Involvement in assessment

John has worked closely with the Head of English and leads the assessment of that subject by acting as the moderator for Assessing Pupils' Progress (APP).

The school has a good record within APP. In day to day assessments all teachers have a secure and shared understanding of AfL and how it impacts on learning and standards. Within the English department, all teachers have a good understanding of progression in the key concepts and skills in their subject. All teachers give pupils clear feedback which identifies next steps and provide opportunities in lessons for pupils to discuss and act upon the feedback. Skilful questioning and focused dialogue (whole class, group and paired discussion) is a regular feature of English lessons. In English lessons, all pupils have a clear understanding of what they are trying to learn (learning objectives), how they can recognise achievement (learning outcomes), what 'good' looks like (success criteria) and why they are learning this (big picture ). In English, all pupils have the confidence, dispositions and skills to evaluate the quality of their work, and level of understanding, and work with their teachers and peers to take the next steps in their learning.

In periodic assessments, planning for progression is informed by APP guidelines. Medium and long term plans identify intended learning outcomes and opportunities for periodic APP assessments and reviews of progress. In the department, standardisation and moderation processes are in place to ensure accurate and consistent APP judgments. Within the department APP is integral to tracking and target setting that ensures that all underachieving groups and individuals are receiving appropriate additional support. APP criteria are shared and discussed regularly with every pupil to agree targets and review progress towards them. Teachers use APP assessment information to inform whole class learning and teaching, group intervention and one to one support and tuition. Information from APP assessments is used to support transition and transfer, both to the institution from its feeder schools and to the next stage of development. Individual pupils' progress and curricular targets (related to NC levels and informed by APP criteria) are regularly shared and discussed with parents and carers.

John has been instrumental in developing this level of performance and has been used by the local authority to run and manage authority wide standardisation and moderation events. Where individual schools are struggling to implement APP John works more closely with the members of staff in other schools to help them improve their standfards.

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