FAIRFIELDS SCHOOL
Curriculum Monitoring
Introduction
What is subject monitoring?
Monitoring is the process of gathering information to provide an overview of a subject area, which will allow
informed decisions to be made to guide future planning and development within the school.
Rationale
Why do we monitor?
We undertake curriculum subject monitoring to:
Inform future planning and development work
Ensure the subject co-ordinator has an overview of the teaching of their subject throughout the school,
through which they can support staff, develop the subject and ensure adequate resources are in place.
Provide information for interested parties (e.g. parents and governors)
Meet the requirements set out within the OFSTED framework that require that schools monitor teaching and
learning.
Roles and Responsibilities
1: The Classroom Team
To deliver curriculum and compile formative
evaluation and assessments on pupils.
2: The Class Teacher
Responsible for planning and maintaining summative
evaluations and records, and making these available to
subject co-ordinators and the curriculum co-ordinator.
To assess pupil progress.
3: The Subject Co-ordinator
Responsible for giving support and direction to
colleagues with regard to subject management,
delivery and development. This role is informed by
monitoring at a variety of levels, including classroom
observation.
To write Schemes of Work.
4: The Curriculum Co-ordinator
Responsible for leading development within and
curriculum, supporting subject co-ordinators and
monitoring work of subject co-ordinators. Monitoring
planning.
5: The Head Teacher
Responsible for overseeing the process of monitoring,
supporting and facilitating the process via moral
support and financial backing.
-1-
6: The Governing Body
Statutory responsibility to monitor the quality of the
curriculum. The governors curriculum sub-committee
oversees this process and report back to the full
Governing Body.
Implementation
The model of monitoring curriculum subjects adopted at Fairfields has been designed to:
• Provide subject co-ordinators with useful information regarding the teaching, learning and
management of their subject across the school
• Be realistic in terms of time commitments for subject co-ordinators
• Be a positive information gathering experience for all participants.
In order to make the process manageable for both subject co-ordinators and class teachers a rolling
programme of subjects to be monitored has been established, so that there are a maximum of three subjects
being monitored in depth in any year. Data collection occurs over a term.
It is recognised that whilst a framework for monitoring is outlined in this policy there will be some variations
in the procedures according to the nature of the subject area.
The Monitoring Process:
Stage 1: Pupil Selection
1.
Subject co-ordinator to use PACE and teacher assessment data in order to select own children to
monitor, for instance………….. is doing well at…………why?
Is not doing well, why?
Stage 2: Evidence Collection
1.
2.
3.
4.
5.
6.
A notice placed in the staff room with request for information from staff. Co-ordinators decide on the
basis of the type of planning that goes on, whether data should be collected half termly or for a term.
A note is placed in individual teacher’s pigeonholes with a list of the kind of evidence requested.
Teachers may need verbal reminders.
Co-ordinators should predict when they will complete subject observations.
Classroom observation and feedback occurs
Photographic evidence may also be requested.
Stage 3:
1.
2.
3.
Evidence Analysis:
Subject co-ordinators gather each pupil’s evidence and evaluate this.
Curriculum monitoring report sheets (appendix 3) are completed
The co-ordinator reflects on:• Opportunities to develop the subject
• Projected links to future topics
• Quality of planning and use of differentiation
-2-
• Subject coverage
• Opportunities to use ICT and AAC
Stage 4: Classroom Observations
The process of classroom observations should be as constructive and positive for both the observed teacher
and the observer. The information gained should be utilised to support the process of subject monitoring and
development. To support this process, ‘Protocols for observations by subject co-ordinators’ have been
developed and should guide implementation. (Appendix 1)
• Observations are made against a structured criteria (Appendix 2) which focuses on the subject rather
than the quality of teaching
• The subject co-ordinator should try to observe each class – regardless of whether they have a focus
child in or not. This helps the co-ordinator to have an overview of the way the subject is taught
throughout the school with greater detail in some areas
• Observations should last 30 minutes maximum
• Each class should be observed once in each cycle. There is a need to ensure there is subject coverage
for the topics for which the observations are scheduled.
• Brief feedback should be given soon after the observation. There is space in the schedule for
teacher’s comments / reflections.
