Using consultancy Headteachers, school strategy...

Guidance

Curriculum andStandards

Headteachers,school strategymanagers andsenior leadersStatus: Recommended

Date of issue: 01-2006

Ref: 1944-2005DCL-EN

Using consultancysupport effectively

SecondaryNational Strategyfor school improvement

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AcknowledgementsModels of consultancy diagram on page 6 used with permission of McGraw-Hill.

Cockman, P., Evans W. & Reynolds, P. Consulting for Real People: A Client-CentredApproach for Change Agents and Leaders. McGraw-Hill 1998. This material isreproduced by kind permission of the McGraw-Hill Publishing Company.

Dweck, C., Self-theories: their role in motivation, personality and development.Reproduced by permission of Routledge/Taylor & Francis Books, Inc. © 2000.

Secondary National Strategy | Using consultancy support effectively © Crown copyright 20051944-2005DCL-EN

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Using consultancysupport effectively

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Secondary National Strategy | Using consultancy support effectively © Crown copyright 20051944-2005DCL-EN

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Using consultancy support effectively

ContentsSummary 4

Introduction 5

Example implementation programmes 9

How can this resource support your school? 10

How can you ensure consultancy has the desired impact on 11school improvement?

Evaluating the impact of the consultancy process 12

1 Using data to identify, plan for and support underperforming 13pupils, and to accelerate the progress of non-moving and slow-moving pupils

2 Strengthening departmental systems of audit, planning, 14curriculum development and evaluation

3 Strengthening teaching in Year 8 15

4 Developing subject-specific teaching and learning skills 16

5 Developing independent learners 17

6 Planning for progression in Key Stage 4 18

7 Planning and teaching effective test and examination revision 19and booster support (including mentoring borderline pupils)

3 | Secondary National Strategy | Using consultancy support effectivelyContents

© Crown copyright 20051944-2005DCL-EN

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4 | Secondary National Strategy | Using consultancy support effectivelySummary


SummaryThis leaflet offers information about how to use consultancy support effectively tobring about school improvement.

The document is divided into two sections.

The Introduction outlines the principles of effective consultancy and how a triedand tested model of consultancy has been adapted to a school context.

The section entitled Example implementation programmes contains the outlinesof seven example implementation programmes. It is prefaced by some guidance onhow they can support your school, make an impact on your school improvementactivity and how you might evaluate the impact of the process.

The initial seven example implementation programmes provide a set of examples ofhow consultancy support can address particular priorities. Evidence from Ofstedand our own monitoring and review visits indicate that these priorities are commonto many schools.

1 Using data to identify, plan for and support underperforming pupils, and toaccelerate the progress of non-moving and slow-moving pupils.

2 Strengthening departmental systems of audit, planning, curriculum development and evaluation.

3 Strengthening teaching in Year 8.

4 Developing subject-specific teaching and learning skills.

5 Developing independent learners.

6 Planning for progression in Key Stage 4.

7 Planning and teaching effective test and examination revision and boostersupport (including mentoring borderline pupils).

Further details about each of these programmes are given on pages 13–19.

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5 | Secondary National Strategy | Using consultancy support effectivelyIntroduction


Introduction

This leaflet offers information about a tried and tested model of consultancyadapted to a school context and provides the outline of seven exampleimplementation programmes designed to address common areas of need.

It provides information to help schools, particularly headteachers and schoolleadership teams (SLTs), make even more effective use of consultancy support inworking with them to improve performance and continue to develop teaching andlearning. The Strategy is a set of tools for you to use to suit your owncircumstances. Consultants are ideally placed to help you use these tools well.

Since its inception in 2000 the Key Stage 3 Strategy has had a positive impact inmany schools. HMI feedback indicates that the quality of teaching is improving;pupils are better engaged and value the variety of teaching approaches offered.Teachers have welcomed the opportunities for professional development that theStrategy has provided. The proportion of pupils achieving level 5 or above inEnglish, mathematics, ICT and science has risen steadily.

