Guidelines and Procedures

Tracking and Monitoring Progress in the BGE

June 2016

“Assessing progress and achievement in the 3-15 broad general education is fundamental to taking forward high-quality learning for all.”

(Education Scotland, 2012, p4)1

1 http://www.educationscotland.gov.uk/Images/CfEbriefing2_tcm4-730387.pdf

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Contents

The National Context 3

The Moray Context 5

Rationale for BGE Tracking and Monitoring 6

What should be monitored and tracked? 8

Assessing progress for Tracking and Monitoring data 8

Assessing Pupil Progress 10

Interventions to Support Learning Progress 11

Tracking and Monitoring Support for Moray 12

Tracking and Monitoring Language 14

Roles and Responsibilities 16

Tracking and Monitoring in the BGE – Quality Assurance 17

Improving Tracking and Monitoring 18

Web links to key support materials 19

Appendix 1 – NAR Flowchart 21

Appendix 2: The Moray Learning Cycle 22

Appendix 3: Checklist: Fundamentals of highly-effective Moray Tracking and Monitoring 23

Appendix 4: Making Good Assessment Decisions (Education Scotland) 24

Appendix 5: Developing our Tracking and Monitoring: School Audit 25

Appendix 6: Tracking and Monitoring Tools (Screen Prints) 32

Appendix 7: Tracking and Monitoring in the BGE: Quality Assurance Calendars 35

Appendix 8: Supporting Tracking and Monitoring 38

Appendix 9: How good is our BGE Tracking and Monitoring? 41

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The National Context

Tracking and Monitoring of pupil progress is fundamental for ensuring pupils progress appropriately through the Broad General Education (BGE) from age 3 to 15 and as they continue on their learning journey into Senior Phase and beyond. Using evidence and data effectively to evaluate progress and achievement and identify next steps will support improved outcomes for young people. A Tracking and Monitoring system that offers clear support to enable pupils to know how they are achieving and identify next steps they can take to improve, is a critical tool for raising attainment. If we do not know how pupils are progressing in their learning, we cannot support pupils to progress sufficiently on their learning journey and achieve their full potential.

“For learning to meet the long-term needs of learners, it needs to have suitable breadth and challenge and be capable of wide application…effective tracking of progress and achievement is essential if assessment is to underpin learning and teaching.”

(Education Scotland, 2012, p2, 3)2

By knowing where pupils currently are within the Broad General Education levels and building learning experiences on foundations of prior learning, we are better able to support our learners and predict future outcomes. As stated within the National Improvement Framework for Scottish Education:

“…we all need more robust and consistent evidence which will help us in raising attainment and closing the gap… collecting data on children’s progress as they move through their education from early years until they leave school will help teachers and schools to evaluate how well all children are achieving”

(Scottish Government, 2016, p16)3 Similarly, as the OECD in their “Improving Schools in Scotland: An OECD Perspective”, report:

“…more robust and systematic evidence is needed on which to base evaluative judgements at all levels of the system. The backbone for such judgements must be informed by trustworthy evidence of student progress and learning”.

(OECD, 2015, p166)4

2 http://www.educationscotland.gov.uk/Images/CfEbriefing2_tcm4-730387.pdf 3 http://www.gov.scot/Resource/0049/00491758.pdf 4 http://www.oecd.org/education/school/Improving-Schools-in-Scotland-An-OECD-Perspective.pdf

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Assessment judgements should be built on foundations of well-planned curriculum and learning experiences, appropriate assessment and moderation activity, underpinned by robust professional judgements of learner progress and achievement. Through supporting and challenging learners to achieve the best that they can, quality of destinations - post-secondary school - may be improved following supporting interventions as appropriate. The new National Improvement Framework highlights these areas as “Key Drivers of Improvement” as we move towards a Scotland-wide Vision and Priorities for our children’s progress in learning, ensuring excellence and equity. Figure 1: National Improvement Framework: “Key Drivers of Improvement” 5

The OECD (2015, p13) express concern that at the current time, insufficient use of assessment information collected is made to support curriculum development and learner progress in schools across Scotland. Similarly, it is highlighted that greater clarity is required to support teachers as to what should be assessed. This lack of clarity has adversely impacted on learner progress and school improvement. As stated by the OECD:

“…current assessment arrangements do not provide sufficiently robust information, whether for system-level policy-making, or for local authorities, or for individual schools or across CfE domains for learners and their teachers. The proposed National Improvement framework has the potential to provide such a robust evidence base.”

(OECD, 2015, p13)6

5 http://www.gov.scot/Resource/0049/00491758.pdf 6 http://www.oecd.org/edu/Improving-Schools-in-Scotland-An-OECD-Perspective.pdf

(The Scottish Government, 2016, p8)

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The Moray Context

(The Moray Council, “Five Year Strategic Plan”, 2013)7

As educationalists in Moray, in order to achieve our Education and Social Care vision -“ambitious to achieve excellence together” – it is essential that “…we maintain a clear, relentless focus on ensuring all young people in our schools are able to achieve the very best they can…setting very high expectations not only for ourselves, but also for our young people and for their parents” (The Moray Council, 2014, p2,8,9).

A key focus within the Education and Social Care 5-year Strategic Plan as outlined above is ensuring arrangements are in place for tracking learner progress across stages, underpinned by planning and assessment. Similarly, as highlighted in “Moray 2023, A Plan for the Future” (2013, p33), “…by 2023 the council will have successfully implemented a 3 to 18 Achievement and Attainment Strategy… will have ensured that all young people attain and achieve their full potential, regardless of their background or where they live in Moray”10). To ensure equity for all learners and appropriate challenge to meet the needs of all learners, robust and sufficient tracking and monitoring of learner progress, targeted support and appropriate interventions should be essential. Above all:

In Moray we are committed to ensuring that every child is able to develop the knowledge, skills and attributes they will need to succeed in life, learning and work. We believe that every young person matters and can maximise their potential. We have high expectations and aspirations for our young people and we strive for excellence in the education we provide and the learning and teaching in our classrooms.

