Triangulating planning, tracking and book sampling. In terms of pupil progress, does planning logically move children on from the sub-level/APS figure on the tracking and do the curricular/personal/group targets that we set as a school – and share with the children - ‘tie in’ with where the children need to be by the end of term/school year?
Does the work in the children’s books ‘triangulate’ the process – i.e. does it reflect the level that the child is working at, does it accurately reflect the planning and does marking and feedback signpost where next and show success against targets?
- ensures that tracked data, planning and work samples actually match
- supports the target-setting and target-getting process
- demonstrates progression across a half-term/term/academic year
- supports Subject Leaders in monitoring their subject