AG&T Audit based on National Institutional Quality Standards
Purpose of the Annual Audit : (based on a model originally developed by Amanda Naisbett, Redcar & Cleveland LEA)
The statements contained in this audit represent good practice as defined by the National Institutional Quality Standards (IQS) translated into practical examples.
Statements are coded using the IQS definitions: E (entry level – Ofsted ‘satisfactory’), D (developing – ‘good’) or X (exemplary –‘outstanding’).
The completed audit provides an accessible starting point to allow you to identify strengths, progress and development needs in your own school. This can then be used when completing the IQS, the whole-school SEF and to inform school improvement planning.
Using the Audit :
For your school, decide whether each statement describes what is already firmly in place J, what is partly in place K or what is currently not addressed/at an early stage of developmentL and place a tick in the appropriate column.
Space is provided for “Evidence”. Use this wherever you have responded J or K to record the basis for your judgement. This will help to decide the extent to which progress has been made when the audit is repeated.
Remember: do not be disheartened if smiley faces are few in number the first time you use the audit : use the information to inform your own development planning in school.
Consider how you will communicate the outcomes of the audit to the Senior Leadership Team and Governors; and who you will work with to identify key priorities and devise a plan of action.
School Name :
Leading Teacher/Co-ordinator Name :
Headteacher Signature :
1. Systems exist for the identification of AG&T pupils in all year groups (E). / 2010
2011
2012
2. School has a definition of who AG&T pupils are and how to identify them, and everyone understands it (E). / 2010
2011
2012
3. Characteristics of high ability for each area of the curriculum are understood and are used to identify AG&T pupils in different subjects (D). / 2010
2011
2012
4. More than one source of evidence is used to identify AG&T pupils (quantitative and qualitative) (X). / 2010
2011
2012
5. Self and/or peer nomination have been used in identification (X). / 2010
2011
2012
6. Steps are taken to identify underachievers and exceptional achievers (“gifted” pupils) (D). / 2010
2011
2012
7. The progress of AG&T pupils is tracked in each area of the curriculum (D). / 2010
2011
2012
8. Steps are taken to identify pupils who are both AG&T and have SEN (“multiple exceptionality”) (D). / 2010
2011
2012
9. School has in place a central register of AG&T pupils which is submitted via the Annual School Census (E). / 2010
2011
2012
10. Pupils identified as AG&T are informed of this, along with their parents and teachers [E]. / 2010
2011
2012
IDENTIFICATION (IQS A.1) / J / K / L / Evidence
11. The AG&T register is checked to ensure it represents the gender, ethnicity and FSM profile of the school (E). / 2010
2011
2012
12. … the AG&T register does match the school intake (X). / 2010
2011
2012
13. The AG&T register/cohort is reviewed at least annually (D). / 2010
2011
2012
14. Identification systems are adjusted to reflect changes in the ability profile of pupils and teachers’ increased confidence & skill (X). / 2010
2011
2012
15. AG&T pupils are considered separately within school self-evaluation, pupil-tracking and improvement planning (X). / 2010
2011
2012
EFFECTIVE CLASSROOM PROVISION (IQS A.2) / J / K / L / Evidence
16. The needs of AG&T pupils have been considered as a whole-school issue, e.g. considering learning environment and variety in T&L (E). / 2010
2011
2012
17. Subject leaders and other staff are provided with the opportunity and time to develop materials/approaches for AG&T pupils (E). / 2010
2011
2012
18. Lessons contain a variety of T&L strategies, used flexibly to meet the needs of different AG&T pupil groups (e.g. underachievers, gifted pupils) (D). / 2010
2011
2012
19. The school has identified what works for AG&T pupils and shares the best practice across the school and with others locally (X). / 2010
2011
2012
20. ICT is used to extend the range of learning opportunities for AG&T pupils (E). / 2010
2011
2012
EFFECTIVE CLASSROOM PROVISION (IQS A.2) / J / K / L / Evidence
21. ICT is used to meet personalised learning needs of AG&T pupils to ensure appropriate challenge and progress (D). / 2010
2011
2012
22. The use of ICT increases the motivation & achievement of AG&T pupils(X). / 2010
