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Monitoring Evaluation & Review

(MER) Policy

2013/2014

June 2013

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CONTENTS

Page 3 A Policy Statement

Page 5 Timescale for Monitoring

Page 6 Record of Curriculum Leaders’ Monitoring & Evaluation

Page 8 Record of Head of House Monitoring & Evaluation

Page 9 Lesson Plan

Page 11 Lesson Plan Quad Observation Record

Page 13 Exemplar – Lesson Plan Quad Observation Record

Page 15 Lesson Observation Grid

Page 16 Work Scrutiny Document

Page 19 Student Voice – Areas for questioning Curriculum Leaders

Page 20 Ward Round Procedures

Page 21 Ward Round Proforma

Page 23 Quality Assurance drop-in sheet

Page 24 Teacher Support sheet

Page 25 Learning Walk – Tutor Time Record

Page 26 Student Planner Monitoring sheet

Page 27 Student Voice – Areas for questioning for Learning Co-ordinators

Page 28 Monitoring and Evaluating Tutor Time

Page 29 Homework Evaluation

Page 30 Judgements: Quality of Homework

Page 31 Evidence of Learning for Students with Additional Needs

Page 32 Tutor Time Record

Page 33 Evidence of Learning

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Monitoring, Evaluation and Review (MER)

A POLICY STATEMENT

Aims:

To raise achievement by assessing the work of the school in order to provide

information for action leading to school improvement

To support curriculum areas and guidance teams in raising standards of learning and

teaching

To share good practice

To support CPD and staff appraisal

Evaluation and curriculum delivery and T&L will take place in a variety of ways:

Ward Rounds

Quality Assurance Drop-ins (QA)

Quadservations (Lesson Observations)

Work Scrutiny

Scrutiny of Planning

Student Feedback

Parent Feedback

Self-evaluation

Student progress data

Departmental Improvement Plan

Exam results, forecasts, target setting

The OFSTED criteria will be used for grading all aspects of MER

Outstanding 1

Good 2

Requires Improvement 3

Inadequate 4

This Policy is consistent with Beverley Grammar School’s Staff Appraisal Policy. Although

there is no limit on the number of full lesson observations per year, staff who consistently

demonstrate that the quality of teaching is good or better will not be observed more than

twice per year. Full observations should be conducted according to need, however, senior

staff may call in to lessons at any time and SLT, Curriculum Leaders and Learning Co-

ordinators will conduct quality assurance drop-ins regularly.

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Mini Inspections

In order to prepare all Departments for any future inspections, including OFSTED and HMI

etc, the SLT will conduct a rolling programme of mini-inspections in all subject areas:

Departments will be expected to provide evidence relating to the bulleted list under Aims.

A rolling programme of subject mini-inspections, according to need, can take place

throughout the year.

This Policy applies to all teaching staff, with the exception of NQTs, GTPs and ITT students,

who are subject to their own MER procedures.

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TIMESCALE FOR MONITORING – Subject leaders (SL)

Monitoring will be carried out in six week cycles.

First Cycle:

Examination Analysis report

Improvement Planning

Staff appraisal (see Staff Appraisal policy)

Lesson quadservation (one full hour observation for all staff as part of the staff

appraisal process). (See Staff Appraisal Policy)

Work Scrutiny

Ward round

Learning walks

Quality Assurance drop-ins

Each Cycle:

Lesson quadservation: Where staff are recorded as Inadequate, or Requires

Improvement, two further observations will take place within four weeks and should

the judgements remain the same, the Teacher Support to Raise Performance pro-

forma must be used. If support includes training, the request for this must be

submitted to the SLT member in charge of CPD. In addition to this there will be a 6-

week cycle of QA drop-ins

Learning Walks

Work Scrutiny

Scrutiny of Planning

Student Views – to be sought by Curriculum Leaders, as appropriate

Quality Assurance drop-ins

Line Management Meetings

SLT Line Managers will meet regularly (on the 6-week cycle) with Subject Leaders for MER

purposes. The agenda will focus on the items outlined for each meeting on the schedule and

the Subject Leader will produce a report on those aspects, using the provided templates, prior

to the meeting. (See Leadership and Management responsibility document)

