Governor support in tracking and monitoring progress of ‘closing the gap’ groups
As a school governor, I am aware that governors must feel secure in understanding progress data, and we have detailed termly Full Governing Body (FGB) reviews focusing on pupil progress in maths and literacy, and identifying progress made by our closing the gap (CTG) groups. These reviews are based on a rigorous whole school approach of formal pupil progress monitoring every half term; progress made and progress to make, with intervention decisions following each review. Class teachers are given a start-of-year pack containing contextual information, whole-class current achievement and targets, CTG groups marked for particular focus, and lists of interventions and boosters, which they update termly. Class teachers tell us this is immensely helpful to them, and a reminder that CTG groups should receive particular emphasis – such as their books being marked first etc. Governors are encouraged to arrange school visits in their link areas, and to join the Head on learning walks to understand the day-to-day working of the school.
As a result of this regular monitoring approach, I am confident that our school follows the Assess-Plan-Do-Review model set out in the Code of Practice, and our pupils with special needs are given the interventions they need to make progress.