Tracking and Monitoring

A shared responsibility for raising attainment

What is tracking and why do we do it?

Tracking and monitoring is the process of capturing learners’ progress at key points throughout the year, using professional judgement informed by robust assessment evidence. At its core, tracking exists to improve learning, not simply to record data.

Effective tracking allows staff to:

• give meaningful feedback to learners

• identify emerging issues early

• plan appropriate interventions

• provide clear, accurate information to parents and carers

• evaluate the impact of learning and teaching approaches

Tracking is not an administrative exercise. It is a professional responsibility that reflects our shared commitment to:

• equity

• high expectations

• early intervention

• learner success

When done well, tracking strengthens relationships, sharpens teaching, and helps every learner maximise their potential.

1. Tracking is learner-centred

Tracking exists to help learners understand:

• where they are now

• how they are progressing

• what they need to do next

Learners should never be surprised by tracking outcomes — they should reflect ongoing learning conversations.

2. Tracking is evidence-informed

Judgements are based on:

• a range of assessment evidence

• professional judgement

• moderation and shared standards

No single piece of evidence should determine a tracking judgement.

3. Tracking is consistent and moderated

Consistency across departments is essential to ensure fairness and credibility. Moderation:

• supports shared understanding of standards

• strengthens professional confidence

• ensures reliability of data reported to parents

4. Tracking leads to action

Tracking only adds value when it:

• informs teaching and learning

• leads to timely interventions

• is reviewed for impact

Data without response does not improve outcomes.

Role of the Class Teacher

Class teachers are central to effective tracking.

Expectations

Class teachers are expected to:

• use transition information and prior data to inform planning

• gather assessment evidence using a variety of approaches (say, make, write, do)

• make professional judgements about progress

• engage in regular learning conversations with learners

• maintain accurate records for each learner

• complete whole-school tracking exercises accurately and on time

• highlight concerns to Principal Teachers when needed

• participate fully in moderation activities

In practice, this means:

• knowing each learner’s current working level or grade

• being able to justify judgements with evidence

• ensuring learners understand their progress and next steps

• using tracking information to adapt teaching

Role of the Principal Teacher / Faculty Head

Principal Teachers ensure consistency, quality and support within departments.

Expectations

Principal Teachers are expected to:

• ensure staff have access to relevant transition information

• lead professional dialogue around learner progress

• provide clear departmental tracking processes

• quality assure tracking information before submission

• lead moderation activities

• analyse tracking data to identify trends, strengths and concerns

• support staff through coaching and professional learning

• monitor the impact of interventions

In practice, this means:

• maintaining a clear overview of departmental performance

• supporting staff to understand and apply standards

• using data to inform next steps at department level

Role of PT Support / Pastoral Leadership

Pastoral leaders play a key role in whole-learner oversight.

Expectations

Pastoral leaders are expected to:

• review tracking data for house or year groups

• identify unexplained anomalies in attainment or engagement

• recognise and celebrate learner success

• coordinate target-setting and pastoral interventions

• liaise with families where appropriate

• monitor engagement, attendance and effort alongside attainment

In practice, this means:

• using tracking data to support wellbeing and engagement

• ensuring learners are known, supported and challenged

• linking academic and pastoral information meaningfully

Role of DHT – Attainment and Achievement

The DHT provides strategic oversight of tracking systems and processes.

Expectations

The DHT is expected to:

• provide training and guidance on tracking processes

• maintain and review the tracking system

• ensure accuracy and accessibility of data

• lead whole-school analysis following tracking episodes

• identify patterns across groups (e.g. gender, ASN, care-experienced)

• coordinate supported study and targeted interventions

• support staff through analysis and follow-up

Role of HT and SLT

Senior leaders ensure tracking is aligned to improvement priorities.

Expectations

HT and SLT are expected to:

• ensure robust assessment and moderation across the school

• interrogate tracking data at strategic level

• support departments and pastoral teams to respond effectively

• engage with learners and families where necessary

• use tracking to inform school improvement planning

Tracking operates differently across phases but shares common principles.

In the BGE

Tracking focuses on:

• working levels

• progress within levels

• effort and engagement

• personalised next steps

The emphasis is on progression, motivation and early intervention.

In the Senior Phase

Tracking focuses on:

• current working levels and grades

• progress towards certification

• effort and engagement

• readiness for assessment

The emphasis is on attainment, exam readiness and targeted support.

Learning conversations and tracking

Learning conversations are the foundation of meaningful tracking.

As a result of effective learning conversations, learners should be able to:

• describe their strengths and next steps

• explain their current working level or grade

• understand how to improve

Tracking data should always reflect the most recent learning conversation.

Quality assurance and professional accountability

Tracking information is quality assured to ensure:

• accuracy and reliability

• clarity of communication with parents

• consistency across departments

All staff are expected to:

• meet agreed timescales

• respond promptly to feedback

• engage professionally in quality assurance processes