High Quality Outcomes

• Has the learning journey led to a purposeful outcome or product?
• Do children have ownership of the outcomes?
• Do the pupils experience a taste of the best that has already been achieved?
• Are there relevant contexts for high quality outcomes for English and Maths?
• Are teaching expectations high enough?
• Are there clear assessment criteria?
• Are pupils challenged to think and to evaluate their learning?
• Is assessment purposeful, efficient and used to shape future learning?

 We evaluate through monitoring, work scrutiny, data analysis and project outcomes.

Curriculum Content is Responsive and Relevant

• Are pupils able to connect local, national and global contexts for their learning?
• Do children experience enjoyment for their learning?
• Do teachers respond to educational research?
• Are the rich resources within the local community and environments being maximised?
• Are tasks adapted to reflect current affairs and technological and environmental changes?
• Is AfL responsive and effective?

We evaluate through monitoring planning, pupil interviews, evaluations and work scrutinies.

Mastery for all challenges all

• At the point of learning is the curriculum sufficiently challenging and appropriate for each child?
• Are there opportunities to develop a deeper understanding of the learning values?
• Are there high expectations for all?
• Does the work of the children show that tasks are rich?

We evaluate through curriculum outcomes, book scrutiny, pupil interviews and assessment.

Embedding knowledge and skills

• Do children have opportunities to solve problems and undertake learning at deeper level?
• Do children have the opportunity to build on their knowledge and skills throughout the school?
• Are knowledge and skills carefully planned in the curriculum projects?
• Are there coherent links within projects that increasingly challenge and embed knowledge and skills?
• Do children have opportunities to embed their knowledge and skills in the curriculum?
• What knowledge and skills have pupils gained against expectations?
• Is each National Curriculum subject given integrity and taught systematically through each Key Stage?

 We evaluate through curriculum assessment

Being part of a family and community

• Does the curriculum engage pupils to be part of  a family of learners?
• Do children share their learning with others?
• Do children learn from others?
• Are our school values explicitly taught in our projects and prepare them for their future lives  -  whatever they may be?
• Is “The Heckington Way” embedded in our school?
• Do pupils engage with local community, national and global issues?
• Are pupils able to relate their values and experience to British Values?

We evaluate through pupil interviews, lesson observations and curriculum evaluations.