LEARNING POLICY

Pupils make good progress when good teaching happens. There ought to be no prescription about what teachers should do to bring about pupil progress. However, there is research which tells us what ‘works’ (improves pupil progress) in the classroom. This can be can be simplified as follows:

Assessment for Learning: Teachers need to know about their pupils’ progress and difficulties with learning in order to adapt their interventions to meet learners’ needs - needs which are often unpredictable. The term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify future teaching and learning activities.

Dialogue deepens learning: There is an explicit and profound connection between speech (both silent inner speech and oral language) and the development of mental concepts and cognitive awareness. Rich questioning and dialogue also lies at the heart of the feedback loop, which enables the teacher to know where the learner is in order to scaffold the next stages.

Handing Over The Learning: moving towards

Move towards a view that: knowledge is co-constructed; curiosity is encouraged; misconceptions are probed; learning is active, imaginative and participatory; there are real opportunities for independence.

Move towards departmental medium term plans that: are shared with learners; explain the big picture; pupils are allowed/expected to repeat and re-draft work and feedback is used to inform next steps. Move towards schemes of learning that acknowledge there are a variety of ways to bring about progress for different groups of learners.

Move towards assessment that: is engaging and challenging; drives the learning; enables the teacher to give frequent feedback and make appropriate interventions (including tackling misconceptions); is creative and enhances curiosity; is aware of audience and purpose.

Move towards multiple forms of feedback that encourages pupils to participate in the process of critically reviewing their own work and the work of other pupils.

Move towards learning as a social process where the habits of dialogue and discussion are reinforced and embedded, within a positive climate for learning.

Move towards the use of hard and soft data to inform teaching strategies for improving pupil progress.

Move towards a classroom of creativity and challenge where pupil resilience is developed through a culture of trust, iterative learning (learning from mistakes) and risk-taking.

Appendix 1 Southmoor Academy Assessment, Feedback and Homework GuidelinesAppendix 2 Sandhill View Assessment, Feedback and Homework Guidelines Appendix 3 Trust Professional Development Teacher Support ProgrammeAppendix 4 Trust Lesson Observation FormAppendix 5 Trust Work Scrutiny Form

Last review date: 28.11.2018

Person Responsible: Helen Mather (Trust Director of Learning & Progression)

APPENDIX 1Southmoor Academy Assessment, Feedback and Homework Guidelines

1. Class work and homework should receive appropriate written and verbal feedback from teachers, pupils themselves and their peers. Misconceptions must be tackled. The frequency of teacher feedback, both written and verbal, and the frequency of self and peer assessment must be as appropriate for individual pupil needs in their different subjects. It is expected that all forms of feedback will be evident over time. (Sixth Form ‘notes’ are not expected to have teacher feedback).

2. Teacher written feedback of milestone assessments should always use the PEN technique ( Praise - specific, Evaluation/Error/Explanation, Next Steps), be in a contrasting colour to green, e.g. red/purple/pink and follow the marking for literacy protocol. Pupils must be given the opportunity to act on teacher feedback by improving or extending their work. (Teacher feedback in the Sixth Form doesn’t need to use the letters PEN explicitly, but should be formative).

3. Marking for literacy should always follow the protocol:sp = spelling ww = wrong wordgr = grammar sl = slangp = punctuation expr = expressionnp// = new paragraph CL = capital lettert = tense

When marking pupils’ work for literacy, staff should:- Clearly identify the error- Add appropriate symbol close to the error- Teachers should use professional judgement to identify the most important errors in a piece of work

Pupils should correct literacy errors using green pen, either next to the error or in the margin.

4. Peer and self-assessed work should be teacher-guided and written in green, with peer assessed work signed or initialled by the marker. Pupils may write advice on improvements as per the PEN technique, but there is no expectation for pupils to respond to peer marking; the aim is for pupils to learn from evaluating another pupil’s work. Self-assessed work should be corrected or have improvements evident in green (any colour in Sixth Form)

5. Assessments or tests to evaluate pupil performance against exam criteria or expected progress should be undertaken regularly (the frequency should be appropriate for individual pupils’ needs in their different subjects). Authentic exam materials and mark schemes should be used where possible. Students must be made aware of how to improve their work to meet the next grade or level up, or to meet/exceed expectant standards at KS3.