• The information gathered should be reported in the final monitoring report (Appendix 4) following
discussion with the class teachers and curriculum co-ordinator.
Stage 5: Subject Monitoring – Reporting to Governors
The subject co-ordinator completes the Annual Subject Monitoring report form for governors (Appendix 5)
under the headings identified. These are gathered in by the headteacher and submitted to governors in
January each year.
All evidence gathered will be kept in the subject leaders file.
This policy will be reviewed in line with our agreed school cycle.
-3-
Appendix 1
Protocol for Observations by Subject Co-ordinators
-4-
Protocol for Observations by Subject Co-ordinators
The process of classroom observation should be as constructive and positive for both the observed teacher
and the observer. The information gained should be utilised to support the process of subject monitoring and
development.
When observations take place it is important that the following guidelines are adhered to.
1) Observation criteria has been discussed and agreed between both parties beforehand.
2) The focus of the observation is clear to both parties.
3) The observer should not interact in the session unless invited.
4) The observer should not intervene in behaviour management unless requested by the teacher, or there is a
health and safety issue.
5) The agreed dates and times of observation and the observation duration must be adhered to unless there is
just reason.
6) The observer should make their presence in the classroom low key.
7) Brief verbal feedback should be given as soon, as is practically possible. The information from the
observation should feed into the half/ termly monitoring and then into the annual subject interview.
Where no further information is being gathered findings should contribute to the annual governing body
report.
8) Constructive feedback is given to colleagues and where appropriate positive suggestions are made and
discussed.
9) The written observation sheet should be shared as soon as possible after completion, and the content
discussed and agreed by both parties. Any disagreement between the observer/ e.g. should be noted in the
comments section.
10) Paperwork relating to the observation will form part of the documentation for subject monitoring. It will
be shared with relevant people, with appropriate professional discretion.
11) When the LA (or head/ assistant) completes subject monitoring observations. (Possibly within other
observation), then the subject monitoring observation only should be discussed with the subject coordinator.
-5-
Appendix 2
Subject Co-ordinator Observations
-6-
-7-
Subject Co-ordinator Observations
Name of teacher:
Date:
Subject:
Observer:
Characteristics
Comments (strengths and areas for development)
The teacher is well organised. The room
is arranged to suit the lesson.
All resources are ready and of good
quality.
The subject knowledge of the teacher is
good.
An appropriate range of resources is
incorporated into the lesson.
The subject material is appropriate.
Work is differentiated within the subject
as necessary.
There is good structure to the lesson.
The pace of the lesson fits the subject
content.
The content of the lesson accurately
reflects the scheme of work.
-8-
The lesson is linked to previous
teaching and learning.
An appropriate variety of teaching
methods is used.
Characteristics
Expectations are clear
Comments
Subject assessment follows agreed
procedure.
Pupil learning & understanding is
assessed throughout the lesson
(including cross-curricular
opportunities.)
Where appropriate, experiential content
of the lesson is well presented and
planned.
Teacher planning details the objectives
for the lesson.
Pupil outcomes are consistent with
these objectives.
Appropriate Health and safety
procedures are followed.
Strengths:
Areas for development(Class and Subject):
Observer Comments:
-9-
Teacher Comments:
Signed:
Observer:
Teacher:
- 10 -
Appendix 3
Curriculum Monitoring Report
- 11 -
- 12 -
Subject Monitoring Report
Place subject here and the Date
Lesson Planning
(discuss generally planning across the school, break into areas around school – show the topic cycles in a
grid and then discuss what is good, areas for development.
Lesson Observations
(discuss findings from observations and findings from governor observations)
Assessment
(Talk about the way assessment is carried out for your subject, areas for development )
Data Analysis
(write out the data and comment)
Resources
(discuss the resources currently and what new things have been ordered/need updating)
Examples of good practice
(comment on all the good things seen around school)
Areas of development that have been discussed within this report are presented in the action plan attached.