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RECORD OF MONITORING AND EVALUATION – Subject Leaders

First cycle Record:

Examinations Analysis – data and commentary

Summary of monitoring and evaluation – this will be evidenced in the 6-weekly

reports to SLT link

Agendas

Minutes of meetings

Intervention records

Other activities

Self-evaluation

Each Cycle:

Yr 7 – 13 Monitoring and Evaluation

Summary of monitoring and evaluation – this will be evidenced in the 6-weekly

reports to SLT link

Copies of all quadservations

Copies of Ward Rounds and QA drop-ins

Record of scrutiny of student work, including homework, with analysis of areas for

development (a sample of 5 students from each class within a particular year group,

every cycle)

Records of scrutiny of planning

Record of key points from student interviews

Agendas

Minutes of meetings

Intervention records

Other activities

Analysis of 6-weekly assessment and examinations should be completed at the appropriate

time.

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TIMESCALE FOR MONITORING – Heads of House (HOH)

Monitoring will be carried out in six week cycles.

First cycle:

Analysis of previous year’s assessment data and progress towards targets

Improvement Plan

Analysis of attendance, punctuality, behaviour and rewards

Analysis of student planners, student views and learning walks

Homework checks

QA drop-ins to be conducted during Tutor Time to check upon activities and the

tutors’ checking of equipment, planner and uniform

Monitoring and Evaluation proforma

Record of MER

Each cycle:

Monitoring of progress against targets, in terms of attainment, attendance and

behaviour

Monitoring of attendance, punctuality, behaviour and rewards

Intervention strategies put in place

Scrutiny of student planners

Student interviews

QA drop-ins

Homework checks

Learning Walks to be conducted during Tutor Time to check upon activities and the

tutors’ checking of equipment/planner/uniform

Monitoring and Evaluation Sheet

Record of MER

Line Management Meetings

SLT Line Manager will meet regularly with HoH for MER purposes. The agenda will focus

on monitoring, progress and raising achievement.

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RECORD OF MONITORING AND EVALUATION – Head of House

First cycle record:

Analysis of previous term’s data for each year

Evaluation of progress against targets for individuals/defined groups, resultant

intervention strategies/action points/targets

Improvement Priorities

Tutor Time QA drop-ins

Student planner monitoring

Overview of tutor performance

Overview of student planner monitoring

Agendas

Minutes of meetings

Intervention records

Other activities

Reports to parents (Effort, Behaviour, Attendance, Targets)

Each Term:

Year 7 to 13 Monitoring and Evaluation

Analysis of appropriate data; resultant intervention strategies/action points/targets

Tutor Time QA drop-ins

Student planner monitoring

Overview of tutor performance

Overview of student planner monitoring

Agendas

Minutes of meetings

Other activities

Reports to parents

Reports to parents:

6-weekly reports on attainment, attendance, effort and conduct

Year 12 and 13: MER to be completed by Head of Joint Sixth Form

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Beverley Grammar School

LESSON PLAN PRO-FORMA

Teacher: Date:

Class:

Period:

Number of students (total): Number of Boys: Number of Girls :

Learning Objective(s):

Identified Groups of Students(G&T, SA, SA+, FSM, EAL, LAC, Mob):

Relevant prior assessment information:

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Links to SMSC

Homework

Reflections after the lesson

Learning Opportunity AFL Method of differentiation

Impact on Learning Use of in-class support

Link to RWCM

Starter

Main

Plenary

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OVERALL GRADE 1

Outstanding 2

Good 3

Requires Improvement 4

Inadequate

Evidence from work scrutiny :

1 2 3 4

Evidence from ‘in lesson’ student voice based on the following 2 questions :

1. Do you know your target grade? 2. How do improve your work in order to move towards your target

grade?

