It’s been five years since I started as Head of Educational Support at Nottingham Girls’ High School (NGHS). I love my job and one of the main reasons for this is that I have the opportunity to work with some of the most amazing young women every day of the week.
The Grammar School at Leeds, Junior School uses GL Assessment’s Progress Test Series for English and Maths, in conjunction with other types of assessments and teacher judgements (that can be evidenced through books) to build a holistic picture of a how a pupil is achieving and progressing. The results of all summative and formative assessments, together with teacher judgment grades, are entered termly on the school's data system).
If you had to look for patterns of dissatisfaction in pupils, where would you look? Could you Google it? Your fingers might hover over the keyboard, but I’m not sure what you’d be searching for. And sadly, looking down the back of the sofa won’t help with this one.
In the classroom, the main driver to gather pupil data must be to understand strengths and weaknesses of our pupils and adapt teaching and learning to match
The question of whether teaching is an art or a science is an old saw. I’d query the assumption that it should be a binary choice.