The impact of our practice, and teaching and learning is measured in a variety of ways through internal and external monitoring.
Internal monitoring consists of pupil book studies, learning walks, observations and moderation. Pupils are the authors of their learning so we talk with them using a pupil book study approach to find out what they know and can do. It enables leaders and teachers to focus on evaluating our curriculum, teaching and learning in a precise, evidence-rich environment. As content is cumulative in a well designed curriculum, we test the endurance of learning over terms and years. Pupils enjoy their learning and are enthused by the knowledge