1 2 3 4

Teaching and learning evidence :

1 2 3 4

Evidence of progress made over time :

1 2 3 4

Beverley Grammar School Quad Observation

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Signed: …………………………………..(Teacher) Date………………………………………..

Signed: ……………………………………….(Observer) Date ……………………………………………

Teacher …………………………………………………………………………………………….

Group ……………………………………………………………… Date of Ob ………………………………………………………………

Suggested CPD following the lesson…..

To take place on …….

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ee

OVERALL GRADE 1

Outstanding 2

Good 3

Requires Improvement 4

Inadequate 1

Evidence from work scrutiny :

Regular marking of students work with positive comments about how students can make a clear progression

Work scrutiny evidenced that differentiated tasks had been given and matched well to students’ needs. In particular evidence came from Ben Smith's book and George Cooper's book.

EVER 6 Students were making progress based on evidence of work scrutiny The EAL students boos showed very clear feedback and marking. Clear evidence of students have gone back and reworked tasks based on

feedback The marking policy had been clearly followed.

1 2 3 4

Evidence from ‘in lesson’ student voice based on the following 2 questions :

3. Do you know your target grade? 4. How do improve your work in order to move towards your target

grade? Almost all students knew their target grade and could show where this was

located within their folder/book All students could explain how to improve any piece of work that had been

marked within their book. This was connected to the work scrutiny that took place after the lesson

Students were fully aware during the lesson of how their individual target could be met due to the differentiation in the lesson. Good evidence of this was in the clear structured learning outcomes that will make little students at the start of the lesson

SEN students were able to clearly identify how to make significant progress and what they need to do overtime in order to achieve their target grade as well as school action plus students

1 2 3 4

Teaching and learning evidence :

The teacher clearly reshape the lesson several times in response to AFL activities. Evidence of this was during activity X where to students did not show clear understanding during the lesson and the task was changed for X and X to Y.

Exceptionally good relationships existed between the teacher and student. Evidence of this was when X said X to the teacher

The teacher made use of prior assessment data in order to match test the students’ needs.

Exceptionally high expectations led to high levels of engagement for all students.

Teacher resources were varied and imaginative. They supported learning well and were appropriate to the activity. A good example of this was when the teacher use Play-Doh in order to support the learning.

The lesson was exceptionally well-planned.

1 2 3 4

Evidence of progress made over time :

The teacher's own in class tracking shows significant progress has been made over time by all groups of students.(Mark book)

Evidence shows that students are on track to make at least two sub levels progress this academic year.

In particular school action plus students were making exceptional progress evidence of this was with William Watkins who made two sub levels progress over the last year in the subject area.

Students could easily identify where they needed to improve their work and explained how they had developed concepts over time. Evidence of this was when Charles Dickinson explained how he could now understand the theory relating to X.

Work scrutiny identified exceptional progress being made over time in regards to G&T students. This was backed up by student voice based questions.

1 2 3 4

Beverley Grammar School Quad Observation - EXEMPLAR

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Signed: …………………………………..(Teacher) Date………………………………………..

Signed: ……………………………………….(Observer) Date ……………………………………………

Teacher …………………………………………………………………………………………….

Group ……………………………………………………………… Date of Ob ………………………………………………………………

Suggested CPD following the lesson…..

To take place on …….

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Lesson Quadservation (used as a tool to assist in making a judgment)

1 2 3 4

Pu

pils

Progress & Learning Rapid and sustained for almost all over time. Most pupils, including groups, and pupils with D&SEN achieve well over time and progress is in line with their peers.

Is not good Some, or all pupils are making inadequate progress.

Response Pupils ‘make every effort’ to ensure that others learn and thrive. There is an atmosphere of respect and dignity.

Pupils respond very well to the teacher’s behaviour systems. They consistently meet the teacher’s expectations.

Is not good Some or all pupils are not engaged by the teaching.

Attitudes

(Very) high levels of engagement, interest, resilience, confidence, independence, courtesy, collaboration and cooperation. Learners work intently and are not distracted.

