May Learning Support Meetings

Twice each year, we employ relievers to release each teacher from their class to participate in professional dialogue about learners, their particular needs and teaching pedagogy. These meetings allow us to focus on the links between teaching and learning as well as the links between student - teacher interactions and relationships. This week Marcus and I had the privilege of sitting with teachers while they reflected on the learners in their class.


In preparation for these meetings, teachers have already analysed learning information to target their "at risk", "to monitor" and "to extend" children in Reading, Writing (including spelling) Mathematics and Behaviour. This is recorded in their "Class Descriptions". For each group of learners, teachers will have set some specific learning goals, and identified some of the teaching strategies they will use to support learning progress.

We know that effective professional communities are characterised by ensuring the focus remains on analysing student learning. As such, one of the more notable trends of this round of meetings was the consistency of understanding the learners shown by teachers. It was really evident that teachers have used assessment data, class observations and outcomes to form the basis of their decisions. This will go a long way towards strengthening their Overall Teacher Judgements at the end of the year.

Their was also a tendency for teachers to be talking the same talk, and using the same sound teaching methodologies. This indicates a real transparency of practise across the school. While this was not the same in every single instance, in general, it shows a clear understanding of the types of strategies available to teachers as well as sound decision making for the needs of learners in their classes.

I was really impressed with the strong connection between the teacher, their learning programmes and the Teacher Aides working in classes and with specific learning groups. All teachers are aware of what is being offered to students, or what their teacher aides are doing to support learning in their classes.

It was pleasing to note the inclusion of the behaviour section this year. Teachers were easily able to identify children (if applicable) to all three areas in their classes. There was a notable decrease in the number of "at risk" students across the school. This would suggest that children are falling into the "to monitor" category and are able to be managed within the current processes. Taking the opportunity to identify the "to extend" children was also really beneficial as we can now plan to include positive growth opportunities for children with social skills strengths!

I would like to commend all teachers for the depth of thought and preparation of learning programmes, along with everything else that goes into the work they do for the children at Vardon School.