Progress Schools Tees Valley · Lundy Loop
Impact Monitoring Crib Sheet
Two pages · termly vignette + staff pulse · fifteen minutes a term, total
How monitoring works here
One rich vignette per pathway per term beats a spreadsheet of tallies. The vignette is written after a naturally occurring loop is noticed — never staged. Combined with the pulse log overleaf, leadership gets a truthful picture of quality and workload with almost zero added burden.
Rhythm: Term 1 — baseline pulse + first vignettes. Term 2 — repeat, compare against Term 1 wording. Term 3 — decide, with evidence, whether the pilot becomes policy. The comparison is qualitative and honest: better, worse or the same, in whose words?
Termly vignette proforma (one per pathway)
| Field | Entry |
|---|---|
| Term / pathway BUILD GROW LAUNCH | |
| Pupil (initials) and subject episode | |
| Space — what made responding possible for this pupil, that day | |
| Voice — what they actually did (modality and content) | |
| Audience — how the adult genuinely received it | |
| Influence — what changed next (question, scaffold, plan, IEDP/APDR target) | |
| Where the natural evidence lives (book page / EFL / clip / accreditation) | |
| What this vignette teaches us — one sentence, honest |
Staff pulse log (termly, anonymous, five ticks)
Circle one per row. Compare wording term-on-term; the trend matters, not the score.
| Statement | Disagree | Unsure | Agree | Strongly agree |
|---|---|---|---|---|
| I spend less time on written marking than last term | ○ | ○ | ○ | ○ |
| Pupils in my lessons respond to feedback more than they used to | ○ | ○ | ○ | ○ |
| I can explain the R-gate to a colleague in one sentence | ○ | ○ | ○ | ○ |
| I have not created any evidence solely for audit this term | ○ | ○ | ○ | ○ |
| Feedback in my subject feels more manageable, not less | ○ | ○ | ○ | ○ |
| One thing that would make the loop easier next term (free text) |
|---|
Reading the pulse honestly: if "workload" scores fall while "responding" scores rise, the loop is relocating burden rather than removing it — pause and fix before scaling. That result is a finding, not a failure.
Termly leadership question: across the vignettes and the pulse, can we name one pupil per pathway whose provision genuinely changed because of something they did or said? If yes, Influence is real. If not, we have a coaching focus.
Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper