Aspect Outstanding (1)
Classroom
Climate
• Caring, considerate, secure and friendly –
extremely positive ethos
• Relationships consistently very good
• Learners have developed resilience when
tackling challenging activities
Attitudes • Enjoyment is exceptional
and • Pupils demonstrate excellent concentration,
behaviour
becoming increasingly self- directing
• Learners exceptionally keen and committed to
succeed
Progress • At least good in all respects and exceptional in
and significant elements, given students’ starting
Standards points
• Learners acquire knowledge, develop
understanding & learn and practise skills
exceptionally well
Learning • Learning intentions support progress for all
intentions students, and are framed at an individual level
where appropriate
Assess- • Students clear about what they need to do to
ment improve and motivated and supported to take
steps to achieve target
• Marking & dialogue consistently high
Differen- • All students thrive because, based on thorough
tiation assessment, work is very well pitched and
suitably challenging for each learner, given
their capabilities, prior learning and
understanding
Teaching • Teachers systematically & effectively check
understanding and intervene to striking impact
on quality of learning
• At least good in nearly all respects and
exemplary in significant elements.
• Pupils inspired to learn extremely well
• Teaching repertoire very well-matched to
individuals’ needs
Subject
knowledge
• Excellent level of expertise challenges and
inspires learners to make excellent progress
Resources • Use of resources, such as ICT and the degree
of independent learning, enthuse and extend
students, including those with additional needs
• Paced effectively to maximise progress
Support • Support staff actively involved and engaged
staff
throughout
• Clearly directed so they add significant value
to learning of students
Good (2)
• Secure and friendly, making strong contribution to good
learning
• Show responsibility and high standards
• Safe and healthy
• Students keen to do well, apply themselves diligently &
work at a good pace
• Interested and enthusiastic about their learning
• Any unsatisfactory behaviour is managed effectively
• Good to very good progress made and high standards
achieved in relation to students’ starting points
• Students gain knowledge, learn and practise skills and
develop understanding at a good rate
• Learning intentions closely tailored to the full range of
students’ needs so that all can succeed
• Thorough and accurate
• Detailed oral and written feedback informs students
how to improve
• Students guided to assess their work themselves
• All students engaged and respond to appropriate
challenges, given their starting points
• Teachers listen to, observe & question groups during
lessons to reshape tasks and explanations to improve
learning
• Consistently effective teaching enthuses and
challenges most pupils and contributes to securing
their good progress and learning
• Methods are related to lesson objectives and the needs
of students.
• Learners encouraged to work independently
• Good subject knowledge lends confidence to teaching
styles.
• Good and imaginative use of resources including new
technology to enhance learning for all students
• Good use of time
• Well focused to make significant contribution to
learning
• Prior consultation and/or joint lesson planning with
support staff
Satisfactory (3)
• Adequate for purpose so learning proceeds
appropriately and time not wasted
• Clear understanding of expectations
• Orderly, safe and calm
• Students enjoy their education
• Most work effectively when tasks and guidance
appropriate, but lack confidence in improving
quality
• Work steadily and show high levels of
enthusiasm & interest
• Students acquire knowledge, develop
understanding & learn and practise skills to
achieve the standards that should be expected of
them given their starting points
• Learning intentions adequate for most groups of
students
• Regular and accurate assessment informs
planning that meets needs of all pupils
• Students informed about their progress & how to
improve through marking and dialogue with
adults
• Level of challenge is sufficient for groups of
students most of the time
• Teachers monitor work during lessons, pick up
general misconceptions & adjust plans
accordingly to support learning
• Teaching ensures pupils are generally engaged
by their work and little time is wasted
• Secure knowledge of the curriculum and course
requirements
• Range of resources such as ICT, encourage and
engage
• Pace is appropriate to learning intentions
• Effectively deployed
• Arrangements in place to enable support staff
and parents/ carers to support students
Inadequate (4)
• Classroom climate inhibits the development of
students’ personal qualities
• Poor behaviour/ rudeness impedes progress in
lessons or well-being
• Time wasted through low-level disruption
• Students do not enjoy their work
• Too many fail to work effectively under their
own direction
• Inappropriate behaviour is not adequately
managed or behaviour overall is unsatisfactory
• Extent to which pupils acquire knowledge,
develop understanding & learn and practise
skills is inadequate when set against the
students’ capability or starting points
• Considerable numbers or particular groups
underachieve
• Expectations inappropriate
• Learning intentions badly matched to students’
starting points
• Assessment takes too little account of prior
learning or understanding & is not used
effectively to help them improve
• Students do not know how to improve
• Level of challenge often wrongly pitched
• Students not sufficiently engaged or
encouraged
• A significant number or particular groups do
not meet adequately challenging targets
• Fails to promote pupils’ learning, progress or
enjoyment
• Methods are poorly geared to learning
objectives with the result that groups of pupils
do not make the expected progress or
disengage
• Students are excessively passive or there is
insufficient independent work.
• Insufficient use of assessment during lesson to
identify key gaps & adapt plans
• Inadequate knowledge to enable learners to
progress
• Inadequate use of resources
• Inadequate use of time
• Inadequate direction or help to assistants in
order to support students