AfL

Assessment for Learning

AfL involves using assessment in the classroom to raise pupils’ achievement. It is basedon the principal that pupils will improve most if they understand what they are learning and why, how well they are doing and what they need to do next to improve.

APP

Assessing Pupil Progress.

This is a nationally developed and standardised framework within which teachers can make judgements about the standard of childrens’ work and plan future learning activities.

CAMHS

CPD

(often called Inset)

Continual Professional Development

training for staff development

DES 

Department for Education and Skills (England)

DRA

Dining Room Assistant

Adults who supervise the children eating their lunch and playing during the lunchtime period.

EAL

English as an additional language.

FFT

Family Fisher Trust

The FFT Data Analysis produces estimates of likely attainment of the children in Y6 based on their prior attainment in English & Maths in KS1 and that of similar pupils in previous years.

Entry Assessment

EP

Educational Psychologist

They will help to assesses children’s learning difficulties and give advice to the school.

EWO

Education Welfare Officer

Supports the school in issues of attendance and children not accessing full time education

EYFS

Early Years Foundation Stage

A statutory framework for the care and education of children from birth to five years of age.

Foundation Stage

G & T

Gifted and Talented

Children who are working at a higher than expected academic level (more than 2 years) and children with specific talents.

Governor

Members of the academy's Governing Body. They have responsibility forraising school standards through their three key roles of setting strategic direction,ensuring accountability and monitoring & evaluating school performance.

HLTA

Higher Level Teaching Assistant

An HLTA is further qualified to support the class teacher in undertaking specific roles such as teaching the whole class during PPA time or delivering whole class areas of learning.

HMI

IBP

Individual Behaviour plan

These are put in place to support children in improving their behaviour.

ICT

IEP

Individual Education Plan

An IEP identifies the special educational needs of a child and outlines targets andstrategies to support their learning. These are completed by the teacher in consultation with the SENCo.

Inset days

Key Stage

There are three Key Stages in the Primary phase- Foundation Stage (age 4-5), Key Stage One (age 5-7) and Key Stage Two (age 7-11).

LAC

MFL

Modern Foreign Languages

Modern foreign language which is taught as part of the primary curriculum.

OFSTED

Office for Standards in Education

Inspection agency who inspect academies and schools. Inspections are now led by HMI

POS

Programmes of Study

The curriculum the children are covering in different subjects.

PPA

Planning, Preparation and Assessment

Teachers are entitled to ten per-cent of their weekly teaching time out of the classroom.During this time, teachers plan future lessons, mark children’s work, undertake smallassessment tasks or work alongside a colleague to target a specific area of learning.

QTS

Qualified Teacher Status

RAISEonline

Reporting and Analysis for Improvement through School Self-Evaluation.

This web-based system is an interactive tool produced by Ofsted and the Department for Education. It provides comparison information to schools and academies to support their self-evaluation.

SATs

Standard Assessment Tasks (also referred to as National Tests)

Children are tested in Maths and English at the end of Key Stages One and Twoand are awarded a level which indicates their ability, compared to the national average.

SEAL

Social & Emotional Aspects of Learning

A scheme of work that helps to develop childrens’ emotional and social skills.

SEF

Self Evaluation Forms

The academy’s evaluation of strengths, areas for development and overall effectiveness.

SEN

Special Educational Needs

Provision to support pupils who experience difficulties with their learning. In the majorityof instances, these are undertaken in school under the guidance of the SENCo (SpecialEducational Needs Coordinator). Outside agencies may become involved if the school and/or parents feel will be of benefit to the child.

SENCO

Special Educational Needs co-ordinator

SNSS

Special Needs Support Service

They will help to assesses children’s learning difficulties and give advice to the school.

SDP

School Development Plan

The SDP is a set of actions which the academy plans to achieve in a specific time in order to continue to raise or maintain standards.The plan includes all areas of school life from the curriculum to the school building and environment.

SIA

School Improvement Adviser

SLT

Senior Leadership Team

This consists of the Principal, Deputy Principal, and other senior members of staff.

Supply Teacher

Staff who provide cover for teachers to attend courses or in the case of illness. Where possible, the school will try to use regular supply teachers who are familiar with the children and school routines.

TA

Teaching Assistant

A trained member of staff who supports the class teacher in delivering daily lessons to the whole class, small groups or individuals. TAs may also deliver specific programmes of support.

VA

Value Added

If the results of assessments show that children have achieved better than the prior attainment indicates children nationally achieve on average, then the school has added value.