Whether you call it a ‘book look’, ‘book scrutiny’ or something completely different, the fact is, they are an important management strategy for understanding children’s progress over time! This collection of monitoring forms can be used by subject and senior leaders to check children’s progress and monitor the effectiveness of teaching and learning for each individual subject. The monitoring forms are available for the following subjects: Reading Writing Maths Science Foundation Subjects (history, geography, art, etc.) They are also available in two formats: Individual: completed for each individual in your school to support appraisal, or; Whole-School: a whole-school version to show a summary of teaching effectiveness on one page. There is also a WAGOLL of these versions to show you what they might look like when they are completed. They are provided in a word document so that you can edit these however you would like.

Appraisal (Performance Management) is a necessary part of school. These simple documents allow senior leaders to support the development of teachers across school. They are different from other appraisal documents as they are used as an ongoing record of information that are updated whenever monitoring takes place. This way, all of the information that senior leaders gather on teacher performance are centralised on one document - the teacher’s performance management documentation. The pack contains: Appraisal / Performance Management Documentation Wellbeing Audit Guidance (on how to use the documents) These are particularly effective when used alongside other monitoring documents such as: Lesson Observation Forms https://www.tes.com/teaching-resource/resource-12234555 Book Monitoring / Scrutiny / Look Forms https://www.tes.com/teaching-resource/resource-12962218

These end of unit assessment quizzes are a great way to challenge children’s understanding of a unit of work at the end of a history unit in KS2. These assessment quizzes cover a wide-range of KS2 history units, including: Ancient Egyptians Ancient Greeks Ancient Maya Ancient Sumer Anglo-Saxons in Britain Bronze Age Britain Changing Power of British Monarchy Early Islamic Civilisation Indus Valley Iron Age Britain Kingdom of Benin Romans in Britain Shang Dynasty Stone Age Britain Industrial Revolution in Britain Vikings in Britain World War II Similarly, all of these come with answer sheets to support teacher feedback and marking. For additional support with your history curriculum you might also like: History Subject Knowledge Guides https://www.tes.com/teaching-resource/resource-12965344 History Skills Progression Document https://www.tes.com/teaching-resource/resource-12953203 History Vocabulary Flashcards https://www.tes.com/teaching-resource/resource-12953426

Observation form against new OFSTED criteria for Education Inspection Framework to be used by senior leaders when observing teaching staff in KS1 and KS2. Includes descriptors taken directly from framework for compiling evidence used in lesson observation. Should not be used to give an overall lesson judgement, but instead used alongside other evidence such as work scrutiny, pupil questionnaires and/or assessment data. Also includes a summary sheet to be given to member of staff being observed and space for a coaching discussion should questions arise as a result of the observation. Users can add or delete rows as necessary. Finally, an appendix of common OFSTED questions is included that may be used as ‘stock’ questions post-observation.

Our fully revised History Skills Progression Document is a useful planning document for class teachers and subject leaders in supporting their planning and mapping of history through school. This means that class teachers and subject leaders have a very clear progression for ensuring that each historical-enquiry skill and historical concept are increasingly challenging throughout each year group. The document clearly maps out a progression in each of the historical-enquiry skills from the National Curriculum and each of the core concepts in the history curriculum’s Programme of Study. The key skills are then mapped progressively from the Foundation Stage to Upper Key Stage 2, meaning that historical-enquiry skills and historical concepts becoming increasingly challenging throughout the respective keys stages. Each of these progressions can be used as part of a learning objective or success criteria in history lessons. This is also a useful tool to support any conversation with OFSTED to show progression of historical-enquiry skills.

Multi-skills games for PE to play indoor or outdoor. Simple appearance in monochrome for use in classrooms wanting to reduce over-stimulation through excessive colour. Games are suitable for children of any age, but will require some reading and interpretation of the rules. Resource can be used by teachers for PE lessons, or put out as part of a school’s outdoor/indoor PE provision. There are 7 different games in total in this resource - each one prints on A4.

Relative Clause worksheet based on a Bloom’s Taxonomy stepped-approach to teaching grammar. Starts by giving a description of what the grammatical target looks like, before working through increasingly complex levels of difficulty to support children internalising and using the grammar skill independently. Children will remember, apply and analyse the grammar being used correctly and incorrectly before attempting to write their own. Designed to allow children to write these into their books, rather than on them. Supports greater depth writers by allowing them to write multiple versions of some of the more complex sentences.

A collection of word and .pdf documents of simple lined paper. These can be used for various causes. The .pdf document can be dragged onto publisher or powerpoint files, or interactive whiteboard software, to give you a lined background. This is useful when modelling writing to young children. You can choose from different sizes of paper, A3, A4, and A5, as well as different orientations (portrait and landscape). I have also made them with different widths between each line: 10mm for younger writers, and 7mm for more experienced writers.

A5 cards with 40 famous people, or significant individuals, from history written to the understanding of a Year 1-Year 2 child. Each card contains at least 3 facts that children can read independently. These are great when used as provision based learning in a classroom as they expose children to a range of different people from history.

