weekly feedback monitoring Timeline Governors Governor Governor Governors Governor monitoring monitoring of monitoring monitoring monitoring class and marking of marking class and Individual Individual targets Review and targets agree Teaching and learning policy 1.3b Objective Intended outcome Evaluation/Impact Improve marking and Whole school approach to marking and feedback to What has happened? What made a difference? What next? feedback policy ensure consistency and to push pupils onto their Generic findings reported back in staff meetings (see minutes). Recorded improvement in marking, with a greater focus on comments that move the learning on. Drop-ins have next learning goal. made a difference to focus of learning now more emphasis on what is being learned not on activity. Review Class and Ensure pace and challenge of learning for individual targets individuals and cohorts Whole school Reading, Writing and Mathematics targets are set for different groups of learners based on whole school evaluation. These are to be reviewed ½ termly. Review Assessment for Improve teachers and pupils understanding of Individual targets are now part of the marking and feedback policy and are documented Learning across the Assessment for Learning so that pupils are in pupils books. school. sufficiently challenged in their learning or understand how to challenge themselves in a safe learning environment.
weekly monitoring feedback Timeline Governor monitoring Governors monitoring class and Individual targets Governor monitoring of marking Review and agree Teaching and learning policy Governor monitoring of marking Governors monitoring class and Individual targets 1.3b Objective Intended outcome Evaluation/Impact Improve marking and feedback policy Review Class and individual targets Review Assessment for Learning across the school. Whole school approach to marking and feedback to ensure consistency and to push pupils onto their next learning goal. Ensure pace and challenge of learning for individuals and cohorts Improve teachers and pupils understanding of Assessment for Learning so that pupils are sufficiently challenged in their learning or understand how to challenge themselves in a safe learning environment. What has happened? What made a difference? What next? Generic findings reported back in staff meetings (see minutes). Recorded improvement in marking, with a greater focus on comments that move the learning on. Drop-ins have made a difference to focus of learning now more emphasis on what is being learned not on activity. Whole school Reading, Writing and Mathematics targets are set for different groups of learners based on whole school evaluation. These are to be reviewed ½ termly. Individual targets are now part of the marking and feedback policy and are documented in pupils books.
Post+Ofsted+action+plan+2013.docx