The school recognised the need for face-to-face communication as a means of effective dialogue. Parents received a formative report with samples of work to show teacher judgements. Examples of Good Practice in Nutritional Care ; BAPEN Service Improvement and Innovation Awards Update a laboratory notebook with only abbreviated details. This collaborative direction-setting was part of an inquiry approach to teaching and learning. They were also well informed about how the school was working to meet the child’s interests, aspirations and learning needs, and how the partnership between school and family or whānau could be enhanced. Of the roll, 40 students were New Zealand European/Pākehā and. Explicit statements about intended learning and formative feedback had a positive impact on students’ understanding of their next steps and level of involvement in learning. The resulting heightened awareness of their goals, progress and next steps increased students’ sense of ownership of learning and encouraged them to focus on what they needed to know and do. Assessment formed the basis for planning and teaching in these schools. What is a nursing associate? ERO evaluated how effectively information about students’ achievements was reported to the community in relation to the following indicators. These were supplemented by individual profiles that included samples of work and test results, which were sent home each term. Teaching activities should not be separate from the assessment activities or from teachers’ knowledge of their students’ interests, needs and abilities. Standardised testing was used, where appropriate, to inform teaching. Parents received good quality, relevant information that was helpful for supporting their child’s next learning steps. Examples of gender-sensitive practices in parliaments Women and men have equal opportunities to ENTER the parliament Women and men have equal opportunities to INFLUENCE the … Principles of good control practice. Good practice in the control of substances hazardous to health can be encapsulated in the eight generic principles set out in Schedule 2A. developed a shared understanding of assessment and this was expressed in a detailed student achievement manual that included sound policy and procedural statements for curriculum delivery, assessment, school expectations and evaluation; established clear links between the school-wide approach for collecting achievement data and the annual achievement targets; consistently implemented systematic and manageable assessment practices to identify and address student needs; viewed guiding documents as ‘living documents’, that were reviewed, rationalised and improved in light of new information; made effective use of the well-documented expectations for achievement at class levels, to collect appropriate and relevant data about individuals and groups of students; and. See CamelCase naming of variables. Students’ learning and achievement does not only happen in classrooms. Teachers also worked on developing a shared understanding about how to administer, interpret and best use assessment information, including STAR results and running records. These ‘benchmark examples’ illustrated learning, achievement and quality in relation to national statements in the key curriculum areas of English, mathematics, science, health and physical education, the arts, and technology. In evaluating how effectively schools had developed and implemented an integrated school-wide approach to assessment, ERO used the following indicators. Senior managers were responsive to the implications of student achievement information and provided support interventions and resources to help teachers address any issues for those students at risk of underachieving. Discussions of this information and other assessment records allowed the students to know what they had achieved and what would be the next step in their learning. Intercultural cities: good practice examples Amadora launches a Guide on the welcoming of migrants. In one rural school, the three-way reporting conferences involving students, parents and teachers were particularly useful in establishing an effective partnership with family or whānau and school to promote learning. •The significance of good practice and quality first teaching in the SEND Code of Practice •What quality first teaching looks like •The need for policy which inspires ... •Pupils are clear what is expected – use of ‘WAGOLL’ – what a good one looks like – examples. Student profiles tracked individual student achievement in literacy, numeracy and the integrated curriculum, with discrete essential learning areas when the school had an ‘intensive study’ in a specific area. Everyone who submitted an example of Good Practice. Students also had the opportunity to give their peers constructive feedback. Unit plans across curriculum were strangely inclusive of te reo me o ngā tikanga. When students are well informed about their own progress they are better equipped to make good decisions for future learning. By highlighting the benchmarks as they were achieved, teachers and students were actively involved in creating a visual record of achievement. A Trick To Spot Practise Try using the verb to prepare (in its various forms, e.g., preparing, prepared, prepares) instead of practise. Good medical practice in action is a set of interactive scenarios in which you can follow a patient on his or her journey and decide what the doctor should do at crucial points in the process. They had developed tools to assess student progress and achievement in all curriculum areas, not just literacy and numeracy. A shared understanding about the value of such tools as the national exemplars, in moderating teacher judgements, was also reached. Teachers shared good quality, relevant information with parents. Specific targets were set for each year level related to school and national exemplars and included in the annual plan. In one urban