marking, assessment, monitoring and reporting...

MARKING, ASSESSMENT, MONITORING AND REPORTING POLICY.

Draft May 2015

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


Draft May 2015


Draft May 2015

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


Draft May 2015

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


Draft May 2015

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.


Draft May 2015

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


Draft May 2015

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


Draft May 2015

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


Draft May 2015

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


Draft May 2015

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


Draft May 2015

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


Draft May 2015

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.


Draft May 2015

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


Draft May 2015

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


Draft May 2015

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.


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.


year (HoY).



not been successful. HoYs track progress of groups of pupils after

each AAA and report on progress at PDC.



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.


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


Draft May 2015

(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).



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.


year (HoY).

HoY gives a report on the progress of their year group in PDC

meetings.



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.


Draft May 2015

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.


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:


Draft May 2015

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.


Draft May 2015

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.

marking, assessment, monitoring and reporting...

Documents