(The Moray Council, “Effective Learning and Teaching in Moray”, 2015, p1)

7 http://www.moray.gov.uk/downloads/file90446.pdf 8 http://www.moray.gov.uk/minutes/data/CP20140924/Item%209%20Appendix%201.pdf 9 http://www.moray.gov.uk/minutes/data/CP20140924/Item%209%20Appendix%202.pdf 10 http://www.moray.gov.uk/minutes/data/MC20131120/Item%208%20-%20Attached%20Report.pdf

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Rationale for BGE Tracking and Monitoring

In summary, Monitoring and Tracking enables schools and practitioners to:

o support dialogue with learners to improve learning o help learners to understand their own learning, which they may choose to use to inform their

profiling activities o provide an overview of each learner’s progress and achievement over time and to share the

information (for example with parents) to promote improvements in learning – ‘improving’ and not just ‘proving’ learning

o identify strengths or lack of progress in order to intervene as appropriate o provide a focus for professional dialogue, further assessment and moderation activities o help staff to review their practice in order to support learners further o ensure that evidence from partners and parents, as appropriate for young people, is included in

planning future learning o support analysis of the relative progress of different groups of learners across a school, stage or

department. For example, by gender; ethnicity; those with additional support needs; those with high/low achievement or attainment or progress across different curriculum areas.

(Education Scotland, 2014, p1-2)11

The Scottish Government, Education Scotland, OECD and other key research highlights that data collection is only one facet of the tracking and monitoring process; it is what educationalists use the processed data for that matters the most. “The focus should be on information that supports discussion about planning, learning, teaching and approaches to assessment so as to ensure continued appropriate progress, support and challenge in learning” (Education Scotland, 2014, p3). Moreover, as stated in HGIOS 4 (Scottish Government, 2015, p9), we should look inwards, outwards and forwards in our self-evaluation activities where this is true when coming to assessment decisions. Otherwise, it will be impossible to plan for learners and what the future may hold for them, ensuring appropriate support interventions are in place to support their learning. Figure 2: How Good is our School? [4]: Self-evaluation “inwards, outwards, forwards”12

11 http://www.educationscotland.gov.uk/Images/MonitoringTracking200214_tcm4-754310.pdf 12 http://www.educationscotland.gov.uk/Images/HGIOS4_tcm4-870533.pdf

(Scottish Government, 2015, p9)

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The diagram below provides for useful overview in terms of the inter-connected nature of Curriculum, Learning and Teaching, Assessment, Moderation, Interventions and Reporting, all impacting on the experience of a learner in Moray with Tracking and Monitoring supporting and informing change to all areas. Where Tracking and Monitoring data and related analysis are not built on other solid and constantly reviewed variables including a cohesive curriculum, planned learning experiences and valid and robust formative and summative assessment, skewed data will result. Tracking and Monitoring is thus one part in an inter-connected picture: Figure 3: Inter-connected picture – centrality of Tracking and Monitoring

The NAR Flow Chart13 (see Appendix 1) which forms the basis for The Moray Learning Cycle (see Appendix 2) is a useful tool for planning effective learning, teaching, moderation and assessment, data from which feeds directly into tracking and monitoring approaches. Likewise, tracking and monitoring data will help direct, inform and improve future approaches to learning, teaching, moderation and assessment. Hence, self-evaluation for self-improvement.

13 https://www.educationscotland.gov.uk/Images/TakingaCloserlookatNAR_tcm4-746760.pdf

Curriculum

Planned with Curriculum Rationale and contexts for learning – Es & Os and SAOLs with appropriate assessment in mind and integrated within planned learning. CfE Design principles.

Interventions

Planned interventions – learner equity – to support and challenge as appropriate. Ensuring no learner is at risk of underachieving using supports available including Staged Intervention model.

Moderation

Agreeing standards for consistency; sharing standards; collegiate working; cross-school/cross-sector working; increasing confidence in judgements made on learner progress and achievement.

Assessment

Integrated within learning experiences; sufficient and ongoing; feedback and next steps; breadth, challenge, application, reliable, valid, proportionate. Appropriate mix of Formative-Summative.

Learning and Teaching

LIs/SCs planned with learners, linked to Es&Os/SAOLs; planned pedagogical approaches to curriculum delivery across contexts of learning; personalisation, challenge, enjoyment.

Profiling & Reporting

Using professional judgement and Tracking and Monitoring information, reporting on progress within CfE. Progression comments included alongside request for parental support (as relevant).

Tracking & Monitoring

Manageable and sustainable approaches to providing valid, up-to-date and useful information; supportive of learning; not overly complex or bureaucratic nor impinging on learning and teaching time.

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What should be monitored and tracked? Monitoring and tracking learner levels and progress as well as plans for support and challenge, will form the basis for good practice in Tracking and Monitoring. In summary, tracking may include:

• Progress within specific or bundled Es and Os • Progress in Significant Aspects of Learning • Evidence of breadth, challenge and application • Professional judgements on progress and achievement • Summaries of learner progress relating to personal goals and wider achievements • Progress and achievement through Curriculum for Excellence levels

Professional judgements should take a holistic approach with level of detail in tracking related to the context. At classroom level, tracking data will undoubtedly be more comprehensive to reach judgements about achievement of a level. Learners will be central to tracking and monitoring, involved in learning conversations, evaluating their own learning and identifying next steps in their learning. At Senior Management level, a holistic knowledge of level achievement by curriculum area or “Responsibility of All” Literacy, Numeracy and HWB may be sufficient for monitoring purposes. However, smart use of data will be required for identifying improvements required and supporting professional learning of staff for maximum learner benefit. Appendix 3 provides a useful checklist of “Fundamentals of highly effective Tracking and Monitoring” for learners, practitioners and leaders within Moray schools.

Assessing progress for Tracking and Monitoring data When assessing pupil progress in the Broad General Education, care should be taken to ensure assessment approaches help learners to demonstrate their progress through the different levels. As stated within BtC5 (2011, p7)14, for learners to demonstrate their achievement of a level, they need opportunities to show that they: • Have achieved a breadth of learning across the experiences and outcomes for an aspect of the

curriculum

• Can respond to the level of challenge set out in the experiences and outcomes and are moving forward to more challenging learning in some aspects

• Can apply what they have learned in new and unfamiliar situations

14 http://www.educationscotland.gov.uk/Images/BtC5Framework_tcm4-653230.pdf

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Figure 4: Building the Curriculum 5 – Breadth, Challenge and Application

(BtC5, 2011, p7)

Practitioners can then use the aspects of breadth, challenge and application to decide whether a learner has achieved a level based on holistic judgement across the relevant curriculum area, ‘across learning’ focus or specific subject area. Ongoing assessment, both FORMATIVE (“assessment for learning”) and SUMMATIVE (“assessment of learning”) in nature (see below), will allow for HOLISTIC professional judgements to be made of pupil progress in the BGE. Figure 5: Arriving at Holistic Assessment Judgements Moderation allows for agreement in standards and expectations within a school or across an ASG, ensuring robust judgements of learner progress and achievements of individual practitioners. As stated by Education Scotland15:

“Moderation is informed by referencing a range of learner evidence from practitioners’ own classrooms, while taking account of exemplification of national standards on the National Assessment Resource. This leads practitioners to be confident when reporting on progress, to learners themselves, other practitioners, members of the senior leadership team and parents.”