The Secondary National Strategy builds on the successes of the Key Stage 3 Strategyas the work is extended across the 11–16 age range. To maximise benefits for pupils,the Secondary National Strategy needs to be integrated into the school improvementplanning process. Rigorous self-evaluation enables schools to identify their strengthsand weaknesses, identify key priorities and plan for action to bring about improvement.

Models of consultancy

Research evidence, HMI and Regional Adviser feedback on current practice showsthat sustained improved practice is most likely to occur when consultancy:

• is part of a systematic sequence of steps;

• gives support at both departmental and individual level;

• establishes a collaborative relationship;

• solves problems so they remain resolved;

• improves the school’s capacity to tackle issues.

An English consultant working with the subject leader and his departmentsupported the department for a term to develop a wider and more effectiverange of lesson plenaries. It was agreed at the outset that outcomes wouldbe to both increase expertise within the department on using plenaries andto build department capacity to work on issues collaboratively. The consultantassisted with planning and demonstrating different types of plenaries. After aterm, all teachers, working in teams of three, had planned and deliveredseveral new plenaries and observed each other doing so. The subject leadermonitored progress. It was agreed that a similar approach would be used thefollowing term to develop opportunities for extended writing. The consultantsuggested several sources of good practice and then agreed to take part in alate summer event to share findings. SLT monitoring focused on theeffectiveness of both developments.

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The greatest factor in sustaining the impact from consultancy is the continuedinvolvement and support of headteachers or SLT right from the beginning. Theidentification of senior staff who can liaise with consultants and subject leaders(SLs) to ensure strategic auditing, planning, action, monitoring and evaluation isvery important.

The following ‘seven stage’ model1 of consultancy has been shown to operatesuccessfully across a wide range of situations and contexts. It has been adaptedslightly to work within a school improvement context.

The seven stages are illustrated and exemplified below.

The table opposite gives examples of what this consultancy cycle looks like in aschool situation and how it links into the process of school improvement.

Footnote1 Cockman, Evans & Reynolds, Consulting for Real People: A Client-Centred Approach for Change Agentsand Leaders. McGraw-Hill 1998. This material is reproduced by kind permission of the McGraw-Hill Publishing Company.

Stage 1: Engaging Stage 2: ContractingStage 3: Collecting

information

Stage 4: Making sense of the information and

identifying priorities

Stage 5: Generatingoptions, making decisions

and planning

Stage 6: Implementing the plan

and taking actionStage 7: Exiting

Models of consultancy

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Stage 1: Engaging

Stage 2: Contracting

Stage 3: Collectinginformation

Stage 4: Making senseof the information andidentifying priorities

Stage 5: Generatingoptions, makingdecisions and planning

Stage 6: Implementingthe plan and takingaction

Stage 7: Exiting

Making initial contact with the consultant andestablishing a relationship.

Agree initial expectations of the consultancy both for timescales and likelyactions.

Collect key information.

Analysing the informationto help the school identifykey strengths and areas for development.

To decide on actions to be taken.

Carrying out the agreedactions.

Exiting from support.

SLT, SL and consultant prepare individually for initial visit,including analysis of school data and information beforeinitial visit, looking at how well the school is doing.

Meeting between headteacher, SLT or identified seniormember of staff, SLs and consultant as part of initial visitto set out the parameters for the support.

SLT, SL and consultant jointly collect information andevidence about the department to support self-evaluation.

Information may include some or all of the following:

• Department and school self-evaluation;

• Numerical data;

• Curriculum analysis;

• Lesson observation;

• Pupil and teacher interview;

• Work scrutiny.

Meeting between headteacher, SLT, SL and consultant to reflect, debate and discuss the analysis of the data.

It might be useful to consider the following questions:2

• Does the information (self-evaluation) identify how well the school serves its learners?

• How does the school compare with the best schools and the best comparable schools?

• Is the school’s self-evaluation based on a good range of telling evidence?

Headteacher, SLT and SL identify the area ofdevelopment.