6. High quality, measurable homework should be set approximately every 4-6 lessons, with a minimum of once per half term for KS3 subjects with fortnightly lessons. Where completed, it should be headed ‘Homework’. Homework should support, extend or introduce classwork and it should always be possible to confirm that it has been completed. Show my Homework should be used to assist with the setting and monitoring of homework.

Subject Specific Differences:

Maths:Teachers highlight down the margin or down the work to show work has been scanned for errors. Pupils receive highlighted 'try me boxes' where support/challenge questions are set and pupils are given time to complete.

MFL Additional Literacy Codes:T = tense G = gender AA = adjectival agreement A = accent WO = word order

APPENDIX 2Sandhill View Academy Feedback Policy

PRINCIPLESThis policy has been radically changed to address current educational research and pedagogy around best practice including the following:

new OFSTED framework

school evidence based practice (teacher action research into the most effective forms of feedback)

an Assisted Review highlighting current policy as area for development (October 2015) staff voice through whole school CPD and evaluation of the current systems feedback from student lesson observations and student voice new research into the most effective forms of feedback

OFSTED – ‘Ofsted does not expect to see a particular frequency or quantity of work in pupils’ books or folders. Ofsted recognises that the amount of work in books and folders will depend on the subject being studied and the age and ability of the pupilsMarking and feedback should be consistent with that policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning’(Ofsted inspection – clarification for schools – September 2015)

Departments will ensure that their department policy addresses the following principles:

The purpose of marking is to enable the students to make further progress and inform future lesson planning

Teacher marks in red Pupils respond in green (WWW and EBI comments should be used throughout the work) Yellow box work is used for IMPROVEMENT of a piece of work Work should be reflected on in three ways - by teachers, peers and the pupils themselves and there should

be evidence of all 3 in their books/folders. WWW and EBI comments should be used when marking (this may take the form of comments throughout

the work or at the end) The feedback is linked to learning outcomes or criteria which are shared with students. Specific pieces of work should be marked in depth with clear advice on how it could be improved to enable

greater progress. Students must be allowed reflective time to correct their work. Marking provides a dialogue centred on reflection of and improvement of subject area performance. Attention should be paid to presentation and work should be marked for literacy, using the agreed school

literacy marking policy. Spelling corrections of key words should be rewritten 3 times in the margin.

Subject areas may wish to elaborate on this policy to make it more subject specific.

(Identifying specific pieces of work for in-depth marking or peer assessment. It is the purpose and impact of the marking that is crucial. Any elaboration needs to be in the departmental handbook and must align with this policy)

Formative Summative

Out

line

The purpose of formative assessment is to enable the students to make further progress and inform future

lesson planning

This should occur in every lesson all of the timeThis may take the form of written or verbal feedbackIt will include self and peer assessmentsIt will allow the student to immediately know how to improve their work to make more progressIt has been evidenced that verbal feedback has a major impact on progress (cited research NR)

The purpose of summative assessment is to evaluate student learning at the end of a cycle by comparing it

against some standard or benchmark

This will be in line with data collection checkpoints (whole school and department)This assessment should be their best work and may take the form of a milestone assessmentIt will evidence progress over timeIt will identify strengths and areas for developmentThis should be consistent within departments

Expe

ctat

ions

Verbal This should allow all students to make progressThis should allow all students an opportunity to respond to the feedback.This should be instant and reactive.This should be driven by high quality questioning

Written This should allow all students to make progressThis should allow all students an opportunity to respond to the feedback in green pen.This should be in line with exam/specification criteriaThis should be written in red pen by the teacherThis should include EBI and WWW commentsThis should include yellow box work to allow the students to IMPROVE a piece of workThis should address literacy and numeracy where appropriate (e.g spelling should be written out 3 times in the margin)

Self and PeerThis should allow all students to make progressThis should allow all students an opportunity to respond to the feedback This should be written in green penThis should include EBI and WWW written or verbal comments

Written This should allow all students to make progressThis should allow all students an opportunity to respond to the feedback in green pen.This should be in line with exam/specification criteriaThis should be written in red pen by the teacherThis should include yellow box work to allow the students to IMPROVE a piece of workThis should address literacy and numeracy where appropriate (e.g spelling should be written out 3 times in the margin)

DataThis should show student progress madeThis should be tracked centrally This should be shared with the students and recorded on books/foldersThis should be accurate and based on robust assessments