school where students were involved in the assessment process, teachers gave students frameworks for self assessment that challenged them to reflect deeply on the quality of their work. In the past three years teachers had had professional development in the Numeracy Project and NumPA to ensure programmes and assessment strategies were implemented consistently across the school. Teachers regularly collected, collated and considered this information. Two of the examples of good practices … Year 7 and 8 students set learning and social goals that had to include spelling and basic fact goals. Examples of Good Practice. Thanks to a thorough peer-review process, we are happy to present to you a selection of Good Practice examples with the aim of increasing access for all European citizens to literacy provision. Students interpreted and used information for further learning. At 18 listed companies, shareholders voted against the pay package proposals made by their boards. Three of the four began within the past three years, with all of them being actions by Parties at the national level. Nationally referenced and standardised assessment tools were used in key aspects of the curriculum, such as literacy and numeracy. Students were confident in using teacher feedback in their books to identify what they would focus on next. assessment information was reported to parents, community and the board of trustees. There were peer discussions and self-monitoring against goals. Focused, five-week book experience programmes helped these students to develop skills and understanding about the language and concepts of print, books and literacy. FRC guidance on good governance for remuneration addresses an area that has been controversial in the UK for some years. Effective schools had developed and implemented ongoing review processes for ensuring high levels of consistency of judgements between teachers. The analysis of moderated, school-wide data provided information about trends and patterns in students’ progress and achievement. Staff and students said this heightened focus on achievement was a valuable and useful activity. Often, you will revisit a project to review … Parents and whānau of Māori students had a variety of ways they could communicate with the school. concluding a lesson by revisiting expected outcomes and discussing students’ progress and understanding. Staff carefully interpreted data to identify which teaching practices were successful with groups and individuals, including students who required additional support and extension. In one urban school the board used information on student achievement in strategic planning, policy direction, and resourcing decisions. Along with a formal interview and three written reports, parents were invited to a hui each term. Students with special abilities were also given extension programmes. Practice example about a research project to develop highly personalised, playful objects for people with advanced dementia Tackling loneliness and isolation. Teachers used assessment information to group students with special learning needs and provided careful monitoring and extra assistance in the form of daily instructional reading. Teachers had developed a comprehensive set of benchmarks to gauge student progress and achievement in these areas. The students used the range of information in their individual folders to monitor and evaluate their learning. In middle and senior syndicates, the 2006 targets were to improve student achievement in literacy and mathematics. Their feedback was valued and a recent survey sought parental opinion about the quality and content of the written reports. They show how patients and the public are getting involved in the development of services at all levels in the NHS and with other organisations in the voluntary and public sector. Strategies, such as in-class support or individualised programmes, supported students that were experiencing difficulty. Teachers reported that parents confidently sought information about their child’s learning at any time and did so regularly. Where ERO found good practice, teachers did not rely on single sources of information, or single assessment activities to determine student progress or achievement. Students led these discussions. The good practice guide is also accompanied by a series of case studies that offer examples of how providers have implemented some of the principles in the guide. Students’ use of achievement information for further learning. : a good or wise thing to do It's good practice to always carry a few dollars in cash. Schools demonstrating good practice had clear guidelines and school-wide agreement about assessment practices across learning programmes. Alternatively you can return to the main PTMF hub … Set standards and allow time for communication at shift handovers. ERO evaluated how effectively assessment information demonstrated students’ achievements and progress in relation to the following indicators. Interventions and student achievement were monitored over time to ensure groups of students who were underachieving were showing improvement and therefore taken out of the withdrawal programmes. Report looking at examples of good practice in: curriculum planning assessment and monitoring staffing managing transitions communication with parents and supporting home learning Students and teachers made effective use of these benchmark examples to gauge progress and assess achievement. They introduced moderation by using national exemplars in writing and by sharing portfolio entries. You should also consider any risks that may arise from the area around the venue. The boards of trustees ensured the focus of school developments remained on student achievement by making explicit links between available information and strategic planning, and identifying processes and resources to support these priorities. The National Administration Guidelines 1 state that each board of