Meeting between headteacher, SLT, SL and consultant to agree strategies to tackle the area for development that are coherent with the integrated improvement plan.

A structured programme of support that includes CPD, in-class support, coaching and mentoring. The consultant works with the SL to support him or her inproviding this programme.

Meeting between headteacher, SLT, SL and consultant to review the work undertaken. This provides anopportunity to evaluate the programme of support andthe impact that it has had on learners.

Footnote2 A New Relationship with Schools: Improving Performance through School Self-Evaluation, DfES 1290–2005

Purpose Activity

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Consultants will work with the headteacher, SLT or identified senior member of staffand SL to provide practical advice and support to:

• agree initial expectations, timescales and likely actions with the SL and SLT;

• work with the SL, if appropriate, to revisit key data and information, includinglesson observations, work sampling and pupil interviews;

• work with the SL and SLT to analyse the information collected and support theschool to identify key strengths and areas for development;

• agree with the SL and SLT which actions need to be taken;

• work with the department in carrying out the agreed actions;

• exit from the agreed support after working with the SL and SLT to monitor andevaluate the impact of the support on learners.

The headteacher, SLT and SL identified that support was required to improvestandards in ICT. The ICT consultant and ICT SL agreed to audit provision inICT. They set up a support programme to analyse teacher assessmentgrades, match these against samples of pupils’ work, interview both staff and pupils and observe some lessons together. While the ICT SL took thelead, the consultant used his experience to provide a more challenging viewof pupils’ work and supported the ICT SL in feedback to colleagues afterlesson observations. The ICT SL fed back the results of the audit to both the headteacher, SLT and the teachers of ICT with the consultant providingclarification and justification for what the SL was saying, drawn from a wider perspective.

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9 | Secondary National Strategy | Using consultancy support effectivelyExample implementation programmes


Example implementation programmes

This section contains the outlines of the seven example implementationprogrammes. It is prefaced by some guidance on how they can support yourschool, make an impact on your school improvement activity and how you mightevaluate the impact of the process.

Once information has been collected and analysed and key priorities fordevelopment identified, the headteacher, SLT, SL and consultant can work togetherto generate options to plan for action to bring about improvement. These actionswill need to be integrated within the improvement plan so that they are coherentwith the school’s longer term goals for development.

The example implementation programmes provide practical ideas to help youdevelop and improve particular issues within your school with the support ofconsultants.

The Strategy has synthesised best practice into the following exampleimplementation programmes. Each programme contains:

• a tightly focused action plan;

• expected outcomes from the support;

• a structured programme of support that includes CPD, in-class support,coaching and mentoring;

• a focus on working with the SL to sustain improvement;

• a focus on joint working with teachers to embed developments, particularly inthe classroom;

• an opportunity to review, evaluate and identify the next steps.

There is guidance about how to make the best use of the Strategy’s resources.

The initial seven example implementation programmes provide a set of examples ofhow consultancy support can address particular priorities. Evidence from Ofstedand our own monitoring and review visits indicate that these priorities are commonto many schools.

1 Using data to identify, plan for and support underperforming pupils, and toaccelerate the progress of non-moving and slow-moving pupils.

2 Strengthening departmental systems of audit, planning, curriculum developmentand evaluation.

3 Strengthening teaching in Year 8.

4 Developing subject-specific teaching and learning skills.

5 Developing independent learners.

6 Planning for progression in Key Stage 4.

7 Planning and teaching effective test and examination revision and boostersupport (including mentoring borderline pupils).

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School Improvement Partners (SIPs) will also be aware of these programmes ofsupport and will be able to offer appropriate guidance to the headteacher and SLT.

When using one of these implementation programmes in your school it is veryimportant that sufficient time is built in for planning and evaluation.

It might be useful to use the example implementation programmes with more than one department. A whole-school approach may provide a greater impact with consultants working jointly rather than just in one department. Strongerdepartments and teachers can act as coaches, which will support the programmeto become embedded.

