The Academy Selsey

Monitoring students engagement, teaching and Learning

We will be asking parents to support the Academy by

• Encouraging child to complete assigned work on Google Classrooms for the appropriate amount of time
• Ensuring they are aware of child's timetable and what they need to complete daily
• Setting routines to maintain and support the child's education

Quality Assurance of teaching

The Academy has published a bespoke Monitoring Cycle to support the quality assurance of remote education. This is based around drop ins, work sampling and parent/ student feedback and is overseen by Miss G Hinton (Assistant Headteacher Teaching and Learning)

• Drop ins (Head of Departments / SLT) - Informal and frequent short visits to Google classrooms to focus on the fulfilment of our Remote Learning Offer and in tackling barriers to engagement.  The outcomes are used to enable subject leaders to ensure consistency within their departments.  This is an excellent way to showcase teaching and learning strategies and also useful for planning school training. Drop ins should offer feedback to staff and help support developing sharing good practice across the Academy.
• Work Sampling will be monitoring of the consistency and effectiveness of the following:

• Challenge and support
• Work and progress
• Engagement and completion

• Stakeholder Voice - Student feedback on the quality of remote learning focuses on their general experience.  Student voice includes subject and whole school questionnaires, and learning conversations.  
• Parent Voice - Parents can via Google Forms and Parent view share opinions and participate in surveys / questionnaires.

Data and information collected from all aspects will be analysed and shared with Departments, Leadership and Governors as appropriate. Feedback will allow us to review and adjust the remote offer if necessary.

Quality Assurance of Engagement and Learning

Live lessons

To increase ‘face to face’ contact, virtual live lessons take place, as part of the remote learning plan. This interaction is tracked through submission of remote learning registers. These are submitted to the attendance officer indicating whether the student has attended or not. We also account for students that are ill/medical or ‘other authorised circumstances’ such as bereavement or house move, which might prevent engagement. This provided valid, robust data for live engagement.

Google Assignments

Each lesson has an assignment to support learning and gauge understanding. Whilst teaching staff grade the quality of response, weekly. The completion of assignments is monitored through a google work tracking app.

These 2 data sets can be triangulated with quality of response. This is shared with the pastoral team to work on strategies, with the family, to improve engagement.

Students excelling in all 3 areas will be recognised for their efforts through the TAS stars and house points system. This will be updated weekly and supported through weduc and the period 5 google classroom.

We will regularly report to parents/carers using our ‘keeping in touch procedures’, if you have any concerns about your child’s engagement please do not hesitate to contact us.

We may need to consider bringing students into school for face to face provision where there is evidence of zero engagement in remote learning after additional support and encouragement. These students could therefore be deemed ‘vulnerable’. This is overseen by Mr N. Brown (Deputy Headteacher)

Feedback and assessment by teachers

It is very important that students receive regular feedback on their learning. This may happen in a number of forms to support the task, subject and student.

Below is a overview of the main approaches the Academy will use

• Verbal/chat feedback - This approach will happen as the teacher sees fit to support the progress of students within the lesson. This is most likely to be through the chat or stream functions of google classroom, or via questioning during ‘Live’ teaching.
• Written feedback - Students will submit and upload tasks and will then be provided written feedback as appropriate on a regular basis. This will often be done using the assignment function of google classroom.
• Low stakes testing - To support assessing students' understanding, teachers may ask students to take part in ‘quizzes’ or low stakes tests from time to time. These may be done verbally, through worksheets or using google forms.
• Summative assessment - As part of our work with students it will be appropriate to assess their understanding in a more formal manner.  This would potentially be in the form of a test or extended writing. Where students are required to complete this type of assessment it is important that this is done independently so we would ask that parents and carers do not support these activities. These assessments may generate a mark or grade as appropriate. Students will be given prior notice of such assessments to give them time to prepare and revise

These assessments will form the part of Academy progress checks, which will be regularly reviewed and monitored by Head of Department/subject leader, Line managers, Year Leaders and SLT.

Rewards

During this period of remote learning we will continue to positively recognise students' achievements. Their attendance, engagement and work will be recognised through House points / stars and ‘congratulations’ emails from the Headteacher.