15 http://www.educationscotland.gov.uk/video/w/theworldofassessmentanimation.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64&class=l1+d86716

Formative Assessment

Summative Assessment

Evidence gathered using approaches

outlined above

Agreed Holistic Assessment Judgements

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Assessing Pupil Progress The following table outlines examples of different ways of assessing pupil progress.

Learning Conversations – dialogue with pupils about their learning, progress and next steps

Peer/self/teacher assessments and evaluations

Oral and written feedback of assessment judgements

Ongoing class work, jotter work, assignments, presentations, class tasks, talks, dialogue

Subject profiling/passports/reflective logs and other reporting formats

Models/practical coursework/photos

Formative assessment (assessment for learning) – assessing over time as opposed to ‘key milestones’ only through testing Formative assessment judgements – simplistic recording over time to note judgement (e.g. teacher planner note/pupil profile comment/jotter comments/planner colour coding) Summative assessment (assessment of learning) – to assess retention of information, breadth and depth of learning

Standardised assessments

Home learning to support classwork – extending learning and supporting learning

Progress in tasks issued to challenge and extend thinking of pupils into the next level (e.g. working well at 3rd level – how they cope with 4th level work)

Use of Education Scotland Resources (curriculum papers, progression frameworks, annotated exemplification) to guide assessment and moderation

Education Scotland (2015, p10-11)16 provide worthy prompt questions to consider when making good assessment decisions, highlighting the importance of planning and integrating assessment within learning alongside the need for quality assurance, moderation and evaluation for ongoing improvement (see next page). As illustrated within Appendix 4 and with reference to HGIOS4, QI 2.3 level 5 illustration, (2015, p36 -Learning, Teaching and Assessment)17:

16 http://www.educationscotland.gov.uk/Images/ESNewsSpring2015_tcm4-854620.pdf 17 http://www.educationscotland.gov.uk/Images/HGIOS4_tcm4-870533.pdf

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Interventions to Support or Challenge Learning Progress In order to progress learning, interventions in order to support individual learners may require to be implemented. These may take a variety of formats and may include one or a combination of the following interventions:

Amend success criteria to provide support/challenge

Adopt a Staged intervention as outlined by The Moray Council

Mentoring and Coaching support

Department/curriculum support at lunchtimes/after-school

Support for learning interventions – classroom assistant/auxiliary support, SfL Teacher intervention…

Additional nurture – PT Guidance support

Parental contact and intervention to support or challenge learning in the home

Assistance from outside agencies to support young people – e.g. SALT, Educational Psychology, Extended Outreach…

Assistance from partners to support young people – e.g. The Rowan Centre, Children 1st, Quarriers…

Additional resources – e.g. online support/ICT resource

Peer-support/cross-stage working/buddies – providers and recipients

In-class support strategies – deployment of auxiliaries/support from pupils experiencing success within a class/subject

Flexible learning and teaching approaches to provide support/challenge

ICT to support or challenge learning

Split Placements

Timetable adjustments

Elaborated/Nurturing Curriculum

Learning Conversations

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Similarly, depending upon individual learner ability and progress, additional challenge may be required through appropriate differentiation of tasks which may include setting tasks at the next level. In this way, future predictions on likely learner progress are more easily ascertained. Effective tracking and monitoring is essential to evaluate the effectiveness of interventions, provided that tracking is undertaken periodically based on robust assessment. Appendix 5 contains a self-evaluation tool using key quality indicators from HGIOS4 to assess the tracking and monitoring position at school level alongside opportunities to develop next steps for improvement. It is essential to continue to look inwards to analyse your work, outwards to find out what is happening locally and nationally and forwards to consider continuous improvement.

Tracking and Monitoring Support for Moray In developing a Tracking and Monitoring approach for Moray Schools, it is clear that the tool to support Tracking and Monitoring – whether paper, spreadsheet or Management Information System focused – is not as fundamental as the processes that underpins the data to be entered onto it. As key national advice along with the diagram on page 7 illustrated, without key component parts, robust and accurate tracking data and associated analysis for supporting learners’ next steps will not result. In summary it is essential that the following are commonplace to support robust tracking information: Planned curriculum with agreed and shared curriculum vision

High quality learning and teaching activities and learners’ experiences

Planned assessment – formative and summative – within learning

Collection of sufficient and robust evidence to support judgements

Moderation of evidence for consistency in agreed standards

Interventions to support learning

Moreover, as stated in the paper by the Curriculum for Excellence Working Group on Tackling Bureaucracy (Scottish Government, 2013, p5)18:

“Tracking pupil progress and moderation is important; however, there is no need to produce large folios of evidence to support this. Assessment within CfE is based on the exercise of professional judgement”.

Thus, in order to support and challenge learners and departments, holistic judgement and recording of learner achievement within and across levels is essential.

18 http://www.gov.scot/resource/0043/00438617.pdf

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In Moray, simplified ‘minimum accepted’ Tracking Formats (see Appendix 6 for screenshots – files provided separately) have been developed for use within Moray at whole school and individual department/classroom level based on a common assessment language. Nonetheless, it is appreciated that individual schools may have their own tracking and monitoring systems already in place to support holistic assessment judgements. This is perfectly acceptable provided that such approaches reflect information contained within these guidelines and procedures. Similarly, individual schools Tracking and Monitoring may exceed “minimum standards” outlined below. This is welcomed where different schools will be at different stages in their Tracking and Monitoring journey. At this stage, the following tracking information is requested as a minimum standard: • Primary Schools: Literacy and Numeracy Tracking essential. Other curriculum areas are in addition

to Literacy and Numeracy tracking at this time.

