Senior Management Team

1. Do you know how your school, pupil cohorts and individuals, particularly the boys, are performing in Literacy?
   
   
2. Assessment data should inform decisions made about the whole range of school activities. Do you identify which is the data, about achievement in literacy, that is most appropriate and useful for informing planning, resource decisions, teaching, targeting etc?
   
   
3. Do you analyse all available appropriate data? e.g.
   • Baseline
   • End of KS results
   • NFER
   • QCA
   • Other standardised assessments
   • Teacher assessments
   • National and LEA information
     
     
4. Are you clear about reasons for patterns of attainment? e.g.
   • Gender
   • Summer Births
   • Ethnicity
   • SEN
   • Attendance
   • Behaviour
   • Pupil Turnover
   • Teacher profile for pupil cohort
   • Care arrangements or home situations
     
     
5. Do you use your data analysis to set realistic but challenging targets and to influence the interventions you will make to raise achievement in literacy?
   
   
6. How do you use data to track pupil progress?
   
   
7. Is moderation built into your assessment processes? Published exemplar materials help teachers to understand what is expected at each NC level
   
   
8. Are pupils aware of what is expected of them? How do you share this with them?
   
   
9. Do you share the information from your data analysis with all those involved in teaching and learning?
   
   
10. Have you developed a shared language about school improvement that is understood by all staff?
    • The following frameworks can support the development of a shared language.
    • Basic Skills Quality Mark,
    • Investors in People,
    • OFSTED,
    • Charter Mark
    • The Birmingham Success for All document (contact Les Booth at BASS for additional copies
      
      
11. What mechanisms do you use to identify staff professional development needs in raising boys’ achievement in Literacy? e.g.
    • monitoring of planning, performance, pupil progress, professional development plans
    • professional development review meetings
      
      
12. Are you able to ensure that all staff have the necessary professional skills to raise boys’ achievement in Literacy? i.e. in
    • assessment
    • planning
    • teaching (including behaviour management)
    • classroom management and organisation
    • resource management
    • recording
    • analysing data
      
      
13. Are all new staff inducted to ensure that they understand and monitored to ensure that they apply the key policies?
    
    
14. Is behaviour management an issue in boys’ underattainment / underachievement?
    • The following have all been effective methods of improving self esteem and behaviour and thus significant in enabling learning to take place and raising achievement
    • Birmingham framework for intervention
    • assertive discipline approaches
    • school councils
    • peer mediation
      
      
15. Are you aware of current research in:
    • learning and achievement
    • learning styles
    • accelerated learning?
    • School improvement resources and research information are available in the LEA’s Centre for Leadership Learning and School Improvement at Knox House, M.E.C. Balden Rd.
      
      
16. How do you share ideas and challenges with other schools and headteacher colleagues as a part of keeping your school under constant review? E.g. through
    • conferences
    • consortium meetings
    • family groups
    • user groups (e.g. IiP)
      
      
17. Do you have established school self review mechanisms? E.g.
    • through the LEA
    • use of quality standards (IiP, Quality Mark, Charter Mark)
    • PEEL
    • OFSTED Framework
    • external consultants
      
      
18. Do you audit/order teaching resources with boys’ interests and needs in mind?