You can review the impact of the improvement process by judging how far and in what ways you have achieved these outcomes. Each outcome will be best judged by the subject leader, department, line manager, senior leadership team or an external consultant.
Subject leader and senior leadership team
The subject leader and senior leadership team can evaluate the following outcomes.
- There is a clear time line for assessments in English and a clear view of how they fit in with whole-school tracking and reporting of progress.
- The English department has been trained on assessment procedures and individual members of staff are clear about what they need to do throughout the term to make and record assessments.
- A term’s scheme of work has been reviewed to make sure there is sufficient coverage of skills for reading and writing assessments to take place.
- Initial standardisation has taken place to establish principles and processes for the department to follow in making its own assessments.
- These principles establish a good precedent for teachers making accurate assessments to inform whole-school tracking and reporting.
Subject leader and department
The subject leader and department can evaluate the following outcomes.
- Each member of staff is clear about periodic assessment, and what they need to do throughout the term to make and record assessments. For example, during an Ofsted visit, all members of staff could:
- produce a class folder of assessment sheets
- produce a time line for the frequency and points in the year when assessments will take place
- explain how the assessments are undertaken
- relate to standardised work as a measure of the standards that they are seeking to apply.
- The review of a term’s scheme of work ensures sufficient coverage for assessments to take place and incorporates opportunities for Assessment for Learning (AfL).
Subject leader, senior leadership team, line manager and external consultant
The subject leader, senior leadership team, line manager and external consultant can evaluate these outcomes.
- There is emerging evidence, including pupils’ and parents’ views, of the contribution of periodic assessment to the progress made by pupils.
- The department has the capacity to sustain the approach to periodic assessment and what further support will be needed.
- Any members of staff who need further coaching and support are identified.
- Additional intervention is provided for any pupils or groups who need it, as identified by the assessments made.