Evid

ence

Verbal Improvements in progress Lesson observationsLearning WalksStudent voiceBook scrutiny (students improving in green pen)Audio/video evidence

Written Improvements in progress Book/work scrutiny (students improving in green pen)Lesson observationsLearning WalksStudent voice

Self and PeerImprovements in progress Lesson observationsLearning WalksStudent voiceBook scrutiny Audio/video evidence

WrittenImprovements in progress Available summative assessmentsBook/work scrutiny Student voice

DataImprovements in progress Data analysis and tracking (SISRA)Teachers assessment books

APPENDIX 3Southmoor Multi Academy Trust Professional Development

Teacher Support Programme

All teaching staff within the Trust are encouraged and expected to take part in some form of professional development as part of teachers’ standards requirements, which states: All teachers must take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

The expectations about the contributions teachers make to the development of others should take account of their skills, expertise and experience, their role within the school, and reflect their up-to-date subject knowledge and pedagogy. As a step towards developing such a culture of positive professional relationships, the school has devised the following support programme. All teaching staff keep a record of their professional development activities within a professional development folder.

Core Programme

Whole Trust CPD programme – Professional Enquiry Based LearningThere is a core entitlement for all teaching staff to provide mutual professional critique and support. All classroom based members of staff participate in PEBL Groups where they are supported to carry out individual professional enquiry and action research based on theory and evidence. This is supported and continually evaluated with middle leaders during Curriculum CPD time which takes place during some Monday and Wednesday afternoons.

Collaborative Curriculum Development / Coaching / Personalised CPD workshops Curriculum Areas across the trust and in individual schools collaborate to create assessment strategies, for standardisation of assessment/coursework and to produce medium term Schemes of Learning. Coaching supports all teacher development and is designed to link to the whole school CPD programme and to address and individual needs stemming from Appraisal, including coaching to improve from Good to Outstanding. All classroom based staff across the Trust attend Personalised CPD workshops based on individual areas of development identified during lesson observations/learning walks or personal pedagogical interest.

Subject or skill specific training This is determined from whole school needs or from individual needs stemming from Appraisal, e.g. attending a course about a new specification or subject, first aid courses, KS3/4/5 specific working groups, Improving Learning Team (Emerging Leaders) literacy/numeracy/PSHCE etc.

Additional Support Programme6 Week Support Plan

Whilst the universal offer outlined above will remain as the core entitlement for all staff, there may be a need for additional support in some cases. In order to address these additional needs, a support plan provides a further stage of support for those: whose teaching is graded as inadequate or requiring improvement (as identified by termly lesson observations) at risk of not fully meeting appraisal targets (as identified in appraisal review meetings) failing to adequately complete tasks falling within the scope of their job description or the Teachers’ Standards (as identified by line

managers from evidence such as work scrutiny and RIP reviews)

Process: Any concerns from lesson observers, appraisers or line managers must be passed to the Principal / Head of School / Assistant

Principal, who then takes the decision to place the teacher in the additional support programme. During a meeting with the Principal / Head of School / Assistant Principal, the teacher agrees the objectives and anticipated

measurable impacts/outcomes of their Support Plan. Support is individualised and teachers are given the opportunity to choose the type of support that they feel would be of most benefit to them.

The teacher is allocated a professional support teacher, who meets with them and creates an action plan based on the agreed objectives and outcomes of the support plan.

Each support plan will last 6 weeks; during this time, actions taken are logged by the professional support teacher on a tracking sheet. The Principal/Assistant Principal will review progress half-way through, by methods such as a lesson observation, work scrutiny or a performance review meeting, as is appropriate. Learning Walks may also be used to evaluate progress.

At the end of the 6 weeks, progress towards the support plan objectives are reviewed by methods such as a lesson observation, work scrutiny or a performance review meeting, as is appropriate. The quality of the outcomes are noted on the Support Plan by the Principal / Head of School / Assistant Principal, the Principal then decides the next steps.

A failure to respond to this level of support will lead to the introduction of the Teacher Experiencing Difficulty process as per the appraisal policy.

