Getting tracking off the page
This initiative results in staff taking greater ownership of the process.
‘Pupil Progress Meetings – very positive staff feedback – some of the best meetings they’ve had, with a genuine feeling that this was an open forum.’ Head Teacher, Atlas Community Primary.
The information that we use to track children’s progress should be as accurate and as accessible as possible – making the best use of teacher assessment and moderation within and across year groups.
Sam Adams of Education Works has developed a practical ‘Getting tracking off the page’ training session. Its aim is to show teachers and teaching assistants that data is a means to an end and not the end itself. Feedback on this session has been very positive, with schools finding that it leads directly to staff taking greater ownership of the process.
The training session is for all teaching staff across the school. Meetings are initially held with the Head/Deputy and then, as time moves on, Mathematics/Literacy Subject Leaders become involved.
The training session enables staff to look at and interpret fictitious data for school, year group and child levels. Staff then apply the session findings to their own real data. At the session, a series of questions are presented that can be used in Pupil Progress Meetings and staff are asked to select the questions that they feel the Senior Leadership Team should be asking them.
The sessions are led by Sam Adams of Education Works. Expectations are set out right from the start - this is not a cosy chat, nor is it a ‘blame-culture interview’. It is a professional dialogue where teachers will discuss the progress (or otherwise) of their group of children and where specific children are discussed. A record of the conversation is kept by Education Works with a typed copy returned to the teacher so (s)he knows what has been agreed and any points for action as a result of the meeting.
‘Getting tracking off the page’ helps make data more meaningful with practical applications for teachers. The approach means that all staff see the whole-school picture rather than an isolated set of information that is about them. Education Works recommends that data is actively planned into the staff meeting timetable on a regular basis in addition to Pupil Progress Meetings which tend to be termly.
In addition to tracking progress and agreed action points, schools are encouraged to also collate the answers to specific questions ie. ‘What do you think has made the difference to ‘x’ in terms of Quality First Teaching?’. This approach provides a whole-school picture of the ‘pluses’ which is a powerful tool for a Literacy/Mathematics Subject Leader to have – especially when preparing for Ofsted.
Schools that Education Works have worked with have found that the ‘Getting Tracking off the page’ initiative results in staff taking greater ownership of the process. ‘Pupil Progress Meetings – very positive staff feedback – some of the best meetings they’ve had, with a genuine feeling that this was an open forum. ’ Head Teacher, Atlas Community Primary.