How many acronyms so far

1
How many acronyms so far?

• PPMs
• Pupil Progress Meetings

2
Nine out of ten schools that expressed a
preference..

• The single plan
• Pupil tracking systems
• A whole school approach to curriculum spotlights
• CPD around cross curricular issues
• A whole school approach to intervention
  strategies
• Implementation of the primary framework
• Pupil progress meetings
• Rigorous monitoring and evaluation systems
• The involvement of the governing body
• Involving parents

3
Nine out of ten schools that expressed a
preference..

• Pupil progress meetings
• Pupil tracking systems
• The single plan
• A whole school approach to curriculum spotlights
• CPD around cross curricular issues
• A whole school approach to intervention
  strategies
• Implementation of the primary framework
• Rigorous monitoring and evaluation systems
• The involvement of the governing body
• Involving parents

4
ISP priorities

• Raising attainment and accelerating progress
• Improving the quality of learning and teaching
• Developing the school as a professional learning
  community
• Pupil progress meetings

5
Spotlights groups of pupils/individuals who are
not making expected progress
Enables the school to identify where resources
need to be targeted
6
Enables the school to identify where resources
need to be targeted
Spotlights groups of pupils/individuals who are
not making expected progress
7
Be completed in time to inform the next Single
plan
Support teachers in developing strategies to
overcome barriers to learning
Be followed up with appropriate support and
rigour
Be well planned with a clear focussed agenda
Engage colleagues in professional dialogue
Hold teachers to account for the progress made by
their pupils
8
Where does a PPM start and finish?

• Assessment
• Evidence of accelerated progress
• POLLY and transition grids
• Pupil Numbers tracker

9
ActivitySupporting PPMs

• How could you organise things so that PPMs can
  happen twice a term?
• Who would be involved in PPMs in your school
  (leading and running)?
• What assessment information should be brought to
  the meeting to support the discussion?
• Do your current assessment procedures support
  this process?
• Which pupils should the discussion focus on?
• What would need to happen as a result of the
  discussion?

10
Pupil progress meetingsThe pupil voice

• What progress have I made?
• Am I on track to reach age related expectations?
• How is my teacher helping me with my learning
  (supporting my engagement with
  learning)?
• How is my learning being supported when I am
  learning in the whole class and a small group?

11
What would happen if..the tracking data
appears not to be based on secure teacher
assessment?

• Begin to use APP
• Plan for moderation across a range of evidence
  and contexts
• Refresh or introduce other AfL tools
• Focus on the progression strands and assessment
  questions from the Primary framework

12
What would happen if..the evidence for
childrens progress is very limited or
non-existent?

• Set clear expectations for what teachers should
  bring to the meeting in terms of gathered
  evidence
• Make sure that teachers are aware of the timeline
  well in advance, delegate SMT to remind of
  expectations

13
What would happen if.... a teacher has
identified a group of children who have not made
progress?

• Were the expectations for progress known to the
  teacher?
• Discussion around the barriers to learning
  inherent in the child
• Discussion around barriers to learning inherent
  in the teaching
• Establish peer coaching
• Seek support from consultants

14
What would happen if..CPD has not made an
impact in the classroom?

• How does the CPD link with priorities from the
  Single plan?
• How has the CPD been followed up?
• Was it clear that an outcome of the CPD would
  include an expectation of change that would
  impact on teaching and learning (IDP)?
• Has enough time been built in to allow reflection
  and action?
• Has coaching/the lesson study approach been used
  as a successful way of embedding CPD and
  impacting upon teaching?

15
What would happen if.... the staff do not
acknowledge ownership of the Single plan?

• Does the Single plan identify expectations for
  all staff?
• Has the single plan been read by all staff?
• Are the monitoring and evaluation aspects of the
  plan understood by all staff?
• Has the planned monitoring and evaluation been
  carried out and findings shared with individuals
  and whole staff?
• Have actions following the evaluation of an
  objective been carried out?

16
What would happen if....no progress has been
made against whole school spotlights?

• Have opportunities to teach against spotlights
  been identified in planning?
• Have cross-curricular opportunities to develop
  spotlights been taken up?
• Has subject knowledge around the spotlights been
  increased through CPD and support?
• Have intervention groups focussed on spotlights?

17
What would happen if....lesson observations
show that teaching is satisfactory rather than
good?

• Has support from Subject leader, consultants or
  specialist teachers been given?
• Have satisfactory teachers been paired with good
  or outstanding teachers for coaching or lesson
  studies?
• Is the teachers pedagogy in line with recent
  professional developments?
• talk for writing
• guided maths
• reasoning in maths
• teaching of early reading
• use of models and images
• Have the teachers accessed external CPD?
• Have the teachers attended internal CPD?
• Have links been made with other schools?
• Does the teacher understand that satisfactory
  teaching needs to improve?