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LPS Review Weeks

In order to streamline our review systems and limit disruption throughout the academic year, we have developed the LPS Review Week, in order to undertake all self-review activities.  These take place once every term and align all review activities and information sharing systems. All levels of leadership are involved within this process from governors to pupils. 


The following information highlights the activities that will take place during LPS Review Week and who is involved:

Listening to Learners & Lesson Observations:

  • SLT Members will undertake lesson observation related to individual PM targets. At the same time, they will gather further information regarding objectives from the School Improvement Plan by undertaking Listening to Learning activities to glean clearer understanding of progress.

  • Area of Learning Leaders will also undertake Listening to Learner activities to gauge progress within their action plan targets. They will undertake these alongside members of their Pupil Voice Groups.

  • Governors (Monitoring Committee) will work alongside SLT and/or Area of Learning Leaders and Pupil Voice Groups to understand self-evaluation feedback in context.


Workbook Scrutiny:

  • SLT will undertake the LPS WBS strategy as described in the LPS Self-Review Systems document.  Feedback will be given to staff during ADDs session the following week.

  • Governors (Monitoring Committee) regularly attend,  or receive feedback for, these sessions.

  • Area of Learning Leaders will undertake ‘book looks’ to inform the progress reviews within their Area of Learning. Feedback will take place during an ADDs session the following week.


Area of Learning Reviews:

  • Throughout the week, Area of Learning Leaders, Link Governors and PVGs will monitor and evaluate the curriculum content and standards achieved in order to ensure the overall effectiveness of the quality of education provided.

  • They are responsible for the progress and direction of SIP targets and how they relate and translate within their leadership areas.

  • They will undertake Listening to Learner tasks, ‘book looks’ and planning reviews with their Pupil Voice Group.

  • All feedback is provided to either whole school, phases or individual staff on the LPS OneForm.  This document indicates strengths, areas for improvement and suggested next steps. 

  • Area of Learning Leaders will also condense their reports for the whole school community, presented on the LPS website under their area.  Therefore, all stakeholders are informed of progress and developments on a termly basis.

  • This approach is a micro-version of whole school improvement.  The strategies and approaches are very similar to the actions undertaken by the Governing Body and SLT.  Therefore, this sub system of school improvement empowers the leadership capacity of all staff within their areas of responsibility and enhances the leadership capacity and sustainability of the school.


Pupil Review Meetings:

  • The Pupil Review Meeting Strategy involves a professional meeting between the Headteacher and individual class teachers.

  • The purpose of this meeting is to discuss all pupils within each class regarding their wellbeing, progress, any needs that are required for individuals or groups of learners and to discuss targets for end of year in relation to the SIP and their Performance Management.

  • Information gleaned from these meetings is shared during SLT meetings throughout the review week, in order to feedback information to the Performance Management Leaders.


Planning, Data & Tracking Systems Analysis:

  • Staff plan weekly during their PPA session using our planning system which incorporates our tracking systems (Incerts & Thrive). 

  • Staff utilise our tracking system as a starting point for planning in order to maximise the impact for individual and groups of learners. 

  • Therefore, our tracking system is live assessment of current performance of learners across the school, providing next steps for all learners, in all areas.

  • SLT scrutinise assessments by triangulating standards in workbooks, and analysing planning aligned with assessments inputted.

  • SLT will Feedback during the following ADDs sessions

  • Additionally, the school uses the flowing information to help form an even clearer view across the school:

    • National Test Data

    • Reading Ages at September (in year baseline) and at June (measure of in year progress)

    • Progress in Maths Tests (Year on Year Progress)

    • Class Teacher Target Setting set in October, reviewed in February and confirmed in June


SIP & SER Review:

  • During the review weeks, the SLT and Governing Body Monitoring Committee meet to review the SIP targets, which is uploaded to the SIP Target Review Area on the school website.

  • Data analysis, actions and impact are discussed with sources of evidence identified and supplied in order to gauge progress and next steps for improvement.

  • Information is provided through the evidence gathered from the review week.

  • This approach is vital for providing Governors with the right information on the current performance of the school. It provides the opportunity for them to challenge effectively.

  • Similarly, this approach provides the SLT with the correct level of challenge and questioning on their accountability to the whole school community. 

  • Discussion, actions and evaluations of impact are recorded on the SIP document as an aide-mémoire in preparation for the SER and SIP review during SLT week.

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