• Secondary Schools: Curriculum Area Tracking across all eight curriculum areas:

1. Expressive arts 2. Health and wellbeing 3. Languages (and Literacy) 4. Mathematics (and Numeracy) 5. Religious and moral education 6. Sciences 7. Social studies 8. Technologies

Within secondary schools, it is accepted that more than one subject department may belong to a discrete curriculum area. In this way, tracking at department level should take place with results feeding in to learner progress at whole school tracking and monitoring level for the specific curricular area.

One such example of this is Social Studies where Business Education, Geography, History and Modern Studies all fit within the same Curriculum Area. Subject area practitioners should therefore make holistic assessment judgements for learner progress within their subject area and within relevant Significant Aspects of Learning, which will then feed into their overall progress within the curriculum area at whole school level.

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Tracking and Monitoring Language For Tracking and Monitoring - and for purposes of professional dialogue rather than reporting to parents – a language of Tracking and Monitoring has been developed. Alongside identification that a level has been achieved based on holistic professional judgement following assessment – and where appropriate, moderation – of a range of evidence, level achievement status along with progress and potential comments are required for individual learners using a common assessment language. We call this:

The A-B-C of Moray BGE Tracking and Monitoring A Level:

Early Early level has been achieved in the curricular/‘across learning’ area 1 First level has been achieved in the curricular/‘across learning’ area 2 Second level has been achieved in the curricular/‘across learning’ area 3 Third level has been achieved in the curricular/‘across learning’ area*

* with achievement of 3rd level also indicating that the learner is working at 4th level

B Progress:

Progress 1 Not progressing as expected at current level Progress 2 Progressing as expected at current level with support Progress 3 Progressing as expected at current level* Progress 4 Progress currently exceeding expected level

* also selected if a learner is working well at 4th level, having achieved 3rd level

C Potential:

Potential 1 Potential not to achieve the expected level Potential 2 Potential to achieve the expected level with support Potential 3 Potential to achieve the expected level* Potential 4 Potential to exceed the expected level

* also selected if a learner is working well at 4th level, having achieved 3rd level

Identification of progress and potential will be based on key national advice given in “Building the Curriculum 3”:

Level: Anticipated time of achievement: Early The pre-school years and P1 or later for some

1 To the end of P4, but earlier or later for some 2 To the end of P7, but earlier or later for some 3 To Christmas of S3, but earlier or later for some

(Adapted from: BtC3, 2008, p31) 19

19 http://www.educationscotland.gov.uk/Images/building_the_curriculum_3_jms3_tcm4-489454.pdf

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Potential will require practitioners to look to the future, identifying where learners will be in their learning and level progress by anticipated times of achievement (see bottom table on page 14 – BtC3). Based on understanding of standards following moderation and professional judgement, this will enable interventions to support and challenge learning. Tracking and Monitoring will be an ongoing process with any Tracking tool likely to be open all year for practitioners to track progress and potential with key milestones identified by senior leaders for ascertaining cohort progress and potential. The Tracking Language associated with Progress and Potential as outlined above will also support reporting to parents when providing comments on progress/strengths and next steps. However, statements used for progress and potential should not be used to directly report to parents. The diagram below illustrates how it is anticipated that this tracking and monitoring approach will operate: Figure 6: Tracking and Monitoring in Moray

Gathering Evidence

Holistic judgements on individual pupils made on relevant evidence and based on professional judgements, following appropriate assessment and moderation activity

Recording

Class teachers record on Department/Class T&M Tool, pre-populated with relevant information (e.g. PIPS/InCAS/MidYIS, ASN support, Interventions)

Analysis

Analysis by individual teachers, PTs, DHTs, HTs to highlight strengths and target areas for focus. Progress of pupils against standardised test results reviewed. School T&M Tool

Interventions/Actions

Support and Interventions for individual pupils reviewed. Pupils at risk of underachieving their potential based on progress identified. Interventions implemented as required.

Review

Is our current system ‘fit for purpose’? What amendments do we need to make in light of local/national guidance? Do we need to support staff through professional learning?

Tracking tool is populated on an ongoing basis for teacher

recording of progress and potential which may change

day to day/week to week

Data reporting is also required in June as part of authority

data collection

Following analysis as above (e.g. Excel analysis to calculate

progress and potential at different levels), interventions

employed to support pupils

Whole school tool populated at key points – e.g. September, February, May – to ascertain levels - progress - potential

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Roles and Responsibilities

In order to support Tracking and Monitoring, key stakeholders will require to undertake a number of key roles in the process. In summary: Role of the Pupil:

• The pupil will take note in their profiles or other recording format (which may involve conversations through Universal Pupil Support), progress and potential in learning within across learning/curriculum areas and engage in discussions about their progress and next steps to learning

• Pupils will take responsibility for their own learning, supporting assessment and evidence retention • Pupils will engage with interventions to support their learning Role of the Class Teacher:

• Identify pupils who are failing to achieve appropriate progress and predict future potential, with learning conversations and feedback supporting the tracking process and next steps

• Ensure differentiated material is in place to support and challenge • Liaise with PT SFL where appropriate for interventions to support learning • Liaise with Principal Teachers and SLT/SMT as appropriate • Engage in professional learning activities to support tracking and monitoring process Role of SLT/SMT:

• Issue reminders of monitoring and tracking ‘milestone’ data extracts (where staff are requested to enter as up-to-date as possible tracking information on pupil level progress and potential - e.g. September/February/May) in staff communications/staff bulletin etc.

• Collate and analyse milestone tracking information, highlight ‘off track pupils’ and distribute this information to PTs and wider staff

• Highlight procedures of monitoring and tracking and role of the pupil in this process at pupil assemblies • Attend discussions at link subject DMs/staff meeting discussions • Review year group/school information • Arrange discussions with pupils and/or teaching staff to ensure improvements as appropriate. • If appropriate parents/carers contacted to discuss and seek their support in aiming for an improvement Role of Parents:

• Support and challenge their child(ren) to realise their full potential through good progress through tracking reports and dialogue with practitioners at parents’ evenings and events

• Engage with the school in encouraging their child(ren) to achieve their full potential and make good progress through support of home learning and home revision activities

Role of Support for Learning:

• Interventions to support learning identified and implemented, working collegiately with classroom teachers to support learners

• Review of pupil information collected through discussions, observation and testing (including review of standardised test scores – PIPS, InCAS, MidYIS), supporting and challenging where necessary

