Teachers have excellent subect knowledge and are engaged in research to develop pedagogy. Time is invested in researching current thinking and good practice.
Teachers have high expectations of students. Lessons are 'taught up' and are appropriately challenging. Teachers take risks; they foster curiosity and inspire critical thinking. They see themselves as evaluators of their effects on students.
Questioning is used to develop thinking. open questions are differentiated and planned to deepen understanding Of all students. Thinking time and oral rehearsal are built in.
Behaviour for learning strategies lead to respectful and purposeful classrooms. Students move from 'compliant' to 'active learners.
Learning & Teaching strategies are used to ensure that teaching is engaging, relevant and purposeful. Time is managed expertly, and progress is effectively reviewed students are well prepared for the demands Of the new curriculum and are givenChances to develop
Teachers 'know their students.' They are responsive, and the needs of different groups are planned so that students are challenged and the curriculum is accessible.
Assessment is used to guide progress and is a powerful tool for learning. Marked assessment tasks are carefully planned and hold value with students. Feedback strategies are used with students to act upon, to make or exceed expected progress.
Teachers make a positive contribution to the school life and live by the school's core values. They demonstrate a range of personal qualities and Skills: encouragement, humour, acute emotional intelligence; creativity; reflection and effective communication skills
High standards in literacy and numeracy are promoted by all teachers, and underpin learning in all subject areas.
All students are encouraged to adopt a 'growth mindset' to help them develop as 'indepentant learners' They become more efficjent and effective through: setting their own goals and deadlines organising their time effectively and evaluating and reflecting on their work.