Year 3 and 4 Fronted Adverbial worksheet based on a stepped-approach to teaching grammar. Starts by giving a description of what the grammatical target looks like, before working through increasingly complex levels of difficulty to support children internalising and using the grammar skill independently. Children will remember, apply and analyse the grammar being used correctly and incorrectly before attempting to write their own. Designed to allow children to write these into their books, rather than on them. Supports greater depth writers by allowing them to write multiple versions of some of the more complex sentences.

Cognitive Learning Strategies Display Cognitive learning strategies are different ways that we can teach children in the classroom to retain new information and draw on information that they already know. They are a vital tool in ensuring that children become lifelong learners inside and outside of the classroom. Teaching children these strategies will make sure that they are able to take on board new information and retain it, while selecting the best methods to store that information for a later date. These cognitive learning strategies cards can be printed, cut and displayed in your classroom as they are taught to children and used as an aide-memoire to support them in identifying the most suitable method for drawing on, and retaining, information. The following learning strategies identified are: repeat, repeat, repeat make a list summarise it in your own words connect to something you know write it down make a rhyme or story test it with yourself or a friend say it in order physically do it teach it to someone elaborate in more detail give it space (come back to it later) draw a picture or diagram dual code with text and pictures learning something else alongside it (interleave) can do, can’t do… yet make a mnemonic or acronym group or pair

To support teachers’ understanding of key topics and concepts in the Primary Geography National Curriculum, we have created these handy subject knowledge guides with enough information for teachers to learn about the topics that they are teaching. The units covered in these Geography Subject Knowledge Guides are: Africa Asia Capital Cities of the UK Climate Change and Resources Continents of the World Egypt Europe Extreme Earth Globalisation Greece India Italy Mexico North America Seasonal Change Settlements and Skara Brae South America The Poles - North and South Weathering and Erosion Each .PDF can be used by class teachers to support their understanding of some of the topics that may be selected for teaching in a Primary Geography school curriculum.

12 Fact Files for countries of the world, including England, Scotland, Wales, France, China, Australia, and North America, plus a few others. Also includes a vocabulary list at the end containing appropriate language for human and physical geography. You can also use the template at the beginning for children to make notes on the different countries in their own words. This will support internalising learning.

Our fully revised Geography Skills Progression Document is a useful planning document for class teachers and subject leaders in supporting their planning and mapping of geography through school. This means that class teachers and subject leaders have a very clear progression for ensuring that each geographical-enquiry skill and geography concept are increasingly challenging throughout each year group. This document also contains progression in fieldwork skills. Our geography skills progression document maps out skills for the following geographical-enquiry skills: Describing Analysing, Comparing and Contrasting Researching Questioning Explaining and Understanding Knowing Remembering It also takes into account the following geographical concepts, ensuring that these are progressive from Foundation Stage to Key Stage 2: Location and Place Scale and Space Human Geography Physical Geography Sustainability Interdependence People, Cultures, and Communities The key skills are then mapped progressively from the Foundation Stage to Upper Key Stage 2, meaning that geographical-enquiry skills and geographical concepts becoming increasingly challenging throughout the respective keys stages. Each of these progressions can be used as part of a learning objective or success criteria in geography lessons. This is also a useful tool to support any conversation with OFSTED to show progression of geographical-enquiry skills. You might also like our visual fieldwork progression document that shows what maps completed by children - and the expected level of content - at different year groups should like progressively through each year group. History Skills Progression Document https://www.tes.com/teaching-resource/resource-12953203

Deep Dive Pack to support primary schools monitoring the intent, implementation and impact of their own curriculum using OFSTED-style methodology. The pack has been put together based upon recent OFSTED inspections across the country. It enables senior leaders to monitor their a curriculum or aspect of their curriculum by: conducting subject leader interviews, with questions taken from OFSTED inspections. using books to determine the impact and implementation of subject leader’s work. conducting pupil interviews across school to determine the impact of teaching. conducting staff interviews to ascertain their understanding of the subject against the OFSTED framework and the impact of any CPD relating to the subject.

Phonics 1:1 intervention to show individual sounds that children can recognise. Excellent way of showing progress in phonics linked to Letters and Sounds progression. Use different colour highlighters each term to show progress. User circles 2-4 sounds that child is currently working on so that different adults can continue intervention on same sound. Tick or highlight when achieved and circle next sound.

Word lists of all phonic sounds from Phase 2-5. Children read words using the word list of the sound that they are struggling with. Great way for supporting children’s early phonics intervention.

All phonics flashcards Phase 2-5, including alternative sounds and split digraphs. Resources will need printing and cutting. 4 sounds per A4 sheet.

Subordination (Year 2) worksheet based on a Bloom’s Taxonomy stepped-approach to teaching grammar. Starts by giving a description of what the grammatical target looks like, before working through increasingly complex levels of difficulty to support children internalising and using the grammar skill independently. Children will remember, apply and analyse the grammar being used correctly and incorrectly before attempting to write their own. Designed to allow children to write these into their books, rather than on them. Supports greater depth writers by allowing them to write multiple versions of some of the more complex sentences.

Domino style subitising flashcards to be cut and laminated for further use. Cards used to support children’s subitising - instant recognition of number arrangements, acting as a precursor to number bonds.