Support Plan Process

Support Plan

Concerns from lesson observers, appraisers or line managers are passed to the Principal/Assistant Principal

The Principal takes the decision to place the teacher in the Additional Support Programme (Support Plan)

Teaching is graded as inadequate or requiring

improvement

(as identified by termly lesson observations)

Teacher is at risk of not fully meeting appraisal

targets

(as identified in appraisal review meetings)

Teacher is failing to adequately complete tasks falling within the scope of their job description or

the Teachers’ Standards

(as identified by line managers from evidence such as work scrutiny and RIP reviews)

The teacher and Principal/Associate Principal agree the objectives and anticipated measurable outcomes of the Support Plan

Support is individualised – the teacher chooses the type of support that they feel would be of most benefit to them

The teacher is allocated a Professional Support Teacher

START OF SUPPORT PLAN. Teacher and Professional Support Teacher meet. The support teacher creates a coaching plan, based on the agreed objectives and outcomes of the Support Plan

The support plan lasts 6 weeks. During this time, the teacher and professional support teacher meet regularly. Actions taken are logged by the professional support teacher on the coaching plan

Copies of the Support Plan (page 1) given to: Teacher Professional Support Teacher Principal/Assistant Principal

INTERIM REVIEW. Half way through the support programme, progress towards the support plan objectives are reviewed by

methods such as a lesson observation, work scrutiny or a performance review meeting, as is appropriate. Learning walks

may also inform progress.

The quality of outcomes are recorded on the support plan by the Principal/Assistant Principal, and the next steps discussed with

the teacher.

Copies of the completed Support Plan (all 2 pages) given to: Teacher Appraiser Principal/Assistant Principal

END REVIEW. At the end of the 6 weeks, progress towards the support plan objectives are reviewed by methods such as a lesson observation, work scrutiny or a performance review meeting, as is

appropriate.

At the end of the 6 weeks, The Professional Support Teacher gives a copy of the completed coaching plan (with actions recorded) to the Principal/Assistant Principal

Return to Core Programme

A further Support Plan

Teacher Experiencing Difficulty

Teacher’s name Curriculum Area

Date Professional Support Teacher

Concerns/IssuesFailure to meet career stage expectations as highlighted by interim appraisal review lesson observation

Objectives1.

Anticipated Measurable Impacts/Outcomes1.

Type of Support (add any amendments/notes)

Minimum number

requested

INTERIM review comment or amendment

FINAL REVIEW(Tick if provided)

Jointly planning a lesson

Team teaching a lesson

Observing a good/outstanding teacher teach a lessonBeing observed teaching a lesson and receiving coaching based feedbackHaving a coaching conversation

Jointly marking a pupil’s work

Work scrutiny of a pupil’s work with coaching based feedbackVisiting another school (where provision is not available/suitable at Southmoor Academy)Other (please state)

I agree to the above support plan

Teacher’s signature Date

Principal’s signature Date

INTERIM REVIEW Date

Quality of Outcomes1.

2.

3.

I have discussed the quality of outcomes and next step

Teacher’s signature Date

Principal’s signature Date

END REVIEW Date

Quality of Outcomes1.

2.

3.

Next Step (circle) Return to Core Support Programme / A further 6 week Support Plan / Teacher Experiencing difficulty

I have discussed the quality of outcomes and next step

Teacher’s signature Date

Principal’s signature Date

Principal’s comments

Teacher’s comments

APPENDIX 4 Southmoor and Sandhill Lesson Observation Form 2017-2018

Subject: Teacher: Pay Point:

Date: Period: Group (including no. of pupils and any key groups): Observer: Joint Observation?

Pre-Observation DiscussionFocus for formative feedback (based on previous feedback, and linked to Professional Enquiry (PEBL) Question if appropriate)

Guidance Consider areas of strength and areas for development

Subj

ect

know

ledg

e an

d un

ders

tand

ing

(3)

Deep understanding is evident, the teacher constantly demanding more of pupilsInterest is fostered and misconceptions addressed

,Pla

nnin

g an

d pa

ce

(4)

Planning maximises lesson timeTeacher sets challenging tasks to support and challengeInspirational teaching strategies extend learning

Man

agin

g be

havio

ur fo

r le

arni

ng (7

)

High expectations throughout, including entry and exit to the classroomClear rules consistently enforced via a range of BfL strategiesDecisive action taken when needed

Adap

ting

teac

hing

for

supp

ort a

nd

chal

leng

e (5

)

Teacher checks understanding systematicallyClear understanding of the needs of all groupsQuestioning and discussion are highly effective to support and challenge