Further details about each of these programmes are given on pages 13–19. The LAStrategy manager and consultants are able to access the full programme on theStrategy LA website.

How can this resource support your school?Each implementation programme provides an introduction that gives a rationale forthe support, the overall expected outcomes and an overview of the programme.

Each programme is divided into sessions: each session has expected outcomes,actions that the SL, SLT and consultant will take, and a commentary to exemplifythe actions in more detail.

This enables a school to identify clearly what action staff are required to take andwhat action the consultant will take. Knowing the exact number of days ofconsultancy support and having a clear expectation of the intended actions andoutcomes enables the SLT to map the support into other events and priorities inthe school calendar.

A detailed audit of a science department identified teaching of scientificenquiry as an area for development. The science consultant decided to useimplementation programme 4: Developing subject-specific teaching andlearning skills to support her work with the department. At a sciencedepartment meeting, the consultant supported the subject leader to identifyseveral root causes of the issue, including some lack of understanding of thenature of scientific enquiry, fear that pupils would misbehave and, from someteachers, lack of experience. However, strengths came from three teacherswho were more confident and successful. The consultant suggested severalopportunities that were available to tackle this area of development: linkingwith another school, INSET, demonstration lessons by the consultant andcoaching. The department decided to use a model involving pairs ofteachers developing lessons on scientific enquiry that would be jointlyplanned, team taught and disseminated to the whole department. All staffworked with the consultant at the planning stage.

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How can you ensure consultancy has thedesired impact on school improvement?Progress with the implementation programme is greatest when senior leaders:

• play a lead role in reviewing current practice;

• are involved in both the strategic and operational planning;

• take the lead in monitoring and evaluating the impact of developments onpupils’ learning and attainment.

Effective SLTs support implementation programmes by:

• releasing the SL and teachers to work with the consultants, using appropriatestrategies to minimise the impact of this release on pupils;

• monitoring the progress of the work;

• providing support to SLs.

Effective SLs:

• use the consultant support to bring about improvements in teaching andlearning;

• engage all teachers in the department with developments;

• work collaboratively to embed developments with a small number of staff,gradually extending to the whole department;

• create a sense of urgency about making improvements and ensure that actions are completed between visits and are time-limited;

• build in opportunities to meet regularly with the consultant and teachers todiscuss and review the impact;

• keep the SLT up to date with developments.

Effective consultants:

• work at both department and individual level;

• work with more than one teacher at a time;

• keep the planning, teaching and learning focus on the area of development;

• create a sense of urgency about making improvements and ensure actions are time-limited;

• build in opportunities to meet regularly with the SL and teachers to discuss and review the impact;

• keep the SLT up to date with developments.

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Evaluating the impact of the consultancyprocessAs part of the exit visit you may wish to consider the following questions.

• Has the consultancy helped staff clearly to identify strengths and issues for improvement?

• Has the consultancy process helped staff to work together?

• Has the work undertaken been fully reviewed and evaluated?

• Has consultancy supported staff in implementing a plan, and arranging follow-up as appropriate?

• Has the consultancy solved problems so that they remain resolved?

• Has the consultancy ensured that the school (or department) retains ownership of the issue and the solution and has not become dependent onexternal support?

• Have models of consultancy been established to allow the school to tacklesimilar issues in the future?

• Has the consultancy improved the school’s (or department’s) capacity to tackle issues?

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1 Using data to identify, plan for and support underperformingpupils, and to accelerate the progress of non-moving andslow-moving pupils

Tackling underperformance is an important aspect of the Secondary Strategy.Underperforming pupils are those at risk of not achieving their potential. Pupils whoare not on target to achieve level 5 at the end of Year 9 or not to achieve five A*–CGCSE grades including English and mathematics are especially at risk.

This implementation programme provides consultants with guidance to help SLs touse data as a part of raising standards: to review test results to identify strengthsand areas for improvement, to identify underperforming groups of pupils and to usethe review findings to develop schemes of work (SoW) and teaching plans.

