HAMBROUGH PRIMARY SCHOOL

THE VISIBLE LEARNING

KNOW THY IMPACT

THE DISPOSITIONS OF GOOD LEARNERS

OFSTED OUTSTANDING CRITERIA

School Inspection Handbook, September 2015

What skills and attributes do you feel are essential for good learning?

• Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons...

• Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

• Teachers provide pupils with incisive feedback...about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.

• Teachers plan lessons very effectively

• Teachers are determined that pupils achieve well, recognise their efforts....

QUALITY OF T, L & A

ASSESSMENT OVERVIEW

VISIBLE LEARNING SCOPING DAY SCHOOL CAPABILITY ASSESSMENT OUTCOME

HAMBROUGH PRIMARY SCHOOL

STRENGTHS

MONDAY 7TH SEPTEMBER 2015

DAPHNE ANAZODO

• VL - Leaders have a secure view of how they want their learners to be
• VL - Pupils are positive about their learning
• VL - Clear and consistent use of LOs enable pupils to explain what they are learning
• VL - Pupils feel they have a voice which makes a difference to the school
• VL - KS2 Pupils have a positive attitude to error and the learning opportunities these present
• VL - School Leaders have prioritised Visible Learning as part of the SDP
• KTI - School Leaders have a rigorous approach to tracking and monitoring progress of all pupils
• KTI - Systems for reviewing progress with teachers are well embedded
• KTI - Pupil progress meetings are used effectively to hold professional conversations, share analysis of progress and attainment and contribute to building collective responsibility for improving pupil achievement
• KTI - Data shows children make good progress from low starting points
• KTI - Teachers are well supported by leaders as they make the transition to AWL in the context of the new curriculum
• KTI - Outcomes of data drive the SDP and are fed into PM, contributing to CPD opportunities for all
• KTI - There are clear systems for monitoring and evaluating the quality of teaching
• IPT - Pupils have excellent relationships with their teachers and speak highly of the contribution they make to their personal AND academic development
• IPT - LOs are made clear to pupils and pupils use them well to talk about their learning
• F - The newly introduced feedback and marking policy has been positively received by pupils and most teachers follow that up with written comments which help pupils improve their work
• F - Leaders have a clear vision as to how they want feedback to be which builds on the success of the new approach
• F - Teachers are provided with clear feedback following any monitoring activity - Leaders use the information gained from assessments as feedback about the effectiveness of teaching.
• F - There is strong enagagment from parents and they are encouraged to feedback on the work of the school
• F - The school knows their community well
• F - There are some excellent pockets of practice of just-in-time, just-for-me feedback across the school

AREAS FOR DEVELOPMENT

• VL - The characteristics of effective learners at Hambrough have not yet been translated into a whole-school and community understanding as part of the school's aim
• VL - There is no shared view about the desired characteristics of effective learning or common shared language
• VL - success criteria are not consistently used making it difficult for pupils to take ownership of their learning and effectively manage their progress
• VL - Opportunities for children to reflect upon the feedback teachers provide needs further developing
• VL - Younger children are less positive about being in 'the pit'
• KTI - Teachers are less secure their understanding of what progress looks like across the school because of the national changes (although opportunities to moderate together are recognised)
• KTI - Students are not yet taught to be assessment capable (reflected in the pupil discussions)
• KTI - Pupils lack confidence in talking about their progress and achievement and could not articulate where they were in their learning
• I&PT - Teachers do not yet use evidence from research to inform their practice
• I&PT - Teachers plan together and use data and evidence in the process, however this could not yet be considered to be systematic
• I&PT - The consistent use of success criteria is developing
• FB - Pupils are not yet clear as to what constitutes good feedback and are sometimes happy to settle for praise
• FB - Feedback is confined to teacher-to-pupil. Tools, training and support need to be provided for pupils to be able to feedback to their teachers and each other

VISIBLE LEARNING

INSPIRED AND PASSIONATE TEACHERS

EFFECTIVE FEEDBACK