Asse

ssm

ent

and

feed

back

(6) Teacher provides incisive

feedback, including regular and effective markingPupils use feedback effectively and are eager to know how to improve

Hom

ewor

k (4

)

Homework is challenging; it deepens the pupils’ understanding and prepares them for the next steps

RWCM

(3

c,d,

e)

Teacher is an excellent role model in the use of languagePupils have the opportunity to develop literacy and numeracy skills

Expe

ctat

ions

an

d at

titud

es

to le

arni

ng

(1,7

)

High expectations of all pupils; determined pupils will achievePupils are curious, interested and love the challenge of learningPupils thrive and are resilient to failure

Good

pro

gres

s an

d ou

tcom

es

(2)

Rapid and sustained progress (including disadvantaged and more able)Progress made by most pupils is above expectedAn awareness of pupils’ prior knowledge

Spiritual, Moral, Social or Cultural elements and links to Careers

Support for disadvantaged pupilsDisadvantaged pupils identified on a seating plan; support is planned and implemented. They are given at least the same quality of formative feedback as non-disadvantaged pupils of the same ability. Exercise books show they are making similar progress to non-disadvantaged pupils over time.

Summary of MAIN strengths and areas for development (tick up to 3 strengths and 3 areas for developments)TS Strengths Term

1Term

2Term

3 Agreed areas for development Term 1

Term 2

Term 3

3 Subject knowledge and understanding Subject knowledge and understanding

4 Planning and pace Planning and pace

7 Managing behaviour for learning Managing behaviour for learning

5 Adapting teaching for support and challenge Adapting teaching for support and challenge

5 Questioning and discussion Questioning and discussion

6 Assessment and feedback Assessment and feedback

4c Homework Homework

3c,d,e Reading, writing, communication, mathematics Reading, writing, communication, mathematics

1,2e,4b, 7 High expectations and attitudes to learning High expectations and attitudes to learning

2 Good progress and outcomes Good progress and outcomes

Evaluation(Including professional development points in order to improve)

Agreed actions following feedback conversation, including professional development opportunities, actions or comments as appropriate, and consideration of the pre-observation discussion

Support plan offered? Yes No Not ApplicableSupport plan requested / accepted? Yes No Not Applicable

Observer signature: Date:

Teacher - Class - Date -

Student Voice (Learning and progress conversation with students.)

1. The following questions are a guide only, and can be changed to focus on specific areas as appropriate. 2. Observers should pick up to 4 students to ask some of the questions below, or other questions as appropriate (with a focus on disadvantaged pupils).

Book Scrutiny

Evidenced CommentsWork marked up to date?Diagnostic comments and clear indication on how to improve?Marking in line with whole school policy?Presentation in line with whole school policy?Evidence of Student progress?Tasks matched to ability and need?Evidence of a range of tasks?Appropriate assessment?Evidence of literacy/numeracy issues being addressed?Evidence of homework that contributes to students learning?

Literacy

Criteria Yes/NoEvidence of Literacy in Lesson Plan?? (Objectives, specific targets etc)Reading in lesson: Choral, Jump in, Pair/Group, silent, individual to adultReading Comprehension: Prediction, Text Features, Visualisation, Questioning, SummarisingReading: Skim, Scan, Inference/deduction, analysis of textWriting: Key Word/Academic

Book Scrutiny

Evidenced CommentsWork marked up to date?Diagnostic comments and clear indication on how to improve?Marking in line with whole school policy?Presentation in line with whole school policy?Evidence of Student progress?Tasks matched to ability and need?Evidence of a range of tasks?Appropriate assessment?Evidence of literacy/numeracy issues being addressed?Evidence of homework that contributes to students learning?

Literacy

Criteria Yes/NoEvidence of Literacy in Lesson Plan?? (Objectives, specific targets etc)Reading in lesson: Choral, Jump in, Pair/Group, silent, individual to adultReading Comprehension: Prediction, Text Features, Visualisation, Questioning, SummarisingReading: Skim, Scan, Inference/deduction, analysis of textWriting: Key Word/Academic

Book Scrutiny

Evidenced CommentsWork marked up to date?Diagnostic comments and clear indication on how to improve?Marking in line with whole school policy?Presentation in line with whole school policy?Evidence of Student progress?Tasks matched to ability and need?Evidence of a range of tasks?Appropriate assessment?Evidence of literacy/numeracy issues being addressed?Evidence of homework that contributes to students learning?