Overall expected outcomes

Following this programme of support and development:

• evidence collected has been analysed to identify underperforming pupils;

• pupils’ progress is monitored and tracked using a range of performance measures;

• all members of the department work collaboratively to gather, share and useinformation about pupils’ progress;

• all members of the department set appropriate attainment and curriculumtargets for underperforming pupils, which are shared with the pupils and theirparents or carers;

• a detailed intervention plan is written and agreed;

• all members of the department are aware of their contribution to departmentimprovement;

• the SL evaluates the impact of support, and plans and manages furtherdevelopments as required.

Overview of the example implementation programme

SL and consultant identify underperforming pupils.

SL and consultant agree an appropriate range of data to monitor and track pupil progress.

SL and consultant collect and analyse information to identify the profile ofunderperforming pupils.

All teachers are aware of who the underperforming pupils are. Departmentmeeting agrees outlines of a tracking system.

Curricular targets are embedded into planning.

Review of outcomes and progress. An exit meeting with SL, school strategymanager (SSM), consultant and others, as appropriate, is used to review andconclude this development and to decide on future work.

Up to 2 days

Up to 2 days

1 day

Half day

Half day

1 day

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2 Strengthening departmental systems of audit, planning,curriculum development and evaluation

HMI evaluations of the Key Stage Strategy identify that the best departments useevidence from lesson observations, work sampling and the analysis of examinationresults to audit their strengths and weaknesses. The audit identifies the key aspectsfor improvement that drive the department’s action plan and link well with theschool improvement plan. These plans are monitored and revised, often with arepeat audit to check progress, refine priorities and identify further training needs.

This implementation programme provides consultants with guidance on evaluatingand reviewing departments’ audits and action plans to improve subject leadershipand curriculum planning. The collecting and analysing of information stages of theconsultancy cycle are likely to be particularly important for this plan.



• evidence collected has been analysed to diagnose precisely where strengthsand weaknesses lie and the implications for change3;

• key priorities have been identified;

• all members of the department have a more detailed understanding of theareas for development identified in the audit;

• a detailed action plan is written and agreed;

• all members of the department are aware of their contribution to thedepartment’s improvement;

• the SL evaluates the impact of support, and plans and manages furtherdevelopments as required.


SL and consultant review the department’s self-evaluation.

SL and consultant agree and write a detailed action plan.

Department meeting agrees outlines and goals of the action plan.

Interim review of progress. SL, with the consultant, monitors impact.

Review of outcomes and progress. An exit meeting with SL, SSM consultantand others, as appropriate, is used to review and conclude this developmentand decide on future work.

More than 2 days

Half day

1 day

More than 2 days

1 day

Footnote3 A New Relationship with Schools: Improving Performance through School Self-Evaluation, DfES 1290–2005

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3 Strengthening teaching in Year 8

Recent research evidence4 identifies Year 8 as a year when pupils’ engagementwith learning can weaken and they may make slower progress.

This implementation programme provides consultants with strategies to improveteaching and learning within the department. It suggests how to work with teachersto encourage a broader range of teaching approaches to engage and motivateYear 8 pupils so that they make better progress. It focuses on the principles andpractice of teaching and strong links are made with Pedagogy and Practice:Teaching and Learning in Secondary Schools.

The model could be adapted to focus on other year groups as appropriate.



• all members of the department have a more detailed understanding of thelearning needs of pupils, particularly in Year 8;

• teaching skills to meet these needs have improved and teachers continue thedevelopment of their own skills as appropriate;

• pupils, particularly those in Year 8, make more progress;

• the SL evaluates the impact of support, and plans and manages furtherdevelopments of teaching as required.


Department meeting for all staff to agree a programme for development. SLdevelops detailed action plan and presents it to staff.

Whole department CPD session (if required).

Teachers plan changes to forthcoming units from the SoW.

In groups of two or three and with support as appropriate, teachers undertakeone or more cycles of ‘plan, teach and review’.

Interim review of progress.

