Journey To Excellence
Reflecting on and recording success in achieving outcomes
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'They recognise good work and if you're having problems, they try and help you.' S4 pupil
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| Tracking of progress takes place at class and individual levels. | Detailed tracking of progress takes place at all levels to ensure progress against shared high expectations. Staff intervene promptly if the progress of individuals is not maintained. |
| Young people keep personal records of their attainment levels and broader achievements. | Young people keep ongoing records of their progress so that they can track their pace of progress, recognise their success in achieving learning outcomes and assess the effectiveness of their own learning. |
| Pupils and staff use evidence from day-to-day learning activities in deciding next steps in learning. | Pupils and staff plan for, collect and use a wide range of evidence from learning activities in deciding next steps in learning and in identifying who can best help. |
| Summative assessment is well planned and designed to assess the key learning aims of a block of work or course. | Teachers use well-founded summative assessment information to evaluate learning and teaching and help them to improve their practice. |
| Departmental and stage teams engage in reflection with partner professionals at other stages and in other establishments and agencies to ensure that standards are shared and discussed. | Teams engage in reflection with their partners to agree standards, evaluate approaches to learning and ensure that all partners can maximise their contributions and take action to improve learning where necessary. |
| Staff use benchmarking to help improve learning. This involves analysing data on whole school attainment levels, using nationally and locally available data. | Benchmarking for improving learning involves analysing data on the achievement of outcomes compared with expectations, using data from groups and schools working in similar contexts. Staff and teams reflect on it and take action to set the highest expectations and improve the learning of all pupils. |