Pupil Progress Meetings: The Venn Diagram Approach
Pupil Progress Meetings (PPMs) are cited by many schools as one of the
most powerful of the core elements of school improvement, supporting next
steps at both classroom and strategic level. Linking the professional dialogue
of the PPMs with the triple tracker/Venn diagrams supports both the
identification of underperformance and the planning of next steps to secure
combined attainment.
The Venn diagrams can promote teacher led guided work in reading, writing
or maths to target support and close attainment gaps. This is particularly
powerful when linked with APP to support the identification of possible gaps
and next steps. Group targets can be set to drive the guided work and
support with teacher and self assessment.
This can be taken a step further, highlighting pupils on the Venn diagram
receiving intervention, EAL, SEN. Highlighting pupils who were above
national expectations at the end of KS1 can be very enlightening.
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For pupils not on track in any subject, teachers have found it powerful to plot
these pupils according to their strength. Using guided group work with these
pupils can help boost self esteem leading to further success. Some teachers
have found it useful to also plot the distance away from the Venn to reflect
distance from being on track.
Teachers have found the linking of Pomes with the Venn diagrams very
supportive; encouraging them to reflect on QFT and leaving with clear next
steps. It has often resulted in a broadened view of intervention and promoted
the possible use of teacher led guided group work to accelerate progress.
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General prompts to initiate the dialogue around pupil progress
 How is the term going?
 Tell me about one success you have had this term so far?
 Which pupil are you pleased with in terms of progress?
 How did you facilitate that accelerated progress?
 Are there any other pupils in your class that would benefit from that too?
Venn diagram prompts
 Looking at these pupils in this section of the Venn, are they are
homogenous group or do we need to sub group them?
 What is it about their maths/reading/writing that is stopping them moving
into the middle of the Venn?
 What do we need to shift in order for this group in this section of the Venn
to be working like (names) in the middle in maths/reading/writing?
 Which aspect on this APP grid could be the missing link for this group?
 What will tip this group on the outskirts of the Venn into this segment?
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If we are thinking about working these pupils as a guided
maths/reading/writing group, where in your timetable can you see this
happening?
We want to ensure that these pupils work with you, how are we going to
ensure that all other pupils remain on task and are supported?
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