Review of outcomes and progress. SL, with the consultant as necessary,gauges the impact and provides feedback to the department. An exit meetingwith the SL, SSM consultant and others, as appropriate, is used to review andconclude this development and decide on future work.

Half day

Half day

Half day

Up to 5 days

Half day

Half day

Footnote4 Transfer and Transitions in the Middle Years of Schooling (7–14): Continuities and Discontinuities in Learning, Galton, M., Gray, J. and Ruddock, J., DfES Research Report RR443, 2003

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4 Developing subject-specific teaching and learning skills

HMI evaluations of the Key Stage Strategy consistently identify that there areshortcomings in (particularly in non-specialist) teachers’ knowledge of subject-specific teaching strategies and that although there have been improvements inteaching many teachers have not yet achieved the transformation in teachingexpected by the Strategy.

This model provides consultants with guidance on working with teachers toimprove teaching and learning within the department. It focuses on developing anunderstanding of the difficult areas both for teachers and pupils within the curriculum.



• all members of the department have a more detailed understanding of thechosen teaching focus;

• teaching skills have improved and teachers plan to continue the development oftheir own skills as appropriate;

• pupils make more progress;



Department meeting for all staff to agree a programme for development.

Whole department CPD session on the agreed area of focus.


In groups of two or three and with support as appropriate, teachers undertakeone or more cycles of ‘plan, teach and review’.


Review of outcomes and progress. SL, with the consultant as necessary,gauges the impact and provides feedback to the department. An exit meetingwith SL, SSM consultant and others, as appropriate, is used to review andconclude this development and decide on future work.

Half day

Half day

Half day

Up to 5 days

Half day

Half day

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5 Developing independent learners

Pupils who are independent learners have the skills to learn on their own. They canorganise and sequence their work and will persevere even when they find theirwork challenging. They can work collaboratively and know when to request help.They appreciate the purpose of what they are doing. Research shows that pupilscan be taught to become more independent in their work.

This implementation programme provides consultants with guidance on workingwith departments to develop independent learners. Strong links are made withPedagogy and Practice: Teaching and Learning in Secondary Schools Unit 17 andwith aspects of the Leading in Learning whole-school initiative.



• pupils are able to work more independently as effective learners – organising theirwork, solving problems, working collaboratively, gathering relevant informationfrom a range of sources, evaluating and planning the stages of their work;

• all members of the department are aware of the range of teaching strategiesthat enable pupils to work more effectively;

• the SL evaluates the impact of support, and plans and manages the futuredevelopment of the learner within the department;

• the SLT evaluates the impact of the programme and reflects on furtherimplementation across the school.


The SL develops a clear understanding of what action needs to be taken todevelop independent learners.

Department meeting for all staff to agree a programme for development. The SLdevelops a detailed action plan and presents it to staff.

Whole department CPD session (if required).

Opportunities to observe effective practice.


In groups of two or three, and with support as appropriate, teachers undertakeone or more cycles of ‘plan, teach and review’.


Review of outcomes and progress. The SL, with the consultant as necessary,measures impact and provides feedback to the department. An exit meeting with the SL, SSM consultant and others, as appropriate, is used to review andconclude this development and decide on future work.

1 day

Half day

Half day

1 day

Half day

Up to 5 days

Half day

Half day

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6 Planning for progression in Key Stage 4

Identifying factors limiting pupils’ progress in Key Stage 4 – a research projecthighlighted that the lack of a detailed SoW that promotes progression, balance andpedagogy was a key factor inhibiting progress in English, mathematics and science.

This implementation programme provides guidance for consultants working todevelop teaching and learning in Years 10 and 11. It is based on a programmedeveloped as part of the Key Stage 4 pilot project and focuses on developing aSoW and curriculum planning.



• all members of the department have a more detailed understanding of the learningneeds of pupils in Key Stage 4 and how improved planning for progressionaddresses these needs.

• teachers have improved their planning for progression and continue the developmentof their own planning and teaching skills as appropriate.

