| Practice is good to the extent that... | Practice is excellent to the extent that... |
|---|---|
| Monitoring, recording and tracking of progress takes place at the level of individuals and the whole class. | Detailed monitoring, recording and tracking of progress takes place at all levels to ensure progress against shared high expectations of attainment and achievement. Consistent approaches to monitoring, recording and tracking achievement across key aspects of learning ensure that appropriate progress is being made by all learners. Staff intervene promptly and effectively if the progress of individuals is not maintained. |
| Monitoring, recording and tracking includes progress in learning in curriculum areas, interdisciplinary learning and personal achievements. | Monitoring, recording and tracking looks at the learner holistically. Dialogue, with an adult who knows them well, facilitates regular updating of target setting and building of a personal profile. |
| 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 develop a shared understanding of standards and expectations, evaluate approaches to learning and ensure that all partners can maximise their contributions and take action to improve learning where necessary. |
| Staff use benchmarking effectively 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, as well as national and international information. Staff and teams reflect on the data and take appropriate action to set the highest expectations and improve learning for all. |
Learning as personal development
Promotion of active learning
Meeting children's learning needs
Planning the outcomes of learning
Using assessment to support learning
Assessing progress and achievement
Recognising achievement
Profiling success in achieving outcomes of learning
Reporting on success in achieving outcomes
Ensuring quality and confidence in assessment
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PDF file: Learning and teaching: Monitoring, recording and tracking success (90 KB)