Route Maps give an overview of a pupil's progress which will help to ensure that he or she is working towards agreed goals and that any problems which may arise can be addressed within the context of these overall goals.
It has often struck us that the longest and most meaningful conversations with parents concerning aspirations for their children sometimes take place at the very beginning of the process, when a place at the School is being agreed. At that time we talk in great depth about the direction we hope the pupil may take. Thereafter, we may not talk in that way again for the next nine years! This is because there is no set structure for such discussions. Of course our regular Parent/Teacher meetings do provide an important forum for discussions of this nature, but by necessity they take place under pressure of time and rightly tend to focus on recent detail.
The introduction of Route Maps is to reflect and develop further the partnership which exists between parents, pupils and the School. Each Route Map will be constructed with input from parents and pupils and academic staff. A draft is sent out to parents and responses are invited. This will then be followed by any appropriate discussion between parents and the Headmaster, at which amendments and additions can be made leading to an agreed final version which will be held by the School, as well as by parents and pupils.
Year 4 December 2006
Joined: October 2002, Reception
Academic:
Progress to date: Sara has coped very ably with all academic challenges that she has met. In class, she has shown an enquiring mind and a real appetite for learning.
Suggested Actions and Targets: Sara should aim to build further on the encouraging development that she has shown. She is a perfectionist by nature and that determination to get every detail right will serve her well, provided it does not slow down her work unduly or cause her to be discouraged when errors occur. Sara is particularly enjoying her English and has a well-established reading habit which is regularly topped up from the School library and from Cranleigh library. Her interest in poetry can be further encouraged.
Maths, while perfectly respectable is not a favourite subject and after a good beginning to Year 4, her approach to it has been less positive, partly because of missing a lesson for music.
Sport, Music, Drama, Art:
Progress to Date: Sara is showing all the attributes of a very able all-rounder. Her work in Art is neat and well thought-out - more use of colour and imagination may be in her interests. Her music has been outstanding both in the flair and determination that she has shown, and it is capped by the ability to perform in public to a very high standard. In sport too, she is a strong competitor with a good level of ability.
Suggested Actions and Targets: Sara should seek to maintain her well-balanced approach to School life. Her commitment and ability do her great credit. Music theory is being approached 'soft-pedal' and she should not feel under pressure to do more. Sara should continue to enjoy activities outside School - brownies and swimming for example, and these are important components of a balanced development.
Social and General Behaviour
Progress to Date: Sara gets on well with the day to day business of School life. She has the energy and appetite for learning which make her a very good influence in the classroom. She also has a good sense of humour which she can use to good effect, though at times she can be very serious and a little down.
Suggested Actions and Targets: More of the same helpful and polite approach please. Sara has the potential to be a good friend to others in her year and this may well develop positively.