Outcomes for Children:
Teachers have consistently high expectations of all pupils and set challenging tasks which are matched closely to specific learning needs. They build on consistently accurate assessment strategies and  plan astutely to ensure teaching is very well matched to their individual learning needs. Teachers and other adults enthuse, engage and motivate pupils and engender high levels of enthusiasm and commitment to learning.

Marking and constructive feedback from the teacher and other pupils are frequent and are of a consistently high standard. These activities enable pupils to understand how to improve their work encouraging high levels of commitment and interest. Teachers are very knowledgeable of their subjects and areas of learning, and are highly effective in teaching them.

Pupils show resilience, confidence and independence when tackling challenging activities.

Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with noticeable impact on the quality of learning. No time is wasted and every opportunity is taken to apply key skills across the curriculum.

Teaching is consistently good and much is outstanding – with the result that pupils and groups of children are making well above expected progress over time.
 

Raise achievement in all subjects and ensure more pupils, across all vulnerable groups, reach higher levels in

Mathematics by:

• ensuring that new initiatives introduced to improve these subjects are used consistently across the school
• phased implementation of the new National Curriculum – Aspects of Learning, Key Objectives and Assessment milestones
• making sure that teachers give more-able pupils work that always stretches and challenges them

• developing our pupils’ ability to use and apply knowledge, understanding and skills across the curriculum.
• enhance learning using emerging technologies

We aim to produce independent thinkers and learners who are better prepared for 21^st Century Learning:

• Re-vitalise staff pedagogy
• Development of transferable skills: Learning Zone Skills – Readiness for learning, resilience, responsibility, respect, reflection and resourcefulness
• Enhancement of Assessment for Progress classroom strategies – Planning and assessment Grids

Performance Measure - Success Criteria:

• QFT: High quality teaching challenges all learners, consistency of teaching/provision across the school. All lessons are judged to be at least good, a significant proportion of outstanding teaching
• Pupil attitude surveys and data tracking indicate happy high achieving pupils. 95% of pupils achieve their individual learning targets. 80% achieve 2 level qualifiers progress or 4 APS progress in the core subjects.
• Assessment for Progress strategies are key features of all lessons. Children are fully aware of what they do well, what they need to improve and how to achieve this.  
• AfP strategies are used effectively to improve learning and identify underperformance facilitating early intervention.
• Targeted intervention is planned for all vulnerable pupils and groups based on accurate use of assessments.
• Refinement of assessment procedures to facilitate: early identification of underperformance; provision mapping; targeted intervention strategies. 
• Moderation activities demonstrate a consistency of judgements across the school. Levels and end of year expectations. Consistent, reliable and valid judgements inform learning.