Health and wellbeing Embedding moving towards Excelling Intellectual engagement and self-awareness Evolving moving towards Embedding Building communities Evolving moving towards Embedding in Global citizenship Emerging moving towards Evolving Networks with schools, services and agencies Embedding learning Community Parents and carers as partners Embedding engagement Enter your reflective comments The inclusion of Curriculum Planning and Assessment has added a whole new layer of work focussed on student-centered practice. Teachers have worked well to introduce students to the concept of writing their own goals, and then evaluating their own progress. This practice was made highly visible this year, with most students having their self-written goals on view on their classrooms. This has allowed all staff (particularly ES) to better support students in the classroom, and to give them appropriate praise / recognition of their achievements based on their own goals. The focus on collegiate planning this year has improved the capacity of teachers to share and discuss their teaching practice. The structure of the CPS was fairly rigid, to ensure that we could support teachers to have robust conversations about their practice within a supportive and non-threatening environment. This will lead to a similar style of discussion - but focussed on student data and mediation - next year. The assessment schedule was not easily created. The process involved deep reflection and robust conversation to determine the most appropriate and relevant assessments for students with an ID. Staff have responded well to the reduction in school-only assessments, and the transfer of responsibility to teachers to undertake all assessments with their own students. Peer observation and feedback continues to be a requirement of all teachers through their PDP, however we have found that if we do not timetable it in, teachers tend not to seek it out. We are agreed that in 2018, deadlines for having undertaken an observation and feedback session will be included in the term calendars. Our leadership team has become more effective through the introduction of action focussed meetings (moving away from too much house-keeping). We will continue to develop our team structure to ensure distributive leadership.
Health and wellbeing Embedding moving towards Excelling Intellectual engagement and self-awareness Evolving moving towards Embedding Community engagement in learning Building communities Evolving moving towards Embedding Global citizenship Emerging moving towards Evolving Networks with schools, services and agencies Embedding Parents and carers as partners Embedding Enter your reflective comments The inclusion of Curriculum Planning and Assessment has added a whole new layer of work focussed on student-centered practice. Teachers have worked well to introduce students to the concept of writing their own goals, and then evaluating their own progress. This practice was made highly visible this year, with most students having their self-written goals on view on their classrooms. This has allowed all staff (particularly ES) to better support students in the classroom, and to give them appropriate praise / recognition of their achievements based on their own goals. The focus on collegiate planning this year has improved the capacity of teachers to share and discuss their teaching practice. The structure of the CPS was fairly rigid, to ensure that we could support teachers to have robust conversations about their practice within a supportive and non-threatening environment. This will lead to a similar style of discussion - but focussed on student data and mediation - next year. The assessment schedule was not easily created. The process involved deep reflection and robust conversation to determine the most appropriate and relevant assessments for students with an ID. Staff have responded well to the reduction in school-only assessments, and the transfer of responsibility to teachers to undertake all assessments with their own students. Peer observation and feedback continues to be a requirement of all teachers through their PDP, however we have found that if we do not timetable it in, teachers tend not to seek it out. We are agreed that in 2018, deadlines for having undertaken an observation and feedback session will be included in the term calendars. Our leadership team has become more effective through the introduction of action focussed meetings (moving away from too much house-keeping). We will continue to develop our team structure to ensure distributive leadership.