• Review of IEPs, developing targets in discussion with learners and fellow practitioners to support learners to maximise their potential

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Staff Support:

• Staff in-service training on tracking and monitoring processes/professional learning required as a result of whole school analysis of pupil progress and potential

• Moderation sessions as appropriate

Secondary School specific: Roles and Responsibilities Role of the Principal Teacher (Subject) - Secondary:

• Ensure subject colleagues track and monitor pupil progress and potential on an ongoing basis • Place tracking and monitoring and Moderation as regular meeting agenda items to provide for holistic

judgement support and for colleagues to raise off track pupils and discuss and agree on intervention strategies

• Review progress and potential data monthly and liaise with class teacher to discuss those pupils who are not progressing sufficiently

• Liaise with SLT/SfL/Guidance as appropriate Role of the Principal Teacher (Guidance) - Secondary:

• Ensure tracking and monitoring is a fixed meeting agenda item at the beginning of each month to highlight pupils of concern and discuss and agree intervention strategies

• Review progress and potential data for their house group monthly and liaise with PT Subject, PT SfL and Year Head to discuss those pupils who are not progressing or likely to achieve their full potential across subjects based on current data and profile

• Arrange discussions with pupils and/or teaching staff to ensure improvements • If appropriate, parents/carers contacted to discuss and seek their support in aiming for an improvement Role of UPS Teacher - Secondary:

• Analyse tracking for classes to target increased dialogue and support and to flag trends or changes to PTs Guidance

• Support and challenge learners through dialogue in support of learning and progress

Tracking and Monitoring in the BGE – Quality Assurance

Appendix 7 contains two models – one primary and one secondary - of Quality Assurance Calendars in support of BGE Tracking and Monitoring. Where no primary or secondary school context is the same, these are provided as possible formats, bringing in key activities including instances of standardised assessment, attainment meetings and milestones for data extracts to support and challenge departments and colleagues.

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Improving Tracking and Monitoring Appendix 8 provides generic advice to schools for improving their BGE Assessment, Moderation and Tracking and Monitoring. While not exhaustive, building practice as suggested will ensure support for learners, their progress and potential. It is also recommended that key resources contained within web links on subsequent pages are reviewed to support individual schools on their journey to excellence with Tracking and Monitoring, forming one part of a truly inter-connected ‘bigger picture’, with effective Tracking and Monitoring supporting improvement across all aspects of pedagogy. For schools with embedded systems for Tracking and Monitoring learner progress and level achievement in the BGE, a final “How good is our BGE Tracking and Monitoring” checklist is contained within Appendix 9. Using key national guidance, this will further support self-evaluation for self-improvement.

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Web links to key support materials

Building the Curriculum http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/buildingyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/btc1.asp Building the Curriculum 3 – A framework for learning and teaching http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/buildingyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/btc3.asp Building the Curriculum 5 – A framework for assessment http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/index.asp CfE Briefing 2 Curriculum for Excellence: Assessing progress and achievement in the 3-15 broad general education http://www.educationscotland.gov.uk/Images/CfEbriefing2_tcm4-730387.pdf CfE Briefing 5 - Personalised Learning http://www.educationscotland.gov.uk/Images/CfEBriefing5_tcm4-741643.pdf Curriculum for Excellence Guidance Paper - Monitoring and tracking progress and achievement in the broad general education http://www.educationscotland.gov.uk/Images/MonitoringTracking200214_tcm4-754310.pdf Curriculum for Excellence Primary School Leadership Conferences http://www.educationscotland.gov.uk/resources/c/cfeprimaryschoolleadershipconferences.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64 Curriculum for Excellence Secondary School Leadership Conferences http://www.educationscotland.gov.uk/resources/l/leadershipofcfe.asp Education Scotland – Monitoring and tracking self-evaluation tools 1 to 4: http://www.educationscotland.gov.uk/learningandteaching/assessment/progressandachievement/workshopmaterials/index.asp Evaluating and improving your curriculum - Primary http://www.educationscotland.gov.uk/resources/e/evaluatingandimprovingourcurriculumprimary/introduction.asp Evaluating and Improving our Curriculum – Primary - Section 5 – Monitoring and Tracking http://www.educationscotland.gov.uk/resources/e/evaluatingandimprovingourcurriculumprimary/monitoringandtracking.asp?strReferringChannel=resources&strReferringPageID=tcm:4-837681-64 Evaluating and Improving our Curriculum – S1-S3 http://www.educationscotland.gov.uk/resources/e/evaluatingandimprovingourcurriculum/monitoringandtracking.asp?strReferringChannel=resources&strReferringPageID=tcm:4-832472-64

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How good is our school? [Part 4] http://www.educationscotland.gov.uk/Images/HGIOS4_tcm4-870533.pdf Improving Schools in Scotland – an OECD Perspective http://www.oecd.org/education/school/Improving-Schools-in-Scotland-An-OECD-Perspective.pdf Journey to Excellence Improvement guides http://www.journeytoexcellence.org.uk/whatisexcellence/improvementguides.asp Journey to Excellence learning together resources http://www.journeytoexcellence.org.uk/resourcesandcpd/cpdresources.asp Making Good Assessment Decisions 3-18 http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandachievement/makinggoodassessmentdecisions/index.asp NAR Flowchart and NAR Flowchart instructions http://about.narscotland.org.uk/Images/NAR-Flow-chart_tcm4-671023.pdf http://about.narscotland.org.uk/Images/Flow_Chart_Instructions_tcm4-671024.pdf National Improvement Framework http://www.gov.scot/Resource/0049/00491758.pdf Principles of Assessment http://www.educationscotland.gov.uk/learningandteaching/assessment/about/principles/learnerengagement.asp Profiling http://www.educationscotland.gov.uk/learningandteaching/assessment/achievement/profiling/introduction.asp Profiling – Senior Phase http://www.educationscotland.gov.uk/video/a/AssessmentPage.asp?strReferringChannel=resources&strReferringPageID=tcm:4-660353-64&class=l1+d144135 Quality Assurance and Moderation http://www.educationscotland.gov.uk/learningandteaching/assessment/qaandmoderation/index.asp Scottish Survey of Literacy and Numeracy (SSLN) http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/ssln/ Taking a closer look at the NAR http://about.narscotland.org.uk/Images/TakingaCloserlookatNAR_tcm4-746760.pdf

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Appendix 1 – NAR Flowchart

(Education Scotland, 2013, p28: https://www.educationscotland.gov.uk/Images/TakingaCloserlookatNAR_tcm4-746760.pdf)

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Appendix 2: The Moray Learning Cycle

Developed to help teachers deliver lessons that take account of the ‘big’ messages required for effective high quality learning and teaching. Every good lesson or group of lessons should include the core components of the learning cycle, which has been modelled on the National Assessment Resource (NAR) flowchart produced by Education Scotland (The Moray Council , 2015, “Effective Learning and Teaching in Moray”, p6).

