Excellence in the provision of academic guidance, care and support for pupils

Why this is leading practice

We are using Assessment for Learning to improve the guidance given to pupils and parents to increase attainment. It is “leading practice” because we have been part of a network initiative to introduce, refine and disseminate the process within North Somerset schools. Its impact within school is that pupils are encouraged to take more responsibility for their own learning and gives them the means to self assess against criteria. Good elements within a pupils learning and the next steps to improve further are identified, the pupil is therefore given the means to improve and be in control of their own learning as the feedback is regular and specific.

Impact to date

• Our pupils have become more independent learners capable of discussing their work and progress with maturity.
• We have now developed a ‘true’ process of negotiated targets based on pupil voice resulting in a collaborative approach to progress which has greater foundation and depth than a one dimensional curriculum.
• Teaching is more ac? accurately targeted because planning is coloured (unsure about the use/meaning of this word/sentence?) by pupil voice.
• The School Council take a far more active involvement in school improvements.
• More engagement of Parents coming into school to support their own learning e.g. First Aid, maths courses + ICT courses.

Rationale / Start Point

In response to the Key Issue of a 2006 OFSTED inspection & a priority of the SDP, we have introduced a programme to provide children with 'Academic Guidance on how to improve & progress'. This is being achieved through the use of Assessment for Learning, which is being embedded throughout the school

Key Strategies

• A combination of long term and day to day strategies have supported our development to date:
• Clear vision and emphasis on the long term development of pupils is a primary foundation to this work. The SLT have developed a clear structure and guidelines to maintain progress.
• Clear job descriptions refer to staff duties and the SLT of the school has been structured around AfL.
• All NQT induction process and CPD for staff include INSET on this aspect.
• Performance management targets are linked to aspects of AfL.
• Children involved in making their own success criteria.
• Time given to respond to feedback.
• Pupil / teacher conferencing in KS2.
• Critical Skills – I saw / I heard questions.
• Improved confidence leading to increased use of feedback techniques.
• Development of Talk Partners.
• The school has now been graded as outstanding in its engagement and consultation with parents (June 2009)

Sustainability and Further Development

The school recognises the diversity of its’ local community and the breadth of provision required to involve all stakeholders and might build on current initiatives to develop an enhanced collaborative relationship with parents.