WalkThru: How to carry out a review morning

This WalkThru of a Review Morning has been adapted from Wholesome Leadership, by Oliver Caviglioli as a free downloadable resource.

The purpose of these WalkThrus is to try and ‘demystify’ the things school leaders do by making visible some of the common routines and processes they carry out. I have found, through working with Oliver, that these visual aids can help to simplify otherwise complex processes.

You can download this WalkThru here as an A3 poster or visit Oliver Caviglioli’s awesome website where there’s a collection of other school improvement processes including Learning Walks, Appraisal Meetings and Progress Meetings (CAP Meetings).

Feel free to use, adapt around your own school, subject and context.

Review Mornings

Over the last three years, we have developed termly review mornings as a way of taking a more in-depth look at the learning taking place across a year group. Rather than a series of individual observations or occasional book looks, we tend to spend most of a morning in a single year group observing, reflecting and exploring the issues. Being released from the shackles of grading lessons is empowering for both teachers and leaders, and this type of process can switch the focus from one of ‘judging’ to one of supporting improvement.

  • A couple of weeks before the review morning, send around a short survey asking staff for their opinions on what is working well in the year group at the moment, any areas that they feel might be weaker and any specific challenges or children that they would welcome support with.
  • Read the feedback and do your homework on the issues or children that have been flagged up. If concerns were raised about the behaviour of individuals, do some background checks on them. If a particular subject was flagged as a weakness, talk to the subject leader about any involvement they have had. Analyse what any available data says about this issue too.
  • Try to put people at ease. A morning can feel like a long time for staff to have leaders snooping in and around their classrooms, so it is important to try to make it feel more like a joint process of investigation rather than being judged.
  • Have access to pupil data during the morning. It is really useful to be able to check out assessment information around groups or individuals that you might notice while in the classroom.
  • Give some short general feedback to all staff involved (including support staff) at the end of the morning and then follow up with teachers individually that evening if possible. Do not give Ofsted-style grades as part of this feedback; it should focus only on helpful developmental advice and a ‘next steps’ discussion.


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