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Appendix 3: Checklist: Fundamentals of highly-effective Moray Tracking and Monitoring () How secure are our foundations of Tracking and Monitoring?

Learners…

� Quality, regular learning conversations are commonplace, both in classes and with an adult who knows each child well � Children and young people are confidently engaged in reviewing their own learning � Children and young people confidently talk of their learning and levels, evaluating success in their learning � Learners build up evidence across the Significant Aspects of Learning which may include jotters, home learning tasks, project work to support teacher

holistic judgements on progress and next steps � Next steps for learning (learning targets) are identified through self and peer assessment by learners, supported by an adult who knows them well

which may include their class teacher(s) or Principal Teacher of Guidance (Secondary) � A record of achievement is maintained on an ongoing basis by learners (e.g. profile, learning log, e-portfolio), increasing capacity of learners to take

greater responsibility for their own learning

Practitioners…

� Practitioners make good use of information relating to prior learning (including primary school) to support progression in learning and avoid duplication of prior learning

� Planned learning and teaching activities with clear Learning Intentions/Success Criteria involving learners in their construction � Practitioners use a range of different assessments to measure children’s progress across the curriculum. Assessments are formative and summative

in nature and planned within learning experiences. This may also include analysis and interpretation of standardised tests including PIPS, InCAS and MidYIS to support learners

� Evidence of learning and assessment is gathered, reviewed and retained to support holistic judgements on level achievement, ensuring duplication between learner records (profile/log…) does not occur

� Practitioners engage regularly and in a planned way, in professional dialogue to develop collective understanding. For example, shared understanding of standards and good practice, pedagogy, assessment and strategies for raising attainment (within schools, across schools, across sectors, across authorities)

� Practitioners make effective use of up-to-date research/data from Scotland and beyond to inform their learning and developments � Practitioners learn from one another through observation, supporting holistic professional judgements on learner attainment � Tracking and Monitoring documentation is sufficiently detailed, evaluative with clear purpose, avoiding unnecessary bureaucracy

SMT/SLT…

� Self-evaluation is integral to how we work within our community and is an ongoing feature of school life – comprehensive curriculum planning and monitoring standards in learning and teaching ensure a sound foundation for robust tracking information

� Across the year, there is focused attention on monitoring and evaluating learning and teaching and children’s achievements, and to taking improvements forward

� Professional learning activities, including moderation, are clearly linked to results and identified areas for improvement � SMT/SLT regularly interrogate data, making use of digital technology to support this where relevant and appropriate � SMT/SLT have taken steps to ensure all planning, monitoring, tracking and evaluating is manageable and relevant for all involved

(Adapted from Education Scotland, 2015, p21-53; http://www.educationscotland.gov.uk/Images/HGIOS4_tcm4-870533.pdf)

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Appendix 4: Making Good Assessment Decisions (Education Scotland)

Education Scotland News, Spring 2015, p10-11 http://www.educationscotland.gov.uk/Images/ESNewsSpring2015_tcm4-854620.pdf

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Appendix 5: Developing our Tracking and Monitoring: School Audit

Accurate and sufficiently detailed tracking and monitoring data is essential to support both learner and school improvement. With specific reference to Moderation, Tracking and Monitoring approaches, as stated in HGIOS4, QI 1.1, page 20 (Self-evaluation for Self-improvement, level 5 illustration): Similarly, with reference to HGIOS4, QI 2.3 level 5 illustration, page 36 (Learning, Teaching and Assessment):

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Tracking and Monitoring: School Audit (Appendix 5) continued…

Date of Audit: Date of “revisit” Audit(s):

It is suggested that this audit is revisited in time to ascertain future progress and next steps – please annotate/highlight progress at a later date Use some of the key quality indicators from HGIOS4 below to assess the position within your school and the opportunities to develop next steps for improvement. It is helpful at this point to continue to look inwards to analyse your work, outwards to find out what is happening locally and nationally and forwards to consider continuous improvement.

2.2 Curriculum The curriculum is the totality of learning experiences across the four contexts as delivered by the school and its partners. An effective curriculum results in

strong outcomes for all learners. Good Practice is evident when: • All staff and partners are ambitious and expect high levels of attainment and achievement for all learners. • Time is protected for professional learning and collegiate working to develop the curriculum and consider its impact on young people. • Planning for progression in children and young people’s learning is in place for the 4 contexts and shows how knowledge, understanding and skills are

built over time.

How are we doing? How do we know? What are we going to do now?

To what extent does our curriculum promote equity and raise attainment for all children and young people?

Do we have a shared understanding of what progression looks like?

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2.3 Learning, Teaching and Assessment Effective use of assessment by staff and learners ensures children and young people maximise their successes and achievements

As a result of our manageable processes to monitor and evaluate learners’ progress we have clear information on their attainment across all curriculum areas. We use this data to evaluate the effectiveness of interventions designed to improve outcomes for all learners. Good Practice is evident when: • Learners receive high-quality feedback and have an accurate understanding of their progress and what they need to do to improve. • Learners are able to give effective feedback to peers on their learning and suggest ways in which they can improve. • Assessment approaches are matched to the learning needs of learners and are used to support them where they are in their learning. • A quality body of evidence is used to support assessment judgements and decisions about next steps. • Processes for assessment and recording are manageable and very effective in informing improvements in learning and teaching. • Tracking and monitoring are well-understood and used effectively to secure improved outcomes for all learners. • All teachers have well-developed skills of data analysis which are focused on improvement.

How are we doing?

How do we know? What are we going to do now?

How well do we apply the principles of planning, assessment and recording as an integral feature of learning and teaching?

How well do we make use of a range of valid, reliable and relevant assessment tools and approaches to support the improvement of children and young people’s learning?

How well do we record, analyse and use assessment information to identify development needs for individual learners and specific groups?

