POLICY FOR MONITORING STANDARDS, QUALITY

AND

SCHOOL IMPROVEMENT

Review Governor: Ms Andrea Evans

Subject Leaders: Debbie Eccles

Signed by Chair of Governors:

……………………………………………..

Date: Sept ‘16

Review Date: Sept ‘17

VICTORIA COMMUNITY PRIMARY SCHOOL

POLICY FOR MONITORING STANDARDS, QUALITY

AND SCHOOL IMPROVEMENT

What is Monitoring?

Monitoring should not be judgmental but should be the gathering of information about a plan or scheme within the school. Effective monitoring should lead to evaluation which in turn can lead to amending and developing schemes and plans in a useful way.

Monitoring is an essential feature of the management and leadership role in an effective school. It enables proper decisions to be made in relation to standards, quality and school improvement.

The Headteacher has the responsibility of ensuring that:

  • the standards the children achieve are as high as can be reached;
  • the school provides a good quality of education;
  • school improvement is the goal of everyone connected with the school.

In order to achieve these responsibilities the Headteacher supported by the School Leadership Team (Deputy Head, TLRs and core subject leaders) will establish systematic procedures that will inform regularly the management and leadership of the school about:

  • levels and trends in relation to the standards achieved;
  • the consistency, strengths, weaknesses and overall effectiveness of the quality of education provided;
  • the extent to which the school is on track to achieve its aims and targets of achievement,
  • the extent to which the school is on track to achieve the aims of the School Improvement Plan (SIP)

As a result of the information provided, governors and the school leadership team will take appropriate decisions and implement appropriate action to ensure that the school will fulfil its aims; achieve its targets; complete its priorities in the School Improvement Plan; achieve high standards; and provide a good quality of education to all of its children.

Purposes:

• To ensure the best possible standards of teaching and learning.

* To celebrate the success of staff and pupils

• To ensure that pupils progress and develop.

• To ensure the best possible standards of pupil performance.

• To ensure that the school provides a positive and pleasant learning environment.

• To ensure that school policies are observed and followed.

• To ensure that children have a positive attitude towards their work and that their

behaviour is good.

Principles:

• Monitoring and evaluation will involve the head teacher, all staff and governors.

• It will lead to action to raise standards.

• Everyone will be clear about his or her role in the process, and understand it.

• The system should be manageable, with clear criteria.

Strategies

Monitoring the work of the school will rely on using a combination of the following strategies (see monitoring timetable):

  • using comparative information from Wrexham LA and Welsh Assembly; the school's results and reports of previous years.
  • scrutinising children's work;
  • observing children's learning;
  • talking to children;
  • observing teachers' teaching;
  • analysing teachers' planning;
  • analysing responses to questionnaires;
  • discussions with parents and the local community;
  • analysing a range of assessment data
  • learning walks
  • sharing of reflective journals/good practice

Monitoring will take place at the following levels:

  • Governors
  • Headteacher
  • Deputy Headteacher
  • TLRs
  • Subject Leaders
  • Teachers
  • Teaching Assistants

What we will monitor:

1. Standards and progress in teaching and learning and, in particular, how effective

we are in meeting the requirements of the Quality Teaching and Learning Policy.

2. The learning environment.

3. The attitudes, behaviour and general discipline of the children.

4. The aims of the school and how we are achieving them.

5. The curriculum, assessment and record keeping.

Criteria

1. Standardsand Progress in Teaching and Learning and, in particular, how effective we are in meeting the requirements of the Quality Teaching and Learning Policy.

id term planning will be effective and show clear learning intentions, skills

development and success criteria.

  • The teaching will reflect these clear learning intentions, differentiation and high

expectations and be well paced.

A variety of teaching strategies, including the principles of ‘Effective

Learning’, visible learning and AfL will be used which are appropriate to the

learning objectives

The teaching will stimulate and engage the children.

Teachers will demonstrate a sound knowledge of the subject and pedagogy

Children will be given opportunities to develop independence in their learning.

The standard of work in children’s books, displays etc will indicate that progress

is being made.

Presentation of work will be of a high standard where appropriate.

The work will reflect the teacher’s high expectations.

  • The timetable is arranged to provide a balance of activities.
  • The timetable is arranged to maximise available support.
  • Pupils have opportunities for modelling, rehearsing, consolidating and transferring learned skills from one situation to another.
  • Pupils are involved in the setting of their individual targets.
  • Pupils have feedback about successes and suggestions for improvement.
  • Pupils reflect on their learning through various strategies, eg. DIRT

2. The learning environment (physical and emotional)

Displays will be innovative and imaginative and reflect the work which the

children areproud of, or work of a high standard.

