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The quality of Leadership and Management is very closely linked to the school’s
capacity to improve’
It must surely follow that the quality of leadership and management at departmental
level is very closely linked to the department’s capacity to improve. It is important
that our Curriculum Leaders (HOF/HOD and Subject Leaders) use the capacity within
their teams to bring about positive, meaningful and sustainable departmental
progress. The HOF/HOD must therefore work closely with his/her team/s to ensure
that all colleagues are clear about:
Curriculum teams ought to be driving these four key activities forward collectively,
thus contributing to departmental development and progression. As confidence and
expertise develop in monitoring and reflecting upon practice, teams will inevitably
grow professionally. What is imperative, however, is that the HOF/HOD remains in
overall control of the whole process and uses time in faculty meetings to:
disseminate QA findings
to encourage team reflection and action as a result of QA processes
to coordinate the sharing of best practice from QA processes by
encouraging colleagues to share their skills, knowledge, ideas and
resources through CPD time that is factored into every meeting
agenda.
The framework that follows consists of a series of pro-formas for Curriculum Leaders to
use each half-term to ensure that QA/SEF processes are fully and routinely embedded
in each department. There is an expectation that each half-term Curriculum Leaders
routinely undertake the following:
These will provide an agenda for discussion in half-termly meetings with your SLT line
manager to enable informed discussion and strategic curriculum planning. This
portfolio should be given to your line manager prior to the scheduled progress meeting
Curriculum Leader Quality Assurance Handbook/Portfolio 2009/10
Nina Moore DHT October 09
To be reviewed July 2010
and should show half-termly recordings of all QA evidence.
The Welling School lesson observation pro-forma will be used for all observations.
Teaching promotes good quality learning, addressing the full range of our
learner’s needs and meeting the requirements of the National Curriculum.
Learning Walkthroughs
Routine Learning Walkthroughs should also take place within your faculty/department
and can be negotiated with your team and SLT Line Manager to focus on a specific
aspect of Learning and Teaching (a key stage, G & T, SEAN, Differentiation, Starters
and Plenaries, Literacy etc.) It is good practice to do Learning walkthroughs with the
dept/faculty line manager, or with colleagues within the dept/faculty to aid
professional learning, dialogue and to support CPD. Learning walkthroughs should
give a ‘Snapshot’ of learning in the faculty/department and should be
positive and supportive in nature.
Overall Standards
Area of focus Overall Standard Observed (Please Circle the
appropriate grade)
Student engagement 1 2 3 4
Clarity of learning 1 2 3 4
objectives
Learning environment 1 2 3 4
Assessment for Learning 1 2 3 4
Classroom Management 1 2 3 4
Student Enjoyment 1 2 3 4
Student Progress 1 2 3 4
Good Practice Observed:
Check the ‘Teacher Planner’ /other planning aids (blogs, sketchbooks etc.)– Is it being
used effectively?
Use the Welling School Lesson Observation pro-forma
Talk with students to check out understanding of levels they are working at and areas
for improvement
Look at pupil work and select a sample of books to look at. Use the ‘Book Look’ pro
forma to support this
process.
Look at the classroom environment – Displays, Noticeboards etc. Do they enrich,
inform, motivate, engage?
Do pupils enjoy their learning experiences in the lesson? Do ALL students make
significant progress?
Subject
Support teachers /
SEAN TA Length of
assistants time
Focus: (E.g. AfL, AtL, Starters, Plenaries, QA) Topic/ Objectives
Evaluation
Focus on impact of teaching on student outcomes particularly looking at:
• Progress of learners • Assessment for Learning
• Subject knowledge • Teaching meeting students’ needs
1 = Outstanding, 4 =
Overall quality of the lesson Inadequate
Do you understand what you are doing and why? Are you capable of doing more? Have you
learned about this before?
Is teaching always like this in this lesson, does it vary?
Do you know how well you are doing? How do you know?
Do you know which level you are on? Do you know how to improve?
Is homework set regularly? May I look at your planner? What happens if homework not done?
Outstanding The lessons is at least good in all major respects and is exemplary in significant
(1) elements, as shown by the significant progress made by all of the learners.
Good Most learners make good progress because of the good teaching they receive.
(2) Behaviour overall is good and learners are well motivated. They work in a safe,
secure and friendly environment. Teaching is based on secure knowledge with a well
structured range of stimulating tasks that engage the learners. The work is well
matched to the full range of learners’ needs, so that most are suitably challenged.
Teaching methods are effectively related to the lesson objectives and the needs of
the learners. Teaching assistants and resources are well deployed and good use is
made of time. Assessment of learners’ work is regular, consistent and promotes
progress.
Satisfactory The lesson is inadequate in no major respect, and may be good in some respects, as
(3) shown by the satisfactory enjoyments and progress of the learners.
