Journey To Excellence
A collective commitment to improvement
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'Reflective communities have staff who are motivated and enthusiastic and are happy to discuss what is going on in their classrooms.' Class teacher
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| It has a comprehensive learning and teaching policy, which includes a focus on meeting learners’ needs. It is sustainable and regularly reviewed. | The learning and teaching policy drives all the school’s work and connects with all other policies and practices. It provides a framework for ensuring that all learners are treated fairly and are included in learning, and that their needs, including additional support needs, are met. Successful learning and teaching is placed at the heart of school, classroom and playroom activities. |
| The management team sets a clear agenda for improvement. | The school community takes a joined-up approach to improvement across all that it does. |
| Leaders create opportunities for sharing good practice. | Staff discuss their practice, share knowledge of their craft and observe and help one another. |
| There is a planned programme for evaluating classroom practice. | Feedback and self-evaluation are embedded into classroom routines so that there is a focus on continuously improving learning and teaching. |
| Leaders are proactive in identifying areas for improvement. | The commitment of staff to identifying areas for improvement and challenges for the future is secured and sustained. |
| Development/improvement plans include priorities relating to learning and teaching. | Development/improvement plans at school, department, stage and team level all have learning as their main focus. |