Most pupils are motivated to participate. They are resilient, confident, independent, considerate, respectful and courteous.

Is not good Pupils, or specific groups (inc D&SEN), are not excited, enthused or engaged by the teaching.

Be

hav

iou

r

and

Saf

ety

Disruption to learning Lesson proceeds without interruption. Disruption to lesson is ‘unusual’. Is not good Persistent low-level disruption occurs ‘more than occasionally’. It hinders learning. The lesson is disorderly.

Behaviour management Behaviour management is systematic and consistently applied.

Behaviour management strategies are applied consistently.

Is not good Procedures for managing behaviour are not clear or are not used consistently.

Safety Pupils know the main risks they face and understand how these may threaten their own/others’ safety. Pupils do not understand risk and may endanger themselves or others.

Teac

hin

g

Subject K&U Excellent. Well-developed. Is not good Limited.

Planning ‘Astute’. ‘Effective’. Is not good Planning fails to take a/c of needs.

Use of time Time is used very well. Time is used well. Is not good Time is wasted by some or all pupils.

Challenge and match to needs Tasks are challenging; match pupils needs ‘accurately’. Differentiation ensures that students will make rapid and sustained progress (exceeding their target grade)

Tasks are challenging; match most pupils’ needs. Differentiation ensures that students will progress towards their target grades.

Is not good Challenge is inappropriate for some or all pupils.

Activities Well-judged and often imaginative. ‘Effective’. Is not good Not sufficiently well matched to pupils’ needs.

Expectations Consistently high….. of all pupils. High. Is not good Not high enough.

Interventions Sharply focused and timely. Match individual needs accurately. ‘Notable impact’. Additional support has notable impact on progress.

‘Appropriate’. Good impact on learning. Additional support is deployed carefully and has good impact on learning.

Is not good Additional support has little/no impact on learning; gaps are not narrowing.

RWCM & other skills, inc. SMSC

‘Exceptional’. Every opportunity taken to develop ‘crucial’ skills, including RWCM.

Very effective. A range of skills, including RWCM, is taught.

Is not good Pupils cannot use RWCM skills as well as they should.

Ass

ess

me

nt

Of prior learning. Systematic and accurate. Accurate. Is not good Assessment takes too little account of pupils’ prior learning or understand’g.

During the lesson

Understanding is checked systematically and effectively, anticipating interventions. If needed the teacher will alter the lesson to adapt to the findings as the lesson develops.

Progress is assessed regularly and accurately. T. listens astutely to pupils, observes carefully and questions skilfully … to reshape tasks… to improve learning.

Is not good Assessment is not used effectively to help pupils improve.

Homework Appropriate and regular homework contributes very well to pupils’ learning.

Appropriate and regular homework contributes well to learning.

Is not good Homework is not set regularly or it does not contribute to learning.

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Feedback and marking

Marking and feedback are frequent and of a consistently high quality. Ps know how to improve their work. There is evidence that marking his lead to action and shape the planning of the lesson. All students know their target grade and how to improve their work in order to work towards this.

Assessments are discussed with pupils so that they know how well they have done and how to improve. Marking is regular. There is evidence that marking his lead to action Most students know their target grade and how to improve their work in order to work towards this.

Is not good

Pupils are rarely, if at all, informed about progress. Many do not know how to improve. Marking is minimal.

Work scrutiny document

Department - Year Group -

Date - Teacher –

Criteria Evidence Areas for development

Is marking regular?

Does marking lead to action?

Does marking give advice to the students on how to improve the pieces of work?

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Where appropriate do students know the level at which they are working ?

Do students peer assess?

Do students self-assess?

Is work presented in an acceptable way?

Is there evidence of progress over time?

Is there evidence of differentiation?

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Is there evidence of challenge?

Is there evidence of challenge within different ability groups?

What CPD needs to be put in place? By whom and when? The next work scrutiny will take place …..

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Student Voice – Areas for questioning for Curriculum Leaders.