Please note that scrutiny over the academic year should cover all year
groups catered for within your faculty/department. The attached form
can be used to record work scrutiny but please feel free to continue to
use any forms you currently use to evidence scrutiny of student work.
Department Subject
Date
Observer/s
Teacher Class /Year
Work Outstanding Good Satisfactory Significant Room
Scrutiny 1 2 3 for Improvement
Grading 4
(allocate a 1-4
grade to each
aspect of the
book look in
the boxes
below)
Quantity of Work
Quality of work
Regular homework
Evidence of self assessment
Variety of tasks
or peer assessment
Student Names
and targets
1.
2.
3.
4.
5.
6.
7.
8.
Action needed:
Signed by HOF/HOD:
Signed by Teacher:
Where they feel they make good progress and where they don’t
The difficulties they have and what they are doing to address them
What helps them to learn better and why & what stops them from
learning and why?
What are their targets and how can the department help them to do
better?
Possible approaches
Take sample groups from year group; key stage; range of abilities; average
attainers; perceived ‘coasters’; D/C Borderlines; G&T; SEAN; boys, girls;
minority groups; intervention groups etc.
...can be used to record evidence of listening to student voice within your subject
discipline/s, but please feel free to continue to use any forms you already currently
use to evidence this.
Curriculum Leader Quality Assurance Handbook/Portfolio 2009/10
Nina Moore DHT October 09
To be reviewed July 2010
Student Voice – Evaluation of Learning
Subject:
Year Group:
The purpose of this form is for you to consider how effective your learning has been in this
subject today and to provide a snapshot of your experience. Please read the questions
carefully and tick the appropriate boxes to record your response. Your feedback is
anonymous but your responses are valued and will help us to identify strengths and areas
for improvement in this subject. Thank you for your time.
Yes No Unsure
1. Do you understand what you are
learning in today’s lesson and why
this is important?
2. Do you understand what you
should be able to do by the end of
the lesson?
3. How did you find the work today? Too Easy ( )
Too Hard ( )
Challenging ( )
Comfortable ( )
4. What type of learner are you? Visual Auditory Kinaesthetic
5. What teaching strategies were Yes No Unsure
used in this lesson?
Teacher talk
Working on your own
Working in pairs or
groups/teams
Modelling a task
Using a writing frame
Activities to help your reading
skills
Practical/Creative
Work/Making
ICT /Blogging / Production
Independent Learning
/Research
Listening Skills
3.
3.
The attached form can be used to record brief points for discussion with
your SLT Line Manager at your half-termly QA Meeting. Please bring any
data analysis you think will be of use to the discussion.
NB This form does not replace the departmental SEF you complete in
September. It should be used o record ongoing issues arising from your
data analysis throughout the year.
Date:
Data Focus:
Yr8
Date:
Data Focus:
Yr9
Date:
Data Focus:
Yr10
Date:
Data Focus:
Yr11
Date:
Data Focus:
Yr12
Date:
Data Focus:
Yr 13
Guide
Curriculum Leader Quality Assurance Handbook/Portfolio 2009/10
Nina Moore DHT October 09
To be reviewed July 2010
Appendix Item 2: Scheme of Work QA Scrutiny
Checklist
Subject teams should continuously develop and update schemes of work in the light of self review. A
collaborative approach with all members of the team contributing to this process is seen as the most effective
and efficient way forward. The following checklist of standards should be used to guide and record the review
SOW ASPECT STANDARD YES NO
Key words and concepts Key words / subject specific vocabularly and key concepts are
identified.
Health and safety Health and safety issues and procedures are identified as
appropriate.
Differentiation • Expectations of different ability groups are made clear.
• Each scheme of work incorporates a range of methods
(DELPE/Must-Should-Could / Visual, Auditory,
Kinaesthetic etc.), resources and learning styles,
including e-learning, matched to both learning
objectives and student needs.
Appendix 3
Curriculum Leader QA Handbook/Portfolio Evaluation
This Handbook was compiled by Nina Moore (DHT QA/CPD) and will be reviewed in July 2010. Your
opinions are really valued and I would be very grateful if you would please spend some time
evaluating this document and its usefulness in readiness for the next academic year. Please
complete the form below and return to Nina Moore by July
Thank you
Name:
Faculty/Department:
Post-it - a dedicated online space for our school community to share and showcase best
practice; to disseminate research, resources, training materials and advice with colleagues,
and to open dialogue about Learning and Teaching and other matters at the heart of our
school community. Sustained school improvement is most likely when CPD
processes sit at the very heart of school life. In order for Welling School to move from
satisfactory to good and good to outstanding, we need to build capacity for improvement by
creating an ethos, culture and set of expectations within which people can flourish and be
empowered to drive change by contributing to the professional development of colleagues.
Post-it is therefore a platform to:
Where you see good practice, please encourage your staff to share it!
Thank you.