Staff are involved in self-evaluation to identify strengths and areas for improvement.

Staff reflect on the impact of classroom and playroom practice, adapt as necessary and know what works. They seek and respond to external critique.

They participate in monitoring and evaluating at classroom and school levels.

Self-evaluation is embedded in the school’s culture, the work of its entire staff, and the pupil body. It is focused on improving learning and reducing barriers to learning.

It implements learning priorities through a consistent departmental, stage or team approach.

Senior managers prevent administrative or other factors using up time needed to develop effective learning and teaching approaches. Departments, stages, teams and the school as a whole consistently engage in collaborative approaches. Staff reflect on their current practice and monitor and evaluate any new initiatives, ideas and changes they have introduced.

Departments and subject or stage teams actively consider the most appropriate approaches for the learning priorities they have identified.

Senior managers, individual departments and subject or stage teams consistently focus on the learning priorities they have identified, both in their discussions and in class visits. They consider how their plans for improving learning are working out in classroom practice.

Staff value the support of the education authority or managing body. The school reports on progress through a standards and quality report and the development/improvement planning process.

Staff welcome the challenge provided by the education authority or managing body. They use it as an opportunity to demonstrate the benefits the school provides for pupils and the extent to which they are providing best value in the use of resources.

Staff engage in regular monitoring of school performance.

Staff reflect objectively on the extent of their own impact as teachers. They base their decisions about the most effective practice on evidence. They consider fully external advice and expertise.

Self-evaluation by staff is embedded in the annual review and development process. All staff have opportunities to contribute to policy and working groups.

Evidence-informed self-evaluation is an ongoing aspect of school culture and practice, and involves pupils as well as staff. Staff at all levels propose and lead developments and improvements. Young people contribute effectively to this work.

Staff maintain aspects of good practice while focusing on bringing some aspects up to ‘very good’. They achieve targets in the development/ improvement plan within agreed timescales.

Staff are never fully satisfied and are always looking for ways of making things better. There is clarity and a shared understanding as to what constitutes excellent practice. Staff regularly explore and research innovative practice in other schools and organisations.

Staff deliver planned improvements and their actions make a difference to young people’s experiences.

Staff strongly believe in their ability to make a difference to the experiences of young people and constantly seek to do so. They relish challenges.

Senior managers give advice and support to teachers on providing consistently high quality learning experiences.

Staff are challenged and supported by peers and managers to provide the highest quality learning experiences for all pupils.

Staff maintain good practice and have a planned approach to improvement.

Staff achieve sustainability by embedding excellent features while still anticipating further improvements.

Leaders take timely action where practice and/or impact fall below expected standards.

Staff in general are alert to possible positive or negative surprises or lapses. They take immediate action to deal with the most urgent issues and reflect with their colleagues and school leaders on any strategic or long-term implications.

Staff have developed planned approaches to identifying and solving problems.

Problem solving is carried out in a resourceful, creative and innovative way that focuses on solutions.

It has a comprehensive learning and teaching policy, which includes a focus on meeting learners’ needs. It is sustainable and regularly reviewed.

The learning and teaching policy drives all the school’s work and connects with all other policies and practices. It provides a framework for ensuring that all learners are treated fairly and are included in learning, and that their needs, including additional support needs, are met. Successful learning and teaching is placed at the heart of school, classroom and playroom activities.

The management team sets a clear agenda for improvement.

The school community takes a joined-up approach to improvement across all that it does.

Leaders create opportunities for sharing good practice.

Staff discuss their practice, share knowledge of their craft and observe and help one another.

There is a planned programme for evaluating classroom practice.

Feedback and self-evaluation are embedded into classroom routines so that there is a focus on continuously improving learning and teaching.

Leaders are proactive in identifying areas for improvement.

The commitment of staff to identifying areas for improvement and challenges for the future is secured and sustained.

Development/improvement plans include priorities relating to learning and teaching.

Development/improvement plans at school, department, stage and team level all have learning as their main focus.

Staff are aware of the aims and priorities for professional development. They have access to effective programmes of professional development designed to meet the needs identified in the school development/implementation plan. They evaluate the quality of professional development activities.

Staff are fully engaged in identifying the aims and priorities for their own professional development. All staff are proactive in furthering their own learning and sharing their learning widely with colleagues as appropriate. They evaluate the impact of professional development on learners’ experiences and performance.

Staff are aware of the good practice which exists within the school.

Staff recognise and continually keep up-to-date on what constitutes excellent practice.

Staff performance is evaluated. They are given feedback and opportunities for continuing professional development.

Staff work as professional teams and are ambitious to do well. They and their managers are always seeking opportunities to improve their knowledge and skills and prepare for positions of responsibility. Self-evaluation is geared to improvement towards excellence.

Individual staff have opportunities to play to their strengths and develop their expertise.

Staff learning and professional development is collaborative and collegiate. It is led by valued and respected practitioners.

Continuous professional development gives staff opportunities to improve their knowledge of, and practice in, effective learning and teaching. Learning and teaching is discussed at staff meetings and on in-service days.

All staff engage in continuous learning. Teachers make arrangements for structured observation and feedback by colleagues. Debate on learning and how it takes place is promoted through planned and sustained professional development and through discussion with peers, school leaders and pupil groups.

Staff use standard sources of data for monitoring progress towards improvement objectives. They undertake regular reviews of data so that potential problems can be identified.

Staff seek and use data and information from a wide range of sources, including from stakeholders and other sources which the school itself has identified as useful to help identify and tackle improvement challenges. They use performance analysis rigorously to identify strengths and to improve learning and teaching outcomes for young people.

Leaders disseminate information derived from national and local performance data. They use this for benchmarking performance within the school.

Staff use comparative data judiciously to reflect on, and take action to improve the learning of all pupils.