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High Expectations


What do we mean by ‘high expectations’ across the ASC strand?

Pupils

  • Accreditation – SATs, Entry Level, Functional Skills & GCSE (others), in house and external moderators of both challenge and outcomes.
  • Appropriate level of challenge in target setting referencing UQ guidelines  – regulated through target setting meetings, tracking meetings, benchmarking (internally and externally), monitoring patterns over time, moderated assessment in house and external moderators.
  • Priority holistic targets to be achieved – EHCP long / SMART short term outcomes, SCRUFFY targets.
  • Triangulation of moderated monitoring of teaching and learning and resulting progress over time through:  Lesson observations, work scrutiny, tracking meetings, Reviews, case studies, the use of previously moderated comparative materials to support judgments.
  • Clarity of expectations (learning, behaviour, attitude, presentation) communicated to pupils – in ways relevant to individual needs and abilities.
  • Pupils desire to be at school results in high attendance – non-attendance followed up by staff.

Staff

  • Clarity of expectations for staff with shared professional outcomes – consistency of approach (dept. guidelines, code of conduct), role modelling, planning and delivering engaging thematic learning.
  • Secure teacher / UPS standards are in place and actively seen through the appraisal process and in classroom practice.
  • Strand led CPD leading to improved shared practice and understanding.
  • Secure moderation of what ‘teaching and learning’ is expected / Cross site lesson observations and learning walks / tracking meetings / EHCP reviews.
  • Understanding the starting point for pupils knowing the projected end point and planning the process to get there.
  • Minimising the impact of negative behaviours on learning – individualised programmes, looking for trends, engagement profiles, movement breaks, engagement of other professionals as necessary.
  • Differentiation of the learning journey planned for pupils and use of different learning styles and approaches.

Families

  • Shared working between home and school – high attendance at parents evening, regular communication through diary, phone calls, email, ‘SchoolComms’, to share expectations and achieve greater consistency.
  • Individualised planning of transitions through key stages and into the next phase of education working with the pupil, families, Transition Support Worker, other settings, key professionals as appropriate.

What do we mean by ‘high expectations across the SLD strand?

Pupil learning journeys will reflect and address an individual’s strengths and needs.

High expectations are achieved by…

Target Setting, Benchmarking & Monitoring

  • EHCP – relevant, challenging long term outcomes with clear agreed and shared short term/personal targets.
  • The use of the key data of pupil’s prior progress trajectories and impacts on learning gathered from tracking forms over time.
  • EYFS pupils are tracked and their attainment plotted on the Bristol Differentiated Early Years Outcomes Document.  Learning Journals are subject to a Bristol wide moderation process.
  • Challenging target setting and evaluation against UQ expectations from Progression Guidance and regional benchmarking and moderation.
  • Accreditation expectations for K3-5 - OCR, AQA, ASDAN, Equals.
  • Key Profiles to demonstrate progress and high expectation.  For example engagement, sensory or communication. Thus leading to development of the characteristics of effective learning for life.
  • Moderated Professional judgement – the class team/teacher; across strands; SLT; regionally
  • Triangulation of moderated monitoring of teaching and learning and resulting progress over time through:  Lesson observations, work scrutiny, tracking meetings, reviews, case studies, the use of previously moderated comparative materials to support judgments.
  • Regional benchmarking and validation of levels of expectation, assessment, and attainment.
  • A shared expectation of high attendance is reflected in pupils’ positive attitude to school. Pupil absences are monitored and flagged for follow up by class teacher, pastoral lead, AH, and if appropriate EWO.
  • Individualised planning of transitions through key stages and into the next phase of education or life beyond school, working with the pupil, families, Transition Support Worker, other settings, key professionals as appropriate.

School Core Expectations

  • Explicit and revisited expectations for staff including dept. specific guidelines, whole school code of conduct, safeguarding, pupil welfare and pupil voice.
  • Clarity of the key purpose of the teaching and learning process: where is the pupil now? Next steps (new skill/concept)? End goal of achieving generalised and independently used skills that improve a pupil’s life.
  • Investment in strand led CPD opportunities; the whole school appraisal process for identifying individual development; secure and agreed teacher / UPR standards. Results in staff that are equipped and skilled in developing pupil specific pedagogy.
  • Consistency across a pupil’s life is achieved through the high value placed on the link between home and school.  This is through opportunities for families to tailor parents evening conversations; daily communication through a diary, regular phone calls, email, Schoolcomms, celebratory assemblies and fun days like the summer fair.