*attach an action plan of where to go next
- 13 -
CURRICULUM MONITORING REPORT
SUBJECT:
TOPIC:
PUPIL:
RATIONALE FOR FOCUS:
TEACHER:
K/S:
PERSONALISED LEARNING OPPORTUNITIES
EVIDENCE FROM PUPIL OBSERVATIONS
TEACHER / CO-ORDINATOR PROFESSIONAL INTERACTION
CONCLUSION
POINTS FOR ACTION
- 14 -
TERM/YEAR:
Appendix 4
Annual Subject Monitoring Report
- 15 -
Fairfield School
Annual Subject Monitoring Report
Subject:
Class:
Curriculum Co-ordinator:
Key Stage:
Monitoring Dates:
Content and Coverage:
Pupil progress:
Planning and Differentiation:
Assessment, Recording and Reporting:
Resources;
- 16 -
Class Teacher:
Areas for Consideration;
Appendix 5
Annual Monitoring Report to Governors and Action Plan format
- 17 -
Subject Coordinators Annual Report to Governors
Subject:
Policy
Date: Co-ordinator:
Planning Assessment and recording
Resources and Facilities (Inc ICT)
Training:
Subject Portfolio:
Monitoring of subject;
Teaching and learning (teacher planning/ lesson observation)
Pupils Achievements and Experiences (ROA&E, end of year assessment, progress)
Strengths of the subject;
Priority Area for development:
- 18 -
Fairfields School Action Plan
2011 - 2012
Page 1 of 1
Strand:
Actions to be taken
Lead
Person
- 19 -
Detail / Staff
development
Resources /
Costs
Time
Line
Success Criteria
and monitoring
Appendix 6
Role of the Subject Co-ordinator
- 20 -
Role of the Subject Co-ordinator
The subject co-ordinator will:
• provide leadership and direction for the subject
• play a major role in the development of school policy and practice, guiding and motivating teachers
and support staff
• remain up to date with developments in the subject area
• write schemes of work for the subject
• establish and implement clear policies and practices for assessing, recording and reporting
• as part of ongoing and focused monitoring, ensure curriculum coverage, continuitiy and progression
and secure high standards of teaching and learning
• collect and analyse data on pupil progress within the subject
• lead in service and professional development training in the subject
• establish staff and resource need and manage a subject budget
• report to the curriculum and full governors as necessary
• compile and maintain a portfolio of evidence relating to the subject
• evaluate the effectivemness of the curriculum, teaching and learning, formulating and evaluating
targets for staff and pupils to inform future priorities and targets
- 21 -
Audit
Write
Schemes policy
of work ½
termly
Provide professional
development to
others on your
subject
Take in termly teacher
planning and assess for
depth, coverage, clarity
(long term) (medium
term) (short term))
Attend
CPD in
your
subject
Meet annually for 1=1
with curriculum coordinator
SUBJECT COORDINATOR
Report
annually to
governors
Moderation meetings
Subject co- Produce
ordinator Annual
files
Action Plan
(implement
and monitor
it)
Subject monitoring
and diary and report
subject co-ordinator
observations
- 22 -
Collection and analysis
of pupil data (Teacher
assessment and PACE)
and statutory
requirements (SATS
etc.)
Maintain and update
resources
Appendix 7
Half Termly Teacher Planning Monitoring Form
- 23 -
SUBJECT CO-ORDINATOR MONITORING
SUBJECT
ORDINATOR
CO-
KEY STAGE
CYCLE
CLASS
Content reflects Progression
SoW
evident
TERM1
FOCUS
TERM2
FOCUS
TERM3
FOCUS
TERM4
FOCUS
TERM5
FOCUS
TERM6
FOCUS
- 24 -
Differentiation Assessment
evident as
Opportunities
appropriate
YEAR OF
Support Staff Resources and
Roles Identified ICT
Monitoring Process
1. Teacher planning taken in half termly and evaluated using monitoring sheet (Appendix 7).
2. Subject co-ordinator analyses subject data and chooses a minimum of three pupils to focus on clearly
stating why they have been selected.
3. Information / evidence / pupil work is requested from staff via pigeon holes.
4. Classroom observations take place.
5. Curriculum Monitoring Report sheets are completed after analysis of all evidence and observations.
6. Discussion between subject and curriculum co-ordinator takes place to determine next steps.
7. Subject co-ordinators complete Annual Report form for governors
8. Evaluated action plan and new, costed action plan submitted to governors.
- 25 -
- 26 -
- 27 -