Literacy

Criteria Yes/NoEvidence of Literacy in Lesson Plan?? (Objectives, specific targets etc)Reading in lesson: Choral, Jump in, Pair/Group, silent, individual to adultReading Comprehension: Prediction, Text Features, Visualisation, Questioning, SummarisingReading: Skim, Scan, Inference/deduction, analysis of textWriting: Key Word/Academic

Details of Students involved:

1. Can you show me an example of a piece of work you are most proud of? Why are you proud of it?

2. Are you making progress in this subject? How do you know?

3. What do you need to do to improve? How do you know this? (Linked to current level/grade and target level/grade)

4. What have you been doing in the last few lessons / few weeks / half term?

5. Can you tell me about a particular lesson that you enjoyed in this subject? Why did you enjoy it?

6. How regularly are you set homework? What is the format of your homework?

Appendix 5 Southmoor and Sandhill Work Scrutiny Form 2017-2018

Teacher: Exceptional practice

Subject: Date:

Pupils and Key Groups scrutinised (e.g. Disadvantaged, SEND, HIGHER ABILITY):

Scrutiniser: Standardised?Areas of strength (up to 3) Agreed areas for development (up to 3):

ACTION REQUIRED BY:

Area Criteria TS: 1.6 (all), 1.3 (3), 1.4 (3)Consider areas of strength and areas for development.

Is the frequency and quality as expected?

Feed

back Written feedback is evident on the work

(evidence of teacher, self or peer) as appropriate for the pupil and subject

Teac

her

feed

back Teacher feedback follows school policy (red/pink pen)

Teacher feedback is good quality and allows pupils to respond.

Pupi

l pr

ogre

ss Teacher feedback has been responded to by pupils in green / improvements are clearly evident in subsequent work, showing progress over time

Chal

leng

e +

Enga

gem

ent

Work set is of an appropriate level to give suitable challenge (e.g. open questions/tasks, pupils may make mistakes/not get full marks first time)Work is well presented (e.g. no graffiti, and follows PROUD policy)

SA a

nd P

AEx

tend

ed

writin

g Pupils are given opportunities to produce extended pieces of writing

Lite

racy

/ nu

mer

acy

Feedback by the teacher follows literacy/numeracy policyPupils correct the errors.

Asse

ssm

ent +

Co

nten

t

Use of tests/assessments/exam questions using (or referring to) level/exam criteria which informs future planning. Variety of tasks and appropriate use of worksheets if used (as thinking tools etc)

Hmwk Frequent challenging homework – in line with

departmental policy

Subj

ect

spec

ific

6th form: Work for scrutiny is towards the back of the file and kept separate from student notes / independent study

Support plan offered? Yes No Not ApplicableSupport plan requested / accepted? Yes No Not Applicable

Scrutiniser Date:

Work is self-assessed using the school policy in green showing an awareness by pupils of what they need to do to progress(any other colour for 6th form)Work is peer-assessed using the school policy in green (any other colour for 6th form)

signature:

Some key questions to focus your scrutiny –

Qualitative issues Is the feedback that is given to pupils sharp enough and do they improve their work as a result? Is there visible improvement to pupils' work as a result of teachers' marking? Do teachers give praise for tangible things (‘well done, I like your use of connectives in this sentence') or is

it not obvious what the praise is for? Is productivity high enough? Look at the work covered over one term? Is it enough? Is quality high enough? Is it too hard or too easy for some? Do pupils continually get work right. If so, is the work too easy? Do pupils of different ability get the same work to do? Look at work from different pupils on the same dates Is there evidence of an interesting, lively curriculum that pupils can engage with?

Literacy and numeracy Is spelling, punctuation and grammar corrected? Do pupils make repeated errors or does this improve over

time? If spelling is a known issue, what strategies are there to address these? (Glossaries, word banks etc.) Are there opportunities for pupils to explore the application of number and data in their work, for example,

looking at population graphs in geography or calculating dimensions in D&T? Do pupils have the chance to draft and redraft their work with improvements?

Sandhill View: Southmoor:

Attitudes for learning Do pupils present their work neatly and legibly? Do teachers reinforce positive messages about presentation of work? Do pupils show a pride in their work?