Running Pupil Progress Meetings

Starter a)If an Ofsted inspector were to ask you as a middle leader how you monitor the progress of pupils across your department/year group/area of responsibility, what would you say? b)Look at the following 4 points and then rate yourself as a middle leader on a scale of 1-4 (1= outstanding, 4= inadequate). a)Could you define 'expected pupil progress' in your area? b)Could you within 10 minutes describe the progress of any specified child in your area (whether they were in your class or not)? c)Could you describe the progress of specific pupil groups in your area (e.g. pupil premium, boys, low, middle and high prior attainment, more able)? d)Could you describe the interventions that are currently in place for particular pupils who are not currently making expected progress?

Training Outcomes By the end of this session you will: Understand the systems your school currently uses to track pupil attainment including the data that is generated by that tracking Be clear on how that data might be used in pupil progress conversations or scheduled meetings Be able to use such conversations to improve progress in their curriculum areas

Introduction Pupil achievement even more important than attainment. 5A*-C measures at GCSE and levels at Key Stage 2 and 3 are going in favour of a progress score for individuals at the end of Key Stage 2 and 4. Data collection in school is used for multiple purposes (e.g. reporting to parents, informing pupils of their achievement) but, most importantly, for monitoring that teaching and learning is proving effective.

Task 1: Format for Pupil Progress Data How often is information on pupil attainment collected? Why? What information is collected from class teachers? Middle leaders have a responsibility to ensure this information is accurate and up to date; What conclusions do middle leaders and senior leaders draw about pupils?

Task 2: Running a Pupil Progress Meeting What is meant by the term? What preparation is required? What is the conversation structure? What conclusions are drawn?

Task 3a: Modeling Pupil Progress Conversations Step 1: Model a conversation. Step 2: How did the participant prepare? Step 3: How effective was the conversation?

Task 3b: Modeling Pupil Progress Conversations Step 1: In pairs practice the conversation. Step 2: How did the ‘classroom teacher’ feel? Step 3: How did the ‘middle leader feel?

Plenary How would you grade yourself now?