WalkThru: How to carry out a progress meeting

This WalkThru of a Progress Meeting 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, Review Mornings and Appraisal Meetings.

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

Progress Meetings

Progress Meetings Or Class Attainment & Progress (CAP) meetings are carried out with each class teacher and relevant leaders shortly after each summative assessment point, no more than 2 or 3 times a year. Their purpose is for everyone to reflect on the current challenges and priorities within a class or year group. A range of sources, including assessment data, is evaluated to inform adaptations to the provision, curriculum or targeted support for the next term. Leaders can often interpret data in different ways from class teachers, so it is really useful to have this joined-up discussion once a term. It helps as a check point to hold both teachers and leaders to account for their contribution towards improvement, and allows leaders to see where any additional support or intervention is needed.

  • Organise CAP meetings to take place at the end of each term after a summative assessment point.
  • Analysis should be carried out before the meeting and agreed documentation should be completed which identifies the strengths and areas of focus for the next period. Good teachers are constantly evaluating children’s progress and adapting provision throughout the term, and this just formalises their thinking.
  • The meeting should be a professional discussion that focuses on classes, groups and individual children and what can be done to address their needs, rather than crude percentages or which borderline children might get ‘over the line’.
  • The main discussion should centre on how teaching approaches and the curriculum can be adapted within the next term to address any areas of concern.
  • Try to avoid the temptation to steer the discussion onto solutions to do with teaching assistant intervention and parental engagement. These may be useful things, but the 27.5 hours of curriculum and teacher time afford the greatest opportunity to make an impact.
  • Use research to support your decision-making. If suggestions focus on specific interventions or organisation such streaming or reducing class sizes, look at what research says about these areas and read around the issues more closely.
  • Agree what the actions are going forward for the next period and make a shared record of these. Start each meeting with a review of the previous agreed actions. Did everyone do what they said they would? What impact did these actions have? What are the next steps?

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