In this model, looking at literacy, the teachers select an individual from the middle of the lower group, the middle of the middle group and the middle of the upper group.
A week is chosen when the children across the school are working on some form of narrative (it doesn’t work so well with poetry!).
The teacher chooses two or three days from that week which show the children’s early attempt, feedback and then the impact of the feedback.
This is then photocopied in colour to show feedback and saved.
The APP (or similar) for that child is also photocopied (this was a suggestion from Ofsted).
The work samples are then stuck onto a very large sheet of paper, lining wallpaper two widths thick is great for this.
Starting with Foundation Stage at the top and examples of emergent writing to Year 6 at the bottom, the examples are stuck down in order with the APP underneath for reference. All the lowers in the first column, the middle in the middle naturally, and the uppers on the other side. If you have stuck the samples into small booklets this is more helpful because it enables you to leaf through the previous pages to look at the feedback.
And that’s it. All you have to do now is walk the journey seeing how the writing progresses. You can automatically see the leaps and the regressions, the presentation anomalies and the power of feedback. Everybody takes responsibility for their part of the journey, and the start and the end points are clearly visible. Aberrations from the expected journey become a problem to solve for the whole community.
Many teachers remark that this is the first time they have seen their work alongside their colleagues and many problems are resolved simply by knowing what comes next and what went on before. There is no blame, simply a better understanding of the big picture! And it is much more effective than looking at data alone.
See Tim Sully’s book Conducting A Work Scrutiny here