Each term, the categorisation of a school will be determined in each of the 9 areas below and then an overall category will be assigned to each school. Bespoke school improvement support will then be provided (e.g. via line managers, Trust Consultants, external consultants, network groups etc).
Unstable leadership and inability to identify and prioritise the key issues and take action to address them.
Stable leadership, some improvements but limited impact.
Effective strategic leadership has created a culture of continuous improvement
Strong strategic leadership with capacity to support other schools.
Curriculum lacks ambition, structure, sequencing and breadth.
Curriculum lacks ambition, breadth and depth in some subjects/for some pupils.
Curriculum is ambitious for all pupils and builds on pupil’s prior learning.
Curriculum is expertly designed to develop secure, deep and fluent knowledge.
The majority of teaching is not meeting the Teacher Standards. Adaptions do not meet pupil’s needs most of the time.
Teaching is improving in some subjects/year groups, but weak pedagogy hinders progress made by pupils.
Teaching is strong in most year groups/subjects. Any pockets of less effective teaching are improving rapidly.eo.
Highly effective teaching across all subjects/year groups.
Attainment and progress are well below the national average.
Attainment and progress are below the national average.
Attainment and progress are broadly in line with the national average..
Attainment and progress are above/well above the national average.
Behaviour is chaotic or unsafe and pupils may lack engagement in learning.
Behaviour is inconsistent. Pupils may be compliant in lessons but not engaged in learning.
Behaviour and attitudes of pupils are generally good. Low level disruption is managed well.
Behaviour is extremely positive. Pupils are self-motivated, resilience and try their best.
Attendance is well below national average for all pupils/groups and strategic leadership of attendance is lacking.
Attendance is below national average for some pupils/groups. Pupils with barriers are not supported well enough to attend.
Attendance is broadly in line with the national average. Actions taken to tackle barriers are working; attendance is everyone’s responsibility.
Attendance is above national average. Actions taken to tackle barriers are working; attendance is everyone’s responsibility.
Most pupils do not receive a rich set of experiences and/or pastoral support.
Some pupils receive a rich set of experiences. Pastoral support has limited impact.
All pupils have access to a rich set of experiences. Pastoral support is well matched to pupil’s needs.
All pupils participate in a rich set of experiences. All staff are active in supporting pupils pastorally.
Support for vulnerable pupils is inadequate.
Some inclusive practices but support is not always effective/precise.
Secure inclusive practices: pupils feel a sense of belonging.
Inclusive practices across school are strong.
Safeguarding is ineffective and/or non-complaint
Most Safeguarding polices/practices in place with some gaps.
Safeguarding is effective and fully compliant in all areas by all staff
Safeguarding is effective and fully compliant in all areas by all staff