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2.4 Personalised Support Monitoring the impact of interventions and making timely adjustments to practice are key to providing highly-effective universal and targeted support

Our children and young people have frequent opportunities to discuss their learning with a key adult who knows them well, helping them to set appropriate next steps. This enables them to review their own learning and plan for next steps, gain access to learning activities which will meet their needs, work with a range of partners, and prepares and supports them through changes and choices. Learning targets are in place specific to individual learners, built on prior learning and reviewed and evaluated systematically with next steps based on their progress. Good Practice is evident when: • Learners’ needs are identified early through reliable and valid assessment information and ensure appropriate, proportionate and timely support

including specialist input where required. • The school reviews the progress of all children effectively, including those with additional support needs. They can provide reliable and valid evidence

to support this process. How are we doing?

How do we know? What are we going to do now?

Does the school have effective assessment systems in place to identify the ever-increasing diverse needs of children?

Do staff consider whether their learning and teaching and assessment approaches meet the needs of diverse learners?

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2.6 Transitions Effective partnership working, tracking of progress and robust record keeping are essential to support continuity in learning at points of transition

We make very good use of tracking and monitoring, profiling and personal learning planning to help children and young people identify strengths and next steps in learning. As a result, our children and young people continue to build their knowledge, skills and attributes and maintain an appropriate pace of progress. Good Practice is evident when: • Information about children and young people’s learning and achievements is used effectively to ensure continuity in learning across the curriculum for

all children and young people. How are we doing?

How do we know? What are we going to do now?

To what extent do staff have opportunities to develop a shared understanding of: progress in learning across levels and into the senior phase; and effective approaches to learning and teaching?

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3.2 Raising Attainment and Achievement Success is measured in attainment across all areas of the curriculum and through the school’s ability to demonstrate learners’ achievements in relation to

skills and attributes

Good Practice is evident when: • Almost all children and young people are attaining appropriate levels and a few have exceeded these. • Attainment levels in literacy and numeracy are a central feature of the school’s priorities for improvement and are raising attainment. • Very good progress is demonstrated through robust tracking of attainment over time in all curriculum areas and at all stages. • The school’s data demonstrates our current learners are making very good progress. • Confident teacher judgements together with benchmarking and an appropriate range of assessments are leading to improvements in

attainment. • All young people are successful in moving on to a sustained positive destination on leaving school. • Children and young people are fully engaged in their learning and participate in decision-making about their learning pathways and future career

aspirations. • The school empowers children and young people to have a say in the quality of their learning experiences and how to improve. • Attendance levels are high and improving. Exclusion rates are low and inclusion is successful for all. • There is evidence that children and young people are applying and increasing their achievements through active participation in their local

community.

How are we doing? How do we know? What are we going to do now?

How well are our approaches to raising attainment improving outcomes for children and young people?

How well do we use evidence from tracking meetings, professional dialogue and assessments to measure progress over time at points of transition?

How well is assessment evidence used to inform teacher judgements?

How well are we removing barriers to learning and ensuring equity for all?

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High Level Discussion – Suggested Topics

Key features of effective provision • Staff gather evidence from day-to-day learning and teaching and well-

planned assessments. Assessment planning takes into account progress in significant aspects of learning for each curriculum area.

• To ensure the validity, reliability and robustness of teachers’ professional judgements, the school has effective approaches to moderation.

• Staff make holistic judgments on a range of assessment evidence that demonstrates how well young people are achieving within a level. This builds staff confidence in developing their understanding of standards for assessment. It also establishes the moderation process across departments as a regular vehicle for wider discussions about improvements in courses and programmes, and in learning and teaching.

• The school has ensured that everyone understands the purpose of the monitoring and tracking system and what it is trying to achieve.

• Young people are regularly involved in conversations about their progress.

• Progress in all aspects/contexts of learning is recorded in the system. • The system is proportionate and manageable. • The system records when young people have achieved a level.

Questions for your school • Is our tracking and monitoring procedures meaningful and

manageable? • Are we able to show progress over time? • Can we monitor and track the progress of a range of cohorts? • Is our tracking and monitoring regularly scrutinised? • Does our tracking and monitoring lead to evidence-based interventions

and actions for the young people and the department/school? • Are the challenges • How well does our monitoring and tracking system allow senior

managers to have clear overview of young people’s progress across the school?

• How well do we ensure that the evidence in the monitoring and tracking system is reliable and valid?

• How well does the monitoring and tracking system provide all staff with information which allows them to support and challenge young people?

• How often are young people involved in dialogue about their progress? • To what extent are we tackling bureaucracy by ensuring that our

monitoring and tracking systems only collect information that is used to inform future learning?

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Appendix 6: Tracking and Monitoring Tools (Screen Prints)

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School level Tracking and Monitoring Summary Tool (…under development)

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Appendix 7: Tracking and Monitoring in the BGE: Quality Assurance Calendars

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Sample Primary School BGE Tracking and Monitoring Calendar

Month(s)

Activity

August In-service – liaison with previous teacher to pass on relevant tracking and monitoring documentation

Start P1 Pips Testing

Meet with SfL Staff and agree on way forward for support those children at risk of not attaining appropriate levels.

September COMPLETE PIPS TESTING IN P1

Continue with setting IEP long term and short term targets & IEP Meetings with parents

Discuss groupings, children's progress, projections for attainment and consideration of PIPs results when available.

Quality Assurance Visit with QIO if offered-discuss attainment and monitoring and tracking

Attainment Meetings and discussions regarding Staged Intervention Lists.

October Undertake reviews for children with Support Plans and consider Additional Support Needs File Information- link to attainment.

November Start INCAS testing for P3 and P4 if time

Complete INCAS FOR P3

December Complete INCAS FOR P4

January Evaluation of previous term’s IEPs and setting of further short term targets. IEP Meetings with parents. Reflect on Staged intervention lists and attainment information.

Undertake reviews for children who will be transferring to Secondary Education-now Jan. Share attainment information for those at risk of not achieving appropriate levels.

Undertake INCAS for P5

February IEP meetings and meetings with parents to review progress. Share attainment levels.

Summative Reporting Process by children and staff. Reflect on attainment.

Revisit consideration of Attainment Targets

March Summative Reporting Process by children and staff

Quality Assurance Visit with QIO if offered. Share attainment information and tracking and monitoring big messages.

