Self-evaluation – a healthy obsession with failure – sits at the heart of all effective learning communities. Leah will support the reviewing instinct by admitting that identifying areas for development and arriving at the most plausible actions in the given context happens best through dialogue. It happens best when the process is co-constructed by those close to the issue from within and experienced, external reviewers from without.

‘Most models of accountability require us to ‘prove’ – and deplete the system of energy. Peer review sets out to ‘improve’ and generates energy.

Tim Brighouse

Review of English provision

1.5 days of side by side review activities

0.5 day to co-construct actions moving forward

0.5 day full written report of findings and agreed actions

Typical review activities:

  • Discussion with subject leader on the outcomes of internal review (including progress and attainment data) and recent development focuses. Agree the focus of the review enquiry.
  • Lesson observations and/or learning walk depending on enquiry
  • Pupil book scrutiny alongside planning and ongoing assessment data
  • Small group pupil interview and/or skills audit

Themed review

A themed review has a tighter focus and can usually happen within one support day. It can pick up on a post Ofsted action or a line of enquiry that has emerged from internal review activities.

For example:

  • How can we improve our writing provision for our most disadvantaged pupils?
  • How can we maximise the impact of feedback on progress in reading?
  • How can we improve year 6-7 curriculum transition in English?

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