• pupils in Key Stage 4 make more progress.



Department meeting for all staff to agree a programme for development planningfor progression. SL develops detailed action plan and presents it to staff.

Long-term curriculum map is established or reviewed.


In groups of two or three, and with support as appropriate, teachers undertakeone or more cycles of ‘plan, teach and review’.


The department continues further cycles of ‘plan, teach and review’ butconsultant support may not be required.

Review of outcomes and progress. The SL, with the consultant as necessary,measures impact and provides feedback to the department. An exit meeting withthe SL, SSM consultant and others, as appropriate, is used to review andconclude this development and decide on future work.

Half day

Half day

Half day

Up to 5 days

Half day

Half day

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7 Planning and teaching effective test and examination revisionand booster support (including mentoring borderline pupils)

New learning often depends on previous knowledge and skills. Revision needs tobe a continuous process and not just pre-test cramming. Revision should also beactive, where teachers model revision techniques with pupils and provide them with well-structured opportunities to practise and reflect on what they have done.The two elements to improving pupils’ revision are:

• teaching them how to revise effectively;

• helping them to revise subject-specific elements.

This model provides guidance for consultants to support schools in developing an effective short-term and long-term revision programme based on reviewing test results to identify strengths and areas for improvement. It focuses ondeveloping curriculum targets and study skills and is suitable for use with Year 9and Year 11 pupils.



• test or examination results and the progress of the targeted pupils improve;

• staff are better able to recognise and anticipate individual pupils’ strengths andlearning needs and include in their lessons approaches to support these needs;

• pupils are able to recognise their own strengths and learning needs and learnhow to overcome their needs;

• the department or school has a detailed understanding of the approach torevision and, if necessary, booster for the future;

• the SL evaluates the impact of the support and plans and manages furtherdevelopments as required.


Support session 1Initial meeting with SL.

Support session 2 Meeting with whole department.

Support session 3 Teachers and other staff develop teaching experience andexpertise in revision and booster and consider the mocks.

OctoberHalf day

Later in OctoberHalf day

November/December1 plus day

Continues . . .

Support session 4 All teachers evaluate the effectiveness of recent experienceon pupils’ learning.

DecemberHalf day

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Mock tests/examinations

Support session 5 Analysing outcomes of mocks to identify pupils’ strengthsand weaknesses.

Support session 6 Planning a revision or booster programme.

Support session 7 Helping teachers and others teach the planned booster/revision programme.

Support session 8 Early evaluation of the revision or booster programme.

Support session 9 Evaluate the impact of the work. Exit meeting, future plans.

December/January

January1 day

JanuaryHalf day

February–April/May2 plus days

Shortly after the test/examination is takenHalf day

Test/examination results; July and SeptemberHalf day

Continued

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Copies of this document may be available from:

DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: 1944-2005DCL-EN

© Crown copyright 2006

Produced by the Department for Education and Skills

www.dfes.gov.uk

If this is not available in hard copy it can be downloaded from:

www.standards.dfes.gov.uk

The content of this publication may be reproducedfree of charge by schools and local educationauthorities provided that the material isacknowledged as Crown copyright, the publicationtitle is specified, it is reproduced accurately and notused in a misleading context. Anyone else wishing to reuse part or all of the content of this publicationshould apply to HMSO for a core licence.

The permission to reproduce Crown copyrightprotected material does not extend to anymaterial in this publication which is identified asbeing the copyright of a third party.

Applications to reproduce the material from thispublication should be addressed to:

HMSO, The Licensing Division, St Clements House,2–16 Colegate, Norwich NR3 1BQFax: 01603 723000 e-mail: [email protected]

Disclaimer

The Department for Education and Skills wishes to make clear that the Department and its agentsaccept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form ofprinted publications or on a website.

In these materials icons, logos, software productsand websites are used for contextual and practicalreasons. Their use should not be interpreted as an endorsement of particular companies or their products.

The websites referred to in these materials existed at the time of going to print. Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.

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