* Displays will reflect the process of teaching and learning

  • Displays will be rich in vocabulary and may sometimes be bilingual and reflect the cultural diversity of the school.
  • Displays will be varied and, over time, consist of pictures and paintings, thewritten word and mathematical representations and may reflect all areas of the

curriculum.

Displays will sometimes be 3D.

Displays may include working displays that will provide a stimulus or reference

orcontain teaching points.

The classroom will be tidy and children will have an established routine of

keeping their own desks and areas tidy.

  • Resources are well labelled and easily accessible.
  • High quality resources are used to support learning.
  • Heating and lighting is comfortable.
  • There is adequate space for movement.
  • Furniture is arranged to best effect for different activities.
  • Stocks of materials and equipment are well maintained.
  • Pupils feel valued.
  • Opportunities exist for pupils to discuss personal and emotional issues.
  • Group cooperation is encouraged.
  • Adults act as role models for positive and desired behaviour.
  • Pupils have a voice.
  • Headteacher monitors the condition of the school building and grounds.

3. The attitudes, behaviour and general discipline of the children.

The children (and staff!) should display an enthusiastic attitude to learning.

The children should demonstrate the ability to stay on task for periods of time

appropriate to their age.

The children should demonstrate the ability to work co-operatively and

independently.

The children should enter and leave the hall quietly prior to and after assembly

and behave appropriately during assembly.

  • The behaviour policy is agreed, understood and implemented consistently by all staff.
  • Good to be Green strategy is followed consistently by all.
  • Behaviour problems are dealt with quickly and fairly.
  • A wide range of techniques are used to deal with behaviour issues.
  • Rules are communicated frequently to pupils, staff, parents and governors.
  • Rewards and sanctions are understood by all pupils and staff.
  • Pupils understand that staff have high expectations of them.
  • There is a collective responsibility for behaviour management.
  • Parents are fully involved in supporting pupils’ learning and positive behaviour.
  • Parents are routinely informed of their child’s good behaviour.

4. The aims of the school and how we are achieving them are communicated through:

  • Headteacher’s Report to Governors
  • Performance Management targets
  • School Improvement Plan
  • School Evaluation Document
  • Pupil data
  • School website/Facebook page
  • Class Dojo
  • Termly reviews with GwE
  • Target setting documents
  • Performance Management targets
  • Letters to parents
  • Policies
  • Prospectus
  • Staff Handbook

5. The curriculum, assessment and record keeping.

Planning will show that the statutory requirements of the Foundation Phase and

The Revised National Curriculum are met. Planning will also show Donaldson’s

principles are being addressed.

Planning will indicate that that literacy, numeracy and digital skills are being

delivered effectively.

Marking of children’s work will be in accordance with the school’s policy – it will

be thorough, meaningful and assist in future planning.

Formal assessments will indicate areas and rates of progress and also areas of

weakness that will assist in future planning. (Diagnostic tools)

A scrutiny of pupils’ work will:

a) reflect the teachers’ planning or mid-term planning

b) show evidence of individual progress

c) show that school policies on marking together with the individual subject

policies, schemes of work and guidelines are being followed

That pupils’ records are kept in accordance with school procedures and that these

are effective in indicating achievement.

  • Staff ensure samples of pupils’ work is kept in pupil profiles.
  • Core subject leaders will also compile learner profiles for moderation purposes.
  • All staff are involved with regular standardisation and moderation of pupils’ work.
  • All members of staff are responsible for tracking the progress of pupils.
  • Subject leaders are responsible for tracking trends in pupil performance of their own subjects and communicating findings to all staff.
  • All staff are responsible for promoting Assessment for Learning strategies in their classrooms.

