The GIG group is a professional network built on trust and honesty, with a shared desire to provide the best support and challenge to schools in order to strive for continuous school improvement and improved outcomes for all pupils.
The following provides an overview of some examples and the impact they have had on leaders and pupils.
Developing creativity and how this looks in practice.
During an autumn term meeting each cluster school shared a presentation to the GIG on ‘Creativity in the Curriculum’. In line with a review of each schools’ curriculum and as a result of Curriculum for Wales, each school shared how they were developing creativity and what progression in creativity looks like in their schools. The informative session provided an opportunity for governors to acquire knowledge of curriculum design, ask questions about different practices and have a shared understanding of each school’s perspectives. The following term a meeting took place where schools brought along a range of books and digital evidence to demonstrate how creativity was being developed with pupils. This provided the opportunity for governors to view books and pupil progress from a range of schools. Having a collective understanding strengthens governors' knowledge and skills, increasing the ability and confidence to ask informed questions, to challenge and support leaders.
Assessment and Curriculum for Wales
GIG meetings include training and information sharing sessions. Troedyrhiw Community Primary shared information on how they were developing their use of assessments linked to curriculum design. During this meeting information was shared with group members on assessment and how this links with Curriculum for Wales and how they evidence pupil progress through the tracking and monitoring of standards. This was a particularly beneficial session to governors as it highlighted the recent research and information on best practice for using and developing assessments to support learner progression. It also shared detailed information on pupils’ standards, their starting points and how leaders use assessments to plan for pupil progress. Governors developed an understanding of how day-to-day / ongoing assessments are used to inform planning, provide personalised learning for pupils, and to identify training and coaching to up-skill staff, as well as track pupils’ achievements.
In addition to information on how Troedyrhiw uses ongoing assessments, the school shared how they use summative assessments. As this is an area of change for many governors, it was useful for them to develop their knowledge of how different types of assessments support leaders when tracking and monitoring pupil progress. The assessment sessions provided a balance of how summative assessments and ongoing (formative) assessments can be used to successfully ensure accurate judgements and robust monitoring and tracking procedures to support whole school self-evaluation.
Additional Learning Needs
The GIG received information from the Additional Learning Needs Coordinator (ALNCo) at Troedyrhiw who provided updated training on the ALNET Act. Governors had the opportunity to view an anonymous Individual Development Plan (IDP) and One Page Profile. This gave them a clear understanding of the legislation and person centered practices for pupils with additional learning needs. Governors were then able to ask informed questions about policy and practice in their own schools. Furthermore, governors who are representatives on their local authority additional learning needs groups are also able to share their expertise when making decisions that affect schools across the authority.
