Enhancing Student Performance
The school is committed to achieving the best possible standards of attainment and achievement for our learners regardless of background, gender or academic ability.
The four core principles of the new Donaldson curriculum resonate across the both the school and lessons. We see effective, targeted use of assessment data by teachers in order to plan for quality pupil learning experiences. Formative assessment is prevalent in lessons and across our assessment structures as a whole. A mastery approach in curricula focuses on the delivery of skills in keys stage three ensuring pastoral and performance outcomes in key stage four and five. Teachers are supported in their own professional learning through well planned coordinated career development pathways and through the provision of support that is backed by research. The new professional teaching standards inform, guide and enrich performance management.
We lead collaborative working within and across the school that has a clear focus on impact for pupil learning. Pupils are encouraged to learn from each other in the classroom through carefully planned collaborative teaching strategies. Cross curricula groups are based on pedagogical principles and encourage a shared understanding of teaching and learning. The use of IRIS is widespread across the school and enables us to create a ‘best practice’ hub for all areas of school practice – classroom teaching, wider pupil activities, extracurricular activities, staff professional learning. The idea of collaboration is further explored as our staff and learner Digital Leaders play a critical role in the implementation of the Digital Competence Framework.