2011
2012
23. AG&T pupils have regular opportunities to work independently and in groups (E). / 2010
2011
2012
24. AG&T pupils are helped to develop independent learning skills (D). / 2010
2011
2012
25. AG&T pupils have the necessary skills and confidence to work independently as a matter of course (X). / 2010
2011
2012
26. Guidelines exist to support staff in providing for AG&T pupils (E). / 2010
2011
2012
27. Appropriate differentiation exists within schemes of work/lesson plans in all curriculum areas (E). / 2010
2011
2012
28. A range of challenging T&L strategies is evident in lesson planning and from work scrutiny and lesson observation (D). / 2010
2011
2012
29. Teachers are aware of what high level work looks like in their subject area (e.g. the features of KS2 L5 writing, KS3 L7 or grade A* performance) [E]. / 2010
2011
2012
STANDARDS (IQS A.3) / J / K / L / Evidence
30. AG&T pupils attain the levels expected of them in tests and exams and make appropriate progress from the previous key stage (E). / 2010
2011
2012
31. The above is true for all groups of AG&T pupils [e.g. both genders, all ethnic groups, pupils with FSM] (D). / 2010
2011
2012
32. The performance of AG&T pupils is consistent over time (X). / 2010
2011
2012
33. The attainment & achievement of AG&T pupils compare well with similar pupils in similar schools (E L,D K or XJ). / 2010
2011
2012
34. Evidence within the SEF suggests that AG&T provision is satisfactory (E L) … good (D K) … or excellent (X J). / 2010
2011
2012
35. Reference is made to AG&T pupils within the school improvement plan, with a clear suggestion of what impact this will have on standards (E). / 2010
2011
2012
CURRICULUM ENTITLEMENT & CHOICE (IQS B.4) / J / K / L / Evidence
36. Additional enrichment opportunities (e.g. visits, competitions, speakers) are offered across the school for AG&T pupils (E). / 2010
2011
2012
37. Whole-school curriculum includes specific opportunities to meet the needs of AG&T pupils (E). / 2010
2011
2012
38. In secondary schools, AG&T pupils receive appropriate support and guidance related to subject options, FE/HE and careers (E). / 2010
2011
2012
CURRICULUM ENTITLEMENT & CHOICE (IQS B.4) / J / K / L / Evidence
39. Where appropriate, acceleration/fast tracking are available for AG&T pupils, with appropriate guidance and support (D). / 2010
2011
2012
40. AG&T pupils have the opportunity to participate in cross-curricular or topic-based activities (D). / 2010
2011
2012
41. The curriculum is adapted, where appropriate, to meet the individual needs of AG&T pupils within a broad and balanced curriculum (X). / 2010
2011
2012
42. The depth, breadth and extent of the curriculum for AG&T pupils goes beyond minimum NC or exam requirements whilst ensuring appropriate achievement (X). / 2010
2011
2012
43. School raises awareness of FE/HE and monitors the proportion of AG&T pupils interested in/following these routes (X). / 2010
2011
2012
ASSESSMENT FOR LEARNING (IQS C.5) / J / K / L / Evidence
44. Whole school assessment and data analysis consider the progress & needs of able pupils (E) / 2010
2011
2012
45. Planning for able pupils is informed by analysis of a wide range of data, including qualitative evidence (D). / 2010
2011
2012
46. Teachers routinely use AG&T pupil data and assessments to ensure appropriate challenge in lessons (X). / 2010
2011
2012
47. Portfolios of high-level work exist to guide expectations & assessment within each area of the curriculum (D). / 2010
2011
2012
ASSESSMENT FOR LEARNING (IQS C.5) / J / K / L / Evidence
48. Systems exist to track the progress of AG&T pupils (D). / 2010
2011
2012
49. Regular discussion takes place with AG&T pupils to plan future learning (E). / 2010
2011
2012
50. Challenging curricular targets are set for/with individual AG&T pupils, supported by written & oral feedback/marking (D). / 2010
2011
2012
51. Formative assessment and pupil targets effectively maximise and recognise pupil achievement (X). / 2010
2011
2012
52. Effective self and peer assessment develop pupils as independent learners (E). / 2010
2011
2012
53. Pupils reflect on their own skill development and contribute to setting their own targets tasks (D). / 2010
2011
2012
54. In class, AG&T pupils regularly consider their own progress against targets and help plan their own learning (X). / 2010
2011
2012
TRANSFER & TRANSITION (IQS C.6) / J / K / L / Evidence
