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Journey to Excellence

Recognising achievement

Transformational Grid
Practice is good to the extent that... Practice is excellent to the extent that...
Staff, including in schools and their partners, support learners in reflecting and building on their learning and achievement. Approaches to recognising achievement promote learner ownership and engagement through reflection on and dialogue about learning. Learners are supported in planning which aspects of their learning outwith school they want to build on through opportunities for personal achievement in the curriculum. On-going dialogue about learning with children and young people helps them to understand what they have learned and recognise their achievements for themselves.
Staff work effectively with partners to provide a range of opportunities for achievement to meet the needs of all learners. These include sporting, cultural, enterprising and citizenship contexts. Opportunities for personal achievement are an integral component of the planned curriculum. In planning these, staff take account of the principles of curriculum design. Partners are involved in planning outcomes for learning and contribute to recording progress and achievements.                                                                                  Staff ensure that learners experience a coherent curriculum across the four contexts of learning. By focusing on the standards and expectations in the experiences and outcomes and in qualifications and awards, staff plan opportunities for progression and ensure learners build progressively on all aspects of their learning.
Schools and their partners use a range of ways, such as certificates, awards, displays, use of press and websites, to celebrate achievement and help others recognise learners’ achievement. Approaches to recognising achievement help learners to articulate the knowledge and skills they have gained to others, for example, in discussion with other learning partners, or with parents and in interviews with potential employers, colleges and higher education.                                                                          Approaches to recognising achievement are manageable and appropriate for the learners’ age and stage, individual needs and interests and support further learning. Profiles, awards and qualifications are used effectively to recognise and provide accreditation for achievement.
Staff track learners’ participation in the range of activities and opportunities for personal achievement. Through regular dialogue about learning, learners are supported in reflection. Staff encourage them to participate in a wide range of opportunities ensuring breadth of achievement and that they develop a range of skills for learning, life and work building on their interests, strengths and aspirations. Staff successfully target children and young people at risk of missing out by aiming to address any inequalities of access to opportunities outwith school.

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