Teachers look at key objectives in reading, writing and maths to identify what the focus of their teaching needs to be for the next six weeks. This information is used to help plan what needs to be taught during the coming weeks and which interventions may be required. At the planning day, teachers go through the results and identify the areas with which individuals, groups and perhaps the whole class are struggling. Gap analysisĪt the end of each term, the children complete standardised maths and reading tests.
It has changed over the past year, and it is worth the time spent reading it again and talking about it with colleagues to ensure everyone understands it. The policy is designed to make feedback as effective as possible while reducing the need for written marking. We ask teachers to remind themselves of our school assessment policy. The way it is taught is up to the teachers to decide. The content to be taught in each of the foundation subjects has been agreed across the whole school to ensure we teach everything we need to. For the visit, the children went to a local outdoor centre for a guided walk and the outcome involved inviting parents in to read their wonderful writing, based on their experiences. For example, our recent Year 4 topic was “The Great Outdoors”. Teachers decide on a hook to engage the children a visit or visitor to give them a broader experience and then a final outcome that gives them something tangible to work towards. We plan each half-term’s work using the same structure. The first part of every planning day is spent thinking and talking about what the children enjoyed learning, and the successes of the previous half-term. The following is what happens during our planning days. Our senior leadership team don’t look at any planning other than the outcome of these days, trusting teachers to get on with their job and do what they need to do for our children. Each half-term, we arrange cover, so teachers in a year group can work together for a day to make the vision of an inspiring curriculum a reality. So for the past two school years we have allocated designated planning time, as well as normal planning, preparation and assessment time. That’s hard to achieve without quality time for teachers to collaboratively think about what they want to cover and how the danger is that you slip back into teaching “what we did last year”. One of our school values involves the delivery of an inspiring curriculum, personalised to the needs of our children and community.
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