview. Analysis of performance of classes, cohorts and departments in
external examinations takes place within groups at all levels early in
Autumn term (SLT link meetings, ADC, PDC, KQ1 review meetings,
Comms/Training meetings, T, L & A committee) and at other points
during the year (eg. following publication of core data sets and
categorisation data).
Expectations of class
teacher.
Class teacher analyses performance of their classes and feeds back
to HoD/TLR holder, with particular emphasis on examination
classes, using whole school feedback templates, early in Autumn
term. Explanations regarding under/over performance of individuals
is given.
Expectations
of head of department (HoD).
HoD/TLR holder uses this information to inform their analysis of
performance across the department as a whole. This is shared at
departmental meeting before they feed back to SLT link on progress
of classes/whole cohorts in SLT link meetings.
HoDs/TLR holders lead completion of departmental KQ1 (standards)
and review this with SLT link, DH (curriculum) and HT early in
Autumn term.
Expectations of head of
year (HoY).
HoY gives a report on the progress of their year group in PDC
meetings.
Expectations of Assistant
Head, head of key stage.
AHs feedback on performance of year groups (particularly Y9, Y11,
Y12 and Y13) to ADC, SLT and governors’ T, L& A committee after
each AAA. Detailed feedback on performance of external
examination cohorts to whole staff and governors takes place in
September.
AHs feedback on performance of Y9 and Y11 in comparison with
other similar schools through sharing core data sets with SLT, ADC,
whole staff in Comms/Training meeting and governors’ T, L & A
committee following publication of core data sets.
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AH(KS3) feeds back on performance of Y7,8 and 9 to SLT, whole staff in Comms/Training meeting and governors' T,L&A committee following the publication of the NNRT results.
Stage 11. Evaluation of performance. Planning for improvement.
Overview. Rigorous evaluation and planning for improvement take place at all
levels across the school, according to the self-evaluation framework.
Expectations
of class teacher.
Class teacher actively engages in departmental discussions
regarding evaluation of performance and in employing strategies to
ensure continuous improvement. Class teacher contributes to
completion of departmental self-evaluation review and departmental
development plan.
Expectations
of head of department
(HoD).
Departmental self-evaluation (eg. KQ1, KQ2) is completed by
deadlines and feed into whole school self-evaluation review and
whole school and departmental development plans.
Expectations of head of
year (HoY).
HoY shares best practice in strategies to evaluate and improve the
success of progress review techniques and form tutor coaching in
PDC.
HoY reviews performance of year group in YIP and reviews this with
AH and DH (pastoral) early in Autumn term.
YIPs feed into whole school self-evaluation review and future whole
school and year group development plans.
Expectations of Assistant Head, head of
key stage.
AH supports HoY in completion and regular reviews of YIP (as
defined in whole school self-evaluation framework) and in identifying
areas for development for future YIPs. Link SLT members support
HoDs/TLR holders in completion and review of the self-evaluation
review and departmental development plan and in identifying areas
for development for future departmental development plans. These
are reviewed and updated at regular intervals throughout the year,
according to the self-evaluation framework.
Appendix 1:
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The following symbols will be used to mark literacy errors in pupils’ work:
Text Mark Abbreviation in the
margin
Meaning
o Sp Spelling error. Find the correct spelling. Write it out
once in the margin, and twice at the back of your book.
o P Punctuation error. Check full stops, commas,
apostrophes, question or exclamation marks.
o C Check capital letters.
o Gr Grammar error. Check parts of speech such as verb
agreements, prepositions etc.
~~~~~ Exp Expression is unclear, awkward or does not make
sense. Rephrasing is required.
// NP New paragraph needed.
^^ M Missing word(s).
U Underlining needed/ recommended. Use a ruler.
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Expectations of class teacher.
Errors of literacy are drawn to the attention of the pupil using the agreed school coding. Mistakes are not corrected for the pupil. Time is usually given in lessons to make corrections
and resources such as dictionaries are made available. The teacher checks that corrections have been made by the
pupil. Departmental guidelines about frequency of literacy marking and type of error (including guidance regarding differentiation for low ability, ALN or MAT learners)
highlighted in a particular piece of work are followed.
Expectations of pupils.
Pupils proof-read their written work before handing it to their teacher for marking, to minimise errors. Pupils correct all
errors highlighted and coded by their teacher. They correct all spelling errors in the margin of their work and twice at the
back of their book. Other errors are corrected within the body of the work, where the error occurred. It is helpful if the corrections are done in a different colour pen to allow for
checking by the teacher or peers. Pupils learn the corrected versions of their errors and endeavour to avoid these in
future work.
Expectations of parents/ carer.
Parents/ carers help pupils to proof-read their writing before they hand it in for marking, to minimise errors. Parents/ carers help pupils to learn from their literacy errors, eg. by
helping them to learn common spelling errors or by helping them with grammatical accuracy.
Expectations of head
of department (HoD/ TLR holder).
There is an agreed departmental policy for the frequency of
marking for literacy and for the types of errors that are addressed in specific pieces of work. There is no requirement to address all literacy errors in every piece of
written work. Departments decide what is appropriate in their subject, and teachers follow departmental guidelines.
Resources are provided, such as dictionaries or specific coloured pens, to ensure that pupils can make the corrections themselves.