trustees, with the principal and teaching staff, is required to: Report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups, including the achievement of Māori students against (agreed) plans and targets. Reporting student achievement information to the community. A report for local authority commissioners. The idea is that with proper processes, checks, and testing, a desired outcome can be delivered with fewer problems and unforeseen complications. In one provincial town school, parents were informed about assessment processes through student portfolios, three-way conferences and through information in regular newsletters. In evaluating how effectively schools had developed and implemented an integrated school-wide approach to assessment… The board of trustees was aware of the importance and value of achievement information and this was used to inform planning for staffing and resources. Teachers helped students to interpret the self-assessment data. All teachers identified their students’ needs and abilities. Let us know if this is OK. We’ll use a cookie to save your choice. Teachers were able to assess integrated learning units but still develop discrete essential learning areas. Schools need good quality information on students’ achievements - gained through effective assessment practice - in order to make good quality day-to-day and long-term decisions for students. Written reports and sample books that included exemplar comparisons further complemented these valuable sharing opportunities. Evidence of student self assessment was also shared. On these occasions all relevant achievement information was shared between key adults, increasing the consistency of the messages given to the students. Analysed data, and particularly data relevant to the annual targets, were presented to the board and used to refine existing targets, or consider future strategic directions. Key personnel, such as senior managers, reviewed the collection, analysis and use of this information to ensure students’ achievements and progress were accurately recorded. The school held regular curriculum meetings to talk to parents about assessment practices. These meetings also provided an opportunity for detailed feedback about student achievement. An effective three‑way learning partnership among student-school-community occurs when all parties are fully informed about achievements and progress. Achievement and progress over each child’s school years was demonstrated. developed clear, school-wide expectations for student learning and achievement that were well founded and used to inform teaching; closely linked assessment processes to stated learning priorities; had clear rationale and appropriate school-wide systems; and. In one semi-rural school, there was a school-wide system for planning and recording student achievement from all areas of the curriculum. Teachers regularly reviewed programmes to identify and address any lack of student progress and achievement. The purpose and usefulness of these activities were also clear. Teacher appraisal documents also focused on demonstrable student academic outcomes. The integration of assessment with teaching and learning in literacy and numeracy, in particular, was well developed by teachers. School-wide approach to assessment practices and information. A key characteristic of these schools was the purposeful and meaningful consultation with parents about assessment processes and how they received information about their children. Homework sheets had a note to parents about their children’s learning progress. These were valued as a well‑documented record of learning. Specific charter goals were developed for Māori students in consultation with the Māori community. Parents were aware that the school carried out an assessment programme and were informed by regular newsletters. Student achievement linked to expected learning outcomes, and reflections on teaching practice were analysed in programme planning and evaluation processes. Good practice – engaging with young people; Specialised services; Clinical Commissioning Groups (CCGs) NHS trusts; Primary care. In the second part there are two EHC plans which draw on real examples but the plans themselves relate to fictional children. Detailed analysis of variance monitored the effectiveness of teaching and programmes and adjustments were made where low achievement was identified. These goals were reviewed and when achieved, a new goal was set. Students took the lead in these discussions by talking with their parents about their achievement and progress. The use of school-wide information to improve student achievement. A Trick To Spot Practice Try using the word preparation (or lessons) instead of practice.If the sentence still makes sense, then practice is almost certainly correct. Senior management and teachers used the results to provide learning experiences that met the specific needs of individuals and groups of students. Good practice in Wessex; Good practice in dental commissioning in London; Good practice in South Worcestershire; Good practice in Bradford; Good practice in dental commissioning; Good practice in general practice – Alltogether … They knew and understood the criteria they were being assessed against and they were encouraged to reflect on their work and assessments when developing new goals. Key staff members noted that although establishing effective moderation processes for assessment tasks took time, the positive benefits were evident. Good practice and case studies examples. In the schools in this study students received useful assessment information, were well informed about their current achievement level, and also knew what they needed to focus on next. In one urban school, gifted and talented students were identified by using a variety of methods including formative and summative assessment tools, standardised testing, portfolio assessment and nominations by teachers, parents, self, and peers.