Quality assuring subject monitoring in schools

a) Has basic, up-to-date information been provided about pupils?

b) Have the following categories been identified:

• pupils with special educational needs?
• pupils with gifted and talented attributes?
• pupils with English as an additional language?
• pupils with high mobility?

c) Has data and/or information provided for each pupil's:

• prior attainment?
• value-added performance?
• assessment of current performance?

d) Is there evidence of subject performance comparisons against:

• forecast/targets for the year/teaching group?
• performance in other subjects in the same school?
• performance in the same subject in similar schools?

e) Is there monitoring evidence on teaching and learning outcomes for:

• a sample across year/teaching groups?
• all teachers, especially newly qualified teachers?

f) Is there monitoring evidence on outcomes from:

• examining curriculum planning?
• scrutinising samples of pupils' work?
• moderating marking and assessment of pupils' work?

g) What monitoring evidence is provided on pupil involvement in:

• reviewing their progress against set targets?
• providing feedback on their work and achievements?

h) Have teachers been engaged in professional discussion/feedback on:

• pupil performance and educational standards?
• the quality of teaching and learning?
• the quality of curriculum planning and resources?
• the moderation of assessment and marking of pupils' work?

i) Has there been a review with the subject leader on:

• overall subject performance?
• performance against agreed targets?
• progress against agreed improvement priorities?
• areas for further improvement or development priorities?