Learning together in all-through schools How good can we be?

1. Learning together in all-through schools How good can we be? Elisabeth Ritchie HM Assistant Chief Inspector

2. What do we mean by‘all-through schools? • Geographical and operational context • 8 of 32 local authorities • Mainland and island • Nationwide • The “standard” in some authorities • Expanding in some authorities

3. How good are we now? In almost all schools, the following have been at least good: • Curriculum • Learning experiences • Meeting learning needs • Achievement and attainment Caveat - low numbers!

4. Particular strengths • Climate, ethos and relationships • Partnerships with parents • Partnerships with local community in delivering the curriculum • Meeting the needs of young people with additional support needs

5. How good can we be? • Raising learners’ aspirations • Developing resilience in young people • Managing transitions • Flexibility in working across stages and sectors

6. Opening up learning

7. From good to great…..Building on the strengths of all-through schools • Self-evaluation for improvement • Joining the learning • Raising expectations • Sharing good practice • Developing the skills of staff • Finding ‘smart’ solutions

8. Opening up learning

9. Exploring and using people’s views • Children and young people • Community partners • Parents • Staff

10. Opening up learning

11. Learning and teaching in action • Building on prior learning • Taking responsibility • Learning collaboratively • Ensuring progression and challenge • Capitalising on the single-site context

12. Exploring and using information and data • Consistent approaches to assessment, feedback, targets and next steps • Identifying and assessing those who require additional support • Transferring data across stages • Gathering and analysing data post-school • Using information and data to improve the curriculum, learning and teaching and achievement

13. What are the big challenges? • Managing aspirations • Developing the community for a sustainable future through developing enterprising attitudes • Linking to the wider world and what matters therein • Ensuring progression through all transitions

14. What are the big challenges? • Meeting needs and expressing entitlement in a dearth of immediately available expertise • Dealing with, supporting and developing the community's values • Providing CPD and keeping up-to-date and ‘fresh’ • Providing a creative curriculum to meet these aims