Raising attainment in writing with ISP tools: Raising attainment plans and pupil progress meetings
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Authors
Gavins, Trish
Issue Date
2009
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to measure the impact of pupil progress meetings on pupil learning, teaching, and school organization and leadership.
Aims: The main aim is to use Pupil Progress Meetings to identify and address barriers to learning, raise expectations of pupil progress, and ensure that pupils are making at least 3 points of progress in their learning.
Methods: The participants included the Head of School Improvement, Headteacher, Middle Leader, National Strategies Consultant, Senior Leadership Team, School Improvement Partner, Subject Leader, Support Staff, Teacher, and Nursery Staff. Methods used included modelling, leadership enquiry, systematic CPD, tracking, and pupil progress meetings to measure progress and impact on pupil learning.
Findings: The main findings are that effective pupil progress meetings have had a positive impact on pupil learning, teaching, and school organization and leadership. CPD sessions, resources, and networking opportunities have been used to ensure that pupil progress meetings are having an impact across the local authority.
Implications: The findings of this case study suggest that effective pupil progress meetings can have a positive impact on pupil learning, teaching, and school organization and leadership. This includes improved APS progress, raised standards, increased engagement with pupils, and distributed leadership.
Aims: The main aim is to use Pupil Progress Meetings to identify and address barriers to learning, raise expectations of pupil progress, and ensure that pupils are making at least 3 points of progress in their learning.
Methods: The participants included the Head of School Improvement, Headteacher, Middle Leader, National Strategies Consultant, Senior Leadership Team, School Improvement Partner, Subject Leader, Support Staff, Teacher, and Nursery Staff. Methods used included modelling, leadership enquiry, systematic CPD, tracking, and pupil progress meetings to measure progress and impact on pupil learning.
Findings: The main findings are that effective pupil progress meetings have had a positive impact on pupil learning, teaching, and school organization and leadership. CPD sessions, resources, and networking opportunities have been used to ensure that pupil progress meetings are having an impact across the local authority.
Implications: The findings of this case study suggest that effective pupil progress meetings can have a positive impact on pupil learning, teaching, and school organization and leadership. This includes improved APS progress, raised standards, increased engagement with pupils, and distributed leadership.
Description
Keywords (free text)
Primary education , Assessment and target setting , Leadership , Communication, language and literacy , English - writing