Interactive Guide to the Science Department / What contact do you routinely have with parents?

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What contact do you routinely have with parents?

Votes: 0

Parents evenings. Postcards home as positive feedback . Standardised letters for parents on behaviour, effort and attainment. Coursework information and updates. Online information, including activities, resources and

Other questions in this category

	What processes do you have for collecting pupil views about your subject area?
	What do parents/carers think of your curriculum area?
	Do individuals or groups of pupils reveal negative attitudes or poor behaviour? What action has been taken to remedy this?
	What aspects of your curriculum area contribute to developing healthy lifestyles?
	How do you involve parents/carers in providing for the needs of their child?
	Are parents provided with good quality information about your subject and how well their child is making progress?
	Are pupil self-assessment and peer assessment regularly incorporated into schemes of work and lesson planning?
	When reviewing your department, at what point in the process do you canvas the views of all stakeholders?
	Is attainment in your subject area in line with expectations and other subjects in your school?
	Compared with other areas in the school, are there individual pupils or groups of pupils who are achieving less well in your subject?
	What range of evidence is being used to monitor pupil progress in your subject?
	What does analysis of assessment information tell you about pupils’ learning in your area? What strengths or weaknesses are revealed?
	What action is taken to support and challenge pupils who are underachieving or exceeding expectations?
	Do teaching programmes give opportunities to address all areas of weakness identified? If not, how will you address this?
	Do Subject Meetings allow time for discussion of information on pupils’ outcomes and how is it used to make progress?
	How good is the quality of teaching and learning in your subject area?
	How well is pupils’ progress assessed and monitored?
	Do teachers have excellent subject knowledge and understanding? Are they able to make this accessible to pupils?
	Do lessons have clear learning objectives and use a wide range of teaching strategies to address the needs of learners? Are they differentiated appropriately?
	Is classroom management routinely good with well-established routines?
	Do pupils understand what is required of them, how well they are doing and how they can improve?
	To what extent does the curriculum or activities match learners’ needs, aspirations or capabilities, building on prior attainment and experience?
	What opportunities do learners have to develop enterprise financial or other work related learning skills? What contribution do you make towards the economic well being of the learner?
	How well are learners guided and supported? How do you ensure policies are implemented? How well does your team collaborate with support staff?
	How do you identify training needs within your department? Are training, follow-up and outcomes monitored and evaluated?
	What impact does the Performance Management process in terms of improvement for staff and pupils?
	Do you have sufficient resources to support the curriculum, effective teaching and learning and the learning needs of pupils?
	How effectively and efficiently do you deploy resources to achieve value for money?
	How do you show clear vision, a sense of purpose and high expectation to the staff you lead?
	On the basis of your evaluation what are your key priorities for development?
	What are your training and development needs for 2006/7
	How will your training and development needs be met?