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OVERVIEW OF MONITORING ARRANGEMENTS

What is to be monitored: / Who? / How/Focus / Criteria / Feeds into
Teaching and Learning / Headteacher
Deputy Headteacher
TLRs
Curriculum Leaders
Teaching Assistants / a) Lesson observation - whole school/departmental PM target
b) Monitor planning – mid term (reviewed every term) and weekly (evaluated every month) / Specific target is being met
Coverage of skills and clarity of lesson intentions
Evidence of Effective Learning
A new focus may be agreed in advance / Feedback to individual staff
SIP
CPD needs identification
Curriculum leaders give individual feedback and feedback in staff meeting and to Headteacher
PM reviews
Standards / Curriculum Leaders
Core curriculum leaders
Whole staff / Sampling children’s work
Samples from each class representing the three ability bands.
Analysis of test results
Standardisation of writing / Skills development
Objectives are being followed
SOW being followed
Evidence of Effective Learning
Marking policy adhered to
Progression
Differentiation
Challenge / Headteacher
Deputy
School Assessment file
INCERTS
Subject Leaders reports
GwE reports
Headteacher’s Report to Governors
Learning Environment / Headteacher
Deputy
Headteacher
Governors
Caretaker
All teachers / Examination of classroom environment during formal and informal lesson observations.
Examination of school displays.
Governor and Headteacher to examine the condition of buildings and decoration. / See targets in criteria 2 / Headteacher
Deputy
Feedback to individual teachers
Feedback to governors
Attitude to Learning/Behaviour / Headteacher
Deputy
All staff / Observed during formal and informal lesson observations.
Observed in how the children respond in assemblies and how they enter and
leave the hall.
PASS survey
Pupil questionnaires
Circle time
Playtime book
Good to be Green / School rules
Behaviour policy
Classroom rules / Headteacher
Parents
The School’s Aims / Headteacher
Deputy
Whole Governing Body
Year 6 staff
Core curriculum leaders / School Based Review – involves all staff and Governors
SEF
Meetings with individual staff to discuss how they feel they are meeting the
aims of the school.
Performance Management
Curriculum reviews
Input into SIP by all staff
Policy reviews
Target Setting
End of KS data analysis / 3 key questions
Performance Management targets
Roles as set out in job descriptions
Listing priorities for improvement
Improvements in achievement compared to previous, LA and National data / Headteacher’s Report
Governors
SEF and SIP
School Prospectus
Website
Curriculum, Assessment and Record Keeping / Deputy Head
Core curriculum Leaders / Through issues 1 and 2 above and
Analysis of formal assessments (SMT).
Sampling pupil ROAs in core subjects (Curriculum Leaders) / Headteacher’s Report
GwE
School Evaluation Document

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VictoriaCommunityPrimary School

Monitoring & Assessment Timetable 2017-18

Month/Year / Procedures
Sept / Whole school baseline assessments – spelling, tables, writing etc.
Basic skills, Catch-up, RWI, challenge groups and more able and talented pupils identified
All intervention groups identified and timetable of provision is established – inform and meet parents.
GWE projections 1
October / Individual target setting in core subjects
IEP review and establish new ones
CATs testing and analyse CATs data to inform in-house target setting
Parents’ Evening
Nov / Performance Management observations – Teachers
Foundation subject assessment (see timetable) and inputted into INCERTS
Cohort Target Setting – Year 1 - 6
Monitor books (English, Maths, Welsh & Science)
All year groups to sit a reading, proc & NR test paper*
GWE Visit 1 – Standards
GWE projections – Year 2 & 6
December / Ensure exemplar work in core subjects is put in ROA file or pupil profile
Headteacher’s Performance Management
INCERTS TARGET CHECK
January / Performance Management Observations – Teaching Assistants
February / Individual target setting in core subjects
Pupil progress meetings
Performance Management Review
All year groups to sit a reading, proc & NR test paper*
Monitor progress of intervention groups – looking at files, books, informal chats. Feedback to parents.
Parents’ Evening
March / Monitor planning
GWE Target Setting 3
GWE Visit 2 – Learning Walk
INCERTS TARGET CHECK
April / Ensure exemplar work in core subjects is put in ROA file or pupil profile.
Foundation subject assessment (see timetable) and inputted in to INCERTS
Analyse PASS data
May / Whole school testing including National Tests and in-house tests
Cluster Moderation Meetings – Year 6
Test results to be inputted on to individual tracking sheet
End of FP and KS2 assessments finalised and scores sent off.
Monitor planning
June / Monitoring of Pupils’ work: English, Maths, Science, Welsh, Geography, History, RE, Art/ DT
Monitor Pupils' Digital files/ICT work
Staff to fill in National Test Diagnostic sheets and analyse data to pass on to next class teacher
Monitor planning
Performance Management Observation 2
GWE visit 3 - Leadership
July / Annual reports sent home and parents’ evening if requested
Ensure exemplar work in core subjects is put in ROA files or pupil profiles
INCERTS Assessments
Pupil progress meetings
SLT monitor effectiveness of interventions
INCERTS TARGET CHECK

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