April Summative reports –Parents’ Appointments –with P1-7 children if requested by parents

Evaluation of previous term’s IEPs and setting of further short term targets

May P6 INCAS assessment-update tracking and monitoring information

Class composition & Staffing Arrangements-consider attainment levels and tracking information

Discuss children's progress and summative assessments-update attainment information

June End of year PIPs for P1-update tracking and monitoring information

Examine whole school attainment and evaluate overall progress.

Transfer of information both orally and handover notes-Pre-School to P1, class to class and primary to secondary. Include attainment.

Evaluation of previous term’s IEPs and setting of long term targets-reflect on attainment

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Sample Secondary School BGE Tracking and Monitoring Calendar

[A: Attitudinal; P&P: Progress & Potential; P&PC: Progress & Potential Comment; A, P&PC: Attitudinal, Progress & Potential] Week Month S1 S2 S3

1 August Primary data input 2 August Baseline Testing:

Literacy/Numeracy 3 August

4 September

5 September

6 September Data Extract (P&P)

7 September Short Report (A, P&P) 8 October Parents’ Night October Break

9 October

Moderation event 10 October

MidYIS Baseline Data Extract (P&P)

11 November

MidYIS Baseline Short Report (A, P&P) 12 November

Moderation event

13 November

Data Extract (P&P) 14 November Moderation event Short Report (A, P&P)

15 December Data Extract (P&P) Parents’ Night PTG Parents’ Night 16 December Short Report (P&P)

PTG Subject Choice [1] 171 December

Christmas Break 172 January

18 January

Moderation event 19 January

Data Extract (P&P)

20 January

Long Report (A, P&PC) 21 February

Moderation event Parents’ Night

22 February

Data Extract (P&P) 23 February

Long Report (A, P&PC)

24 February PTG Subject Choice [2]

(finalising choices) 25 March 26 March

27 March

PTG Parents’ Night; Subs 28 March

Easter Break 29 April Moderation event

30 April Data Extract (P&P) 31 April Long Report (A, P&PC) 32 May

Moderation event 33 May Moderation event Data Extract (P&P) 34 May

Data Extract (P&P) Short Report (P&P)

35 May

Short Report (P&P) 36 June

New Timetable for S2-4

37 June

38 June P7 Induction

Moderation event with primary colleagues – Literacy/Numeracy/Curricular Areas 39 June

40 June/July Interventions to support learning as appropriate and relevant to meet learners’ needs

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Appendix 8: Supporting Tracking and Monitoring

Developing Practice in Assessment, Moderation and Tracking and Monitoring (Please note: updated challenge and expectations now in HGIOS4 mean ratings of ‘good’

and ‘excellent’ in subsequent sections may not fully apply) http://www.journeytoexcellence.org.uk/Images/MonitoringRecordingandTrackingSuccess_tcm4-687466.pdf

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http://www.journeytoexcellence.org.uk/Images/AssessingProgressandAchievement_tcm4-687465.pdf

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http://www.journeytoexcellence.org.uk/Images/EnsuringQualityandConfidenceinAssessment_tcm4-687470.pdf

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Appendix 9: How good is our BGE Tracking and Monitoring? The Education Scotland (2014) paper - “Monitoring and tracking progress and achievement in the BGE”20 provides useful guidance for practitioners, schools and local authorities in development of systems for Tracking and Monitoring. In particular, the following key statements are taken from this document as detailed on the following page which schools may wish to reflect on for self-improvement. Key advice statement – how good is our current BGE Tracking and Monitoring?: / It is what practitioners do with the information arising from monitoring and tracking…the focus should be on information that supports discussions about planning, learning, teaching and approaches to assessment so as to ensure continued appropriate progress, support and challenge in learning (Page 3).

To be effective, monitoring and tracking processes should be accessible and manageable and provide valid, up-to-date and useful information (Page 3).

Schools may use a paper-based or spreadsheet approach or a Management Information System (MIS) to help them in the process of recording progress and achievement…it is vital that such approaches have a clear and appropriate focus on supporting both learning and professional dialogue (Page 3).

Approaches should not be overly complex, bureaucratic, time-consuming, or unnecessarily impinge on time for learning and teaching (Page 3).

Dialogue at all levels is integral to monitoring and tracking. Learner/teacher conversations may relate to: • On-going classwork aligned to learning intentions and success criteria • Learning goals or targets for units of work/topics/interdisciplinary learning • Key pieces of evidence or assessment tasks that relate to agreed success criteria • Evidence of learning linked to significant aspects of learning • Holistic judgements, based on evidence which shows that a learner has achieved a level in a

curriculum area (Page 4).

For the learner, there needs to be the opportunity, at some point, to record the information they wish to capture as part of the profiling process including retaining their ‘latest and best’ work. (e.g. personal learning plans, logs, diaries and e-portfolios) – [role for UPS within our schools] (Page 5).

Professional dialogue is fundamental to tracking learners’ progress and achievement (Page 6).

Moderation activities will support staff in consistency of their judgements on progress and achievement (Page 6).

The focus of whole school/establishment monitoring and tracking is to generate dialogue about the progress of learners so that head teachers/depute heads/principal teachers can work with and support practitioners to improve learning further (Page 7).

The information can: • Lead to decisions in terms of further support for individuals or groups of learners. • Help identify patterns and trends • Provide concise information on learners’ progress at a moment in time • Allow comparisons of how well learners are progressing and achieving across the Curriculum, over

time and in relation to historical information about previous groups of learners

20 http://www.educationscotland.gov.uk/Images/MonitoringTracking200214_tcm4-754310.pdf

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Key advice statement – how good is our current BGE Tracking and Monitoring?: / Use of developing, consolidating and secure is not suited for use in monitoring and tracking at whole school/establishment level…used with care in reporting progress of individual learners to parents (Page 8).

Focused use of management information systems to avoid generating excessive data (Page 9).

There is no need to produce large folios of evidence to support this. Appropriately recording/retaining evidence, which may take a variety of forms, needs to be manageable and sustainable (Page 9).

Most important, is the agreed action to be taken in relation to making adjustments to planning and provision. This includes what needs to be done and by whom in the short, medium and long term to ensure that every learner makes appropriate progress through the setting of high expectations, alongside support and challenge in their learning (Page 11).

Emphasis needs to be on how the information is gathered and used – principally through dialogue at all levels – rather than what structure or system is in place (Page 11).