General Prompts to Initiate the Pupil Progress Conversation

Pupil Progress Meetings: The Venn Diagram Approach

Pupil Progress Meetings (PPMs) are cited by many schools as one of the most powerful of the core elements of school improvement, supporting next steps at both classroom and strategic level. Linking the professional dialogue of the PPMs with the triple tracker/Venn diagramssupports both the identification of underperformance and the planning of next steps to secure combined attainment.

The Venn diagrams can promote teacher led guided work in reading, writing or maths to target support and close attainment gaps. This is particularly powerful when linked with APP to support the identification of possible gaps and next steps. Group targets can be set to drive the guided work and support with teacher and self assessment.

This can be taken a step further, highlighting pupils on the Venn diagram receiving intervention, EAL, SEN. Highlighting pupils who were above national expectations at the end of KS1 can be very enlightening.

For pupils not on track in any subject, teachers have found it powerful to plot these pupils according to their strength. Using guided group work with these pupils can help boost self esteem leading to further success. Some teachers have found it useful to also plot the distance away from the Venn to reflect distance from being on track.

Teachers have found the linking of Pomes with the Venn diagrams very supportive; encouraging them to reflect on QFT and leaving with clear next steps. It has often resulted in a broadened view of intervention and promoted the possible use of teacher led guided group work to accelerate progress.

General prompts to initiate the dialogue around pupil progress

How is the term going?
Tell me about one success you have had this term so far?
Which pupil are you pleased with in terms of progress?
How did you facilitate that accelerated progress?
Are there any other pupils in your class that would benefit from that too?

Venn diagram prompts

Looking at these pupils in this section of the Venn, are they are homogenous group or do we need to sub group them?
What is it about their maths/reading/writing that is stopping them moving into the middle of the Venn?
What do we need to shift in order for this group in this section of the Venn to be working like (names) in the middle in maths/reading/writing?
Which aspect on this APP grid could be the missing link for this group?
What will tip this group on the outskirts of the Venn into this segment?

If we are thinking about working these pupils as a guided maths/reading/writing group, where in your timetable can you see this happening?
We want to ensure that these pupils work with you, how are we going to ensure that all other pupils remain on task and are supported?