English

Managing NLS/NNS intervention programmes

• Organising intervention programmes in school

  Information on organising the NLS/NNS intervention programmes in schools, which details the resources, the role of adults, the available training and support materials, and the involvement of parents.

• Monitoring and evaluation

  Information about the monitoring intervention programmes and the evaluation of their impact as part of the school's self-review process.

• Conclusion

  Summary of the role intervention programmes play in continuing raising standards in literacy and mathematics, with further information on the National Literacy Strategy and National Numeracy Strategy intervention programmes, and other guidance.

Classroom Quality Standards (CQS): An introduction

• Purpose of the CQS

  A background to why the Classroom Quality Standards (CQS) have been developed and what they aim to achieve.

• Leading teachers and Quality Standards

  How the Classroom Quality Standards (CQS) can support the role of leading teachers in Gifted and Talented education.

• Generic CQS three-layer model

  A description of layer 1, layer 2, and layer 3 of the Classroom Quality Standards (CQS) and how teachers can use them to gain a quick overview of their current practice in providing challenge for all pupils, evaluate the quality of current provision and level of challenge for gifted and talented pupils, and identify ways of improving classroom provision.

• Relationship between CQS and IQS

  With the increasing depth in the layers of the Classroom Quality Stanadards (CQS), the focus shifts from whole-school provision – which is covered by the Institutional Quality Standards (IQS) – to classroom level and evaluating and improving the quality of day-to-day learning and teaching for gifted and talented pupils. This then becomes part of the ongoing cycle of improvement at classroom and whole-school level.

• Structure of the CQS: Layer 1

  Layer 1 of the Classroom Quality Standards (CQS) identifies seven key features designed to specify the optimum conditions necessary to promote effective teaching and learning with gifted and talented pupils. Each feature is broken down into two to four 'prompts' – key sub-areas for consideration.

• Task: Assessing provision in your classroom

  Completing the assessment columns on the right of Classroom Quality Standards in Gifted and Talented Education Layer 1 (Ref: 00556-2008DWO-EN-01) allows teachers to make a subjective assessment of the extent to which they are providing a good level of challenge to all of their pupils, including the gifted and talented.

• Structure of the CQS: Layer 2

  Layer 2 of the Classroom Quality Standards (CQS) amplifies each prompt (which are key sub-areas for consideration, that assist the process of self-evaluation), giving more detail. Initially a prompt is explored from a generic, non-subject perspective and is considered in terms of three levels (or stages) of practice – Entry, Developing and Exemplary.

• Evidence and next steps

  Layer 2 of the Classroom Quality Standards (CQS) offers scope for teachers to record their own descriptors in which they identify aspects of effective teaching and learning that add to the statements within the Entry, Developing and Exemplary levels. It provides teachers with an opportunity to refine thier initial self-evaluation, so beginning to identify areas for improvement.

• Structure of the CQS: Layer 3

  For English, mathematics, science, ICT and PE, Layer 3 of the Classroom Quality Standards (CQS) provides sections on exemplification, advice, resources and video for each feature and prompt.

Case study: Leadership and management – Key Stage 3 and the library

Briefing for SIPs: Aiming High strategy

• Other key areas

  A description of the statutory duty to promote race equality under the Race Relations (Amendment) Act, which applies to schools. An overview of the Ethnic Minority Achievement Grant (EMAG) and its status as part of the Standards Fund.