How do we monitor our impact and effectiveness?

The school's Policy and Practice
Monitoring 2016-2017
Our Annual Timetable

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Our Aims...

To ensure that:

  • all pupils have access to the same quality of delivery and content of the curriculum.
  • the curriculum is delivered in terms of the Early Learning Goals, the National Curriculum and the school’s Teaching & Learning Policy and other policies and guidelines.
  • all aspects of the curriculum are covered with continuity, through each Key Stage and Phase of the school.
  • evaluation of learning, teaching and the curriculum take place to inform the School Development Planning process and budget allocation in order that improvements can be planned and implemented.
  • Senior Management and Subject Leaders/Responsibility Holders can evaluate the quality of teaching and learning.
  • Monitoring informs professional development.

Our Principles...

  • Monitoring will be done initially by the Head, Deputy, & middle leaders but will ultimately involve everybody in the school environment.
  • The Head, Deputy & middle leaders will carry out the monitoring of the delivery of the curriculum in terms of the Teaching & Learning Policy. This will include 1. drop-in sessions, 2. formal lesson observations, 3. scrutiny of planning & 4. scrutiny of children’s work, 5. conversations with pupils, and 6i and 6ii. surveys of both parents and pupils.
  • Subject Leaders will carry out the monitoring of specific subject areas in accordance with a schedule submitted during the previous term and agreed by the leadership team.
  • The monitoring programme will be agreed at the beginning of the academic year and a detailed schedule will be produced and circulated.
  • Staff will know who is monitoring them, will be given appropriate notice for formal lesson observations and will have an agreed focus and will be familiar with the agreed format for monitoring and feedback (see Implementation).

Review and Resources...

  • There will be a termly evaluation of all monitoring by the Leadership Team.
  • There will be an annual evaluation of the programme.

 

  • The budget will take account of the non-contact time for middle leaders and subject co-ordinators to undertake monitoring as detailed in the SIP.

Implementation of the Policy...

  • Monitoring is the process by which information is gathered and analysed in order to determine progress or success. In its broadest sense, it occurs daily by all teachers and managers on an informal basis. More recently monitoring has become formalised both within schools and from outside assessors and is matched against previously agreed criteria.

    This document aims to clarify:

    • the agreed code of conduct for the various forms of monitoring
    • what forms of monitoring will occur
    • against what criteria they will be referenced
    • by whom they will be conducted
    • how they will be reported
    • how frequently they will be conducted

Why Monitor..?

  • The purpose of monitoring is to find areas where good practice is observed and can be shared with all staff to promote the higher achievement of all children. It should be seen as constructive evaluation of teaching and learning in the classroom and should aim to develop a variety of exciting, challenging teaching and learning strategies.

Our Agreed Codes of Conduct...

 

Agreed Code of Conduct for Drop-in Sessions

Teachers are to be made aware of the no notice drop-in protocol

Teachers are to know the monitor except in case of NLE intervention

Drop in sessions can pick up on any focus although this may be SDP linked

Feedback to be given in verbal form within one day and in writing within one day then stored in ‘Green File’

Agreed Code of Conduct for Formal Lesson Observations 

Teachers are to be given an appropriate period of notice

Teachers are to know who is to monitor them

Monitoring is to have a stated focus (SDP linked)

Teachers are to ensure planning is available to person monitoring

Feedback to be given in verbal form within one day and in writing within one week then stored in Green File

Feedback to be written on appropriate standard form for the school

Feedback to remain confidential between the parties involved and the HT/Performance Management Team Leader

Any relevant marking from observed lesson to be available for person monitoring to see within two days

Agreed Code of Conduct for Scrutiny of Planning

Teachers are to have planning available upon 1 weeks’ notice

Planning is to be monitored as soon as possible

Planning is to be available to subject co-ordinators/ middle leaders as part of monitoring process

Feedback, where written, is to be completed on appropriate standard form for the school

Feedback to remain confidential between the parties involved and the HT/ Performance Management Team Leader

Agreed Code of Conduct for Scrutiny of Work

No notice for scrutiny of work

Details of the selection of books needs to be made clear by the person/s monitoring

Notice needs to be given if teachers presence is necessary

Feedback to be given in written and/or verbal form within one week

Feedback to be written on appropriate standard form for the school

Feedback to be remain confidential between the parties involved & the HT/ Performance Management Team Leader

Agreed Code of Conduct for Giving Feedback

Before giving any feedback the Monitor should be very clear about:

The purpose of the monitoring

The desired outcome

The sensitivity of the recipient

Targeting advice

The policies, guidelines and systems against which the person is being monitored.

Follow up procedures

Implications from monitoring should be implemented by the target dates

If action is not implemented by a second given date a record may be made In the case of verbal feedback consideration should be given to:

  • environment
  • seating
  • context
  • agenda
  • note taking
  • time

All feedback should:

  • Follow the Napoleonic Rule - The Centred Approach
  • Follow the mentoring and coaching cyclical model
  • Happen as soon as possible after the monitoring
  • Be constructive
  • Begin and end with positive statements
  • Contain clear, evidence-supported, objective messages
  • Offer advice, through clear mentoring, on how to improve on areas highlighted as weakest
  • Offer opportunities for the person being monitored to respond and find their own solutions
  • End with a summary

What is Monitored..?

Learning, Behaviour, Teaching, Equality of opportunity, Resources, Lunches, Cleaning, Buildings & Maintenance, Budget, Curriculum provision, Planning, Personnel, Well Being, Policy implementation.

Who Monitors Who?

...in what and how often..?

What is the Monitoring Process?

...it's all about mentoring change...

What is The Napoleonic Strategy?

...The Central Position...