55. Systems exist to transfer information about AG&T pupils from year to year and from KS to KS (E). / 2010
2011
2012
56. When new AG&T pupils join the school, transfer information and parental input are used to inform targets and ensure progress (D). / 2010
2011
2012
TRANSFER & TRANSITION (IQS C.6) / J / K / L / Evidence
57. Transfer information is used to inform lesson planning, ensuring AG&T pupils make progress according to ability rather than age (X). / 2010
2011
2012
58. AG&T pupils receive appropriate guidance related to choices about subjects and next schools, continuing education and careers (E). / 2010
2011
2012
LEADERSHIP (IQS D.7) / J / K / L / Evidence
59. There is a named member of the Senior Leadership Team with responsibility for AG&T provision (E). / 2010
2011
2012
60. There is a named governor with responsibility for AG&T provision (E). / 2010
2011
2012
61. Governors support & evaluate provision (D) … celebrating the achievements of AG&T pupils (X). / 2010
2011
2012
62. There is a named Leading Teacher and/or AGTCo with responsibility for AG&T provision (E). / 2010
2011
2012
63. The AG&T Leading Teacher and/or Co-ordinator receives appropriate clerical support and time allocated to the role (X). / 2010
2011
2012
64. The headteacher actively promotes AG&T provision (E). / 2010
2011
2012
65. In secondary schools, each subject area has a link teacher responsible for AG&T pupils (E). / 2010
2011
2012
66. All teachers share responsibility for AG&T provision (E). / 2010
2011
2012
LEADERSHIP (IQS D.7) / J / K / L / Evidence
67. Where a number of staff have named responsibility for AG&T provision, they meet regularly and communicate effectively (X). / 2010
2011
2012
68. AG&T issues are regularly included on the agenda of staff and team meetings (X). / 2010
2011
2012
69. School organisation, structures, systems and staffing are flexible enough to support Personalised Learning for AG&T pupils (X). / 2010
2011
2012
POLICY (IQS D.8) / J / K / L / Evidence
70. A whole school policy for AG&T pupils exists (E). / 2010
2011
2012
71. AG&T policy is linked to and reflected in the school improvement plan (E). / 2010
2011
2012
72. AG&T policy is reviewed regularly and clearly linked to other school policies (e.g. equal opportunities, inclusion, teaching & learning) [D]. / 2010
2011
2012
73. When policy is reviewed, input from the whole school community is sought and reference made to good practice locally and nationally (X). / 2010
2011
2012
74. All staff are aware of the AG&T policy, its aims and their associated roles/responsibilities (E). / 2010
2011
2012
ETHOS & PASTORAL CARE (IQS D.9) / J / K / L / Evidence
75. There are high expectations of all pupils across the school (E). / 2010
2011
2012
76. An ethos of ambition and achievement is shared by the whole community (X). / 2010
2011
2012
77. Achievement and success are celebrated (E). / 2010
2011
2012
78. AG&T pupils receive recognition & rewards for their achievement and progress, as do other groups (X). / 2010
2011
2012
79. School systems promote positive behaviour for learning; all pupils are rewarded for engaging and co-operating (D). / 2010
2011
2012
80. Pupil views are listened to and taken into account, including views on the quality of classroom provision (e.g. through attitudinal surveys) [D]. / 2010
2011
2012
81. The social & emotional needs of AG&T pupils are recognised and addressed (E, D or X). / 2010
2011
2012
82. Parents/carers are aware of their child’s academic and pastoral targets and how to support them (E). / 2010
2011
2012
83. AG&T pupils have the opportunity to work with a supporting adult to address bullying or other areas of concern (D). / 2010
2011
2012
84. AG&T pupils receive additional support for areas of relative weakness (e.g.spelling, presentation, identified subjects) [D]. / 2010
2011
2012
ETHOS & PASTORAL CARE (IQS D.9) / J / K / L / Evidence
85. Specific support is provided to support able underachievers or those from different cultural or social backgrounds, as appropriate (D). / 2010
2011
2012
86. Pastoral staff have clear roles in monitoring and supporting AG&T pupils (E). / 2010
2011
2012
STAFF DEVELOPMENT (IQS D.10) / J / K / L / Evidence
87. All staff have received training in the education of AG&T pupils (E) … including subject & pastoral leaders and governors (D). / 2010
2011
2012
88. The Leading Teacher for AG&T has received appropriate training in leading the education of AG&T pupils (E). / 2010