1. Do you enjoy your ______________ lessons?

2. What are the good features of your ____________ lessons?

3. Which features don’t you like?

4. How might your _____________ lessons be improved?

5. What helps you to learn in your ______________ lessons?

6. What prevents you from learning?

7. How do your lessons in KS3 differ from your primary school lessons?

8. How do your KS4 lessons differ from those in KS3?

9. How often is homework set?

10. Is it marked promptly and returned?

11. Is feedback provided to help you to improve?

12. Is homework helpful in preparing you for SATS / GCSEs?

13. Do you know the level at which you are working?

14. Do you know your termly target?

15. Does your teacher explain what you must do to achieve your target?

16 to 20 – Subject specific questions

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WARD ROUND PROCEDURES

The aim of the Ward Round is to quality assure judgements of teaching and learning and to

assist teachers in developing their practice. The whole experience should be positive and seek to

identify areas where support can be offered and success celebrated.

Arrange to meet the member of SLT at a convenient location

Accompany the member of SLT around your Department, going into at least three

lessons

Both the member of SLT and the HoD will make their notes on the grid provided for

Ward Rounds

Discuss the findings with the member of SLT. The HoD must go first and lead the

discussion. The HoD will then be asked to make a judgement grade on the lesson for the

section that was seen. (Where there is a discrepancy between the grades of the HoD and

the member of SLT, a professional dialogue should take place. If there is no agreement,

the SLT grade will be the accepted grade for the lesson and further training will be

provided to the HoD)

At the end of the day the HoD will feedback to the member of staff, after discussion has

taken place regarding the lesson

The member of SLT will then feedback to the middle leader on strengths and areas for

improvement regarding the feedback and the accuracy of their judgements

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Ward Round

Teacher

Date

Department

Comment on progress

Comments on differentiation

Comments on challenge

Comments on feedback to students

Judgement 1 2 3 4

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Ward Round Feedback

Strengths

Areas for development

Suggested CPD

Further actions

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Quality Assurance drop-in sheet.

The focus of the drop-in was -

Active Learning Challenge Differentiation

Marking & Feedback Progress Vulnerable Groups

Judgment

1 2 3 4

Date Period Member of Staff

Year group Class Subject

Comment __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Action : Spoken to : (please circle) HOD Logged Teacher Referred to EV

Quality Assurance drop-in sheet.

The focus of the drop-in was -

Active Learning Challenge Differentiation

Marking & Feedback Progress Vulnerable Groups

Judgment

1 2 3 4

Date Period Member of Staff

Year group Class Subject

Comment __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Action : Spoken to : (please circle) HOD Logged Teacher Referred to EV

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Teacher Support to Raise Performance

Name: Start Date: Review date:

Area for Development Specific area of focus of the support

E.g. Marking, concern from lesson observation, planning, classroom management, etc.

Record of action to be taken From whom? Success indicators

Review of action taken:

Signed (Teacher) Signed (Line Manager)

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LEARNING WALK - TUTOR TIME SUMMARY

Date : Teacher : Strengths : Walker : Group : Time : Areas for development :

Aspects of the lesson Y / N Is the teacher punctual?

Are the students punctual?

If not, does the teacher discuss this?

Has the register been taken?

Is there a calm, orderly atmosphere?

Are the students properly equipped?

Do the students have planners?

Have students without planners been given a temporary one?

Have students taken their coats off?

Are students wearing the correct uniform?

Is there evidence of interactivity / constructive discussion between teacher and students/groups of students OR evidence of focused work?

Is there evidence of the successful use of school systems?

Is there an orderly end to the session?

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Student Planner Monitoring

MO

NITO

RED

BY

Date Pupil Yr

group Form

Condition of planner

Recording of homework?

Up to date Tutor

Signature?

Up to date Parent/Carer

Signature? Comments

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Student Voice – Areas for questioning for Head of House

1. Do you like school? Why? Why not? 2. Which aspects of school are worthwhile?

3. How much homework do you do most evenings?

4. Would you say that you work hard in school? Explain

5. Do you get a chance to direct your own learning?

6. Do you know your learning style?

7. Describe a good lesson that you’ve had recently.

8. Describe a poor lesson.

9. Is there anything that school could do to make learning easier for you, e.g. homework clubs,

different teaching methods, etc?

10. Are there opportunities for you to complete extra-curricular activities? Which ones?

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Monitoring and Evaluating Tutor Time

6-weekly learning cycle report: Cycle: Date: Tutor Strengths Area for development

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HOMEWORK EVALUATION

Curriculum Area: Year Group: Monitored By: Term: Date:

Student Staff Homework type completed during half term Evidence of Learning/Progress Student Feedback Y/N

Key:

RV Revision PW Preparation Work

D Drafting/redrafting W Worksheet CW Coursework

RS Research PR Personal Reading

Q Questionnaire/Survey SA Self Assessment

O Other

IT IT Based VS Learning Vocab/Spelling

A Analysis FC Finishing Classwork

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JUDGEMENTS: QUALITY OF HOMEWORK

Outstanding

A range of challenging tasks are set which develop competencies very effectively. There is clear evidence of independent learning and achievement is high. Students make outstanding progress.

Good

Homework is challenging. Extended assignments effectively support and enhance what is learned in lessons. Progress is better than expected and students achieve well. Individual needs are well catered for.

Requires Improvement

Homework extends class learning well with a range of activities/extended assignments. Most students make the progress that is expected of them with tasks having sufficient challenge.

Inadequate

Homework is not set. Where homework is set activities are mundane and lack challenge, with little understanding of learners’ needs. Students make limited progress.

What I saw …? What I heard…?

What I felt …?

Teachers Name

SEND Learners are aware of learning objectives. Reflections (overview of the style and

atmosphere of the lesson)

Evidence of Learning for Students with Additional Needs

studentssstudentsstudents

Thoughts

Class Date Observed by: Subject Period

Learners have adequate time and additional

resources to make progress

Staff in the room work as a team

SEND Learning is linked to learning objectives at

the correct level

SEND Learners enjoy their learning and are well

motivated

TA is an advocate for the student where

necessary

Learners are effectively involved in the

lesson with TA support

Learners are rewarded by TA

Learners are motivated by the confidence and

enthusiasm of the TA.

TA facilitates access appropriate resources to

remove barriers to learning

Good relationships are evident between TA and

learners

Evidence of different learning styles which

reflect effective personalised learning Visual

Auditory

Kinaesthetic

TA is uses knowledge about students and individual needs to support the teacher

TA name

What I saw …? What I heard…?

What I felt …?

Form

The students are supervised

Reflections (overview of the style and

atmosphere of the session)

Tutor Time Record

Thoughts

Observed by: Tutor’s Name

The students are punctual

if seen. N/A if not applicable

The students are properly equipped

The register has been taken

There is a calm, orderly atmosphere

The students have planners

Students without planners been given a

temporary one

Students are wearing the correct uniform

Students have taken their coats off

There is evidence of interactivity/constructive

discussion between teacher and students/group

of students OR evidence of focused work

There is an orderly end to the session

There is evidence of the successful use of

school systems

Date

N/A

What I saw …? What I heard…?

What I felt …?

Teachers Name

Learners are engage in learning. Reflections (overview of the style and

atmosphere of the lesson)

Evidence of Learning

Thoughts

Class Date Observed by: Subject Period

Learners engage in AFL activities*

( e.g. Feedback, self evaluation, peer evaluation)

Learners are making good progress over time

Learners’ needs are met through

differentiation.

Teacher s adapt the lesson (where needed)

in response to the needs of learners

Learners enjoy their learning and are well

motivated

Learners are effectively supported by TAs

Learners participate in a productive and

structured environment.

Learners are able to access appropriate

resources

Learners experience skilful questioning

Evidence of imaginative teaching strategies

Evidence of effective R,W,C &M is evident

Teaching promotes high levels of resilience

Teacher set high expectations of pupils

Learners experience social and cultural diversity.