Strategies and outcomes table for minding the gap in science

Strategies and outcomes table for minding the gap in science
Key area Strategies for senior leaders Strategies for subject leaders Strategies for teachers
Assessment for learning (AfL) with periodic assessment
  • Drive a whole-school focus on day-to-day (AfL) with periodic assessment, possibly APP, integrated into the school improvement plan.
  • Coordinate a strategic approach to day-to-day and periodic assessment across all subjects, identifying and sharing effective practice and promoting collaborative working.
  • Regularly monitor and evaluate teaching and learning using day-to-day with periodic assessment as a key focus.
  • Monitor and evaluate the use of AfL in science lessons and audit effective practice for underperforming pupils.
  • Coordinate sharing of effective practice to promote AfL across science lessons for underperforming pupils.
  • Coordinate moderation of periodic assessment of underperforming pupils' work.
  • Use a broad range of AfL strategies in day-to-day assessments to identify individual barriers and misconceptions for underperforming pupils.
  • Use AfL information to inform periodic assessment and to provide underperforming pupils with learning targets.
  • Give pupils effective feedback so they can identify and agree the next steps for making progress in their learning in science.
Tracking pupil progress
  • Monitor tracking systems to identify all pupils who are underperforming, or who are at risk of underperforming including those who are vulnerable and disadvantaged, across more than one subject area.
  • Use reliable data from periodic and summative assessments to track pupils' progress.
  • Analyse and regularly monitor attainment and progress of all pupils to identify any underperformance, particularly from vulnerable and disadvantaged pupils.
  • Agree intervention to address underperformance of pupils, including vulnerable and disadvantaged pupils with teachers, pupils and parents/carers.
  • Regularly submit reliable data from periodic and summative assessments to track pupils' progress.
  • Regularly monitor the attainment and progress of vulnerable and disadvantaged pupils to identify any underperformance.
  • Have a regular dialogue with underperforming pupils/parents to agree appropriate intervention.
Relentless focus on narrowing the gaps
  • Communicate high expectations to pupils, teachers, parents/carers and governors so that all pupils are expected to make good progress between Key Stage 2 and Key Stage 4.
  • Focus on narrowing the gap by identifying and addressing barriers to progress.
  • Coordinate intervention including individual support to vulnerable and disadvantaged pupils who are underperforming.
  • Analyse progress data against that of comparable schools to ensure that vulnerable and disadvantaged pupils make at least as much progress as their peers and more progress where they are underperforming, to catch up.
  • Make pupils aware of their aspirational targets to make good progress between Key Stage 2 and Key Stage 4.
  • Identify and address barriers to learning through range of intervention strategies including 'science learning discussions'.
  • Engender a 'can-do' culture in the classroom, using differentiated learning strategies to help all pupils to succeed.
  • Provide regular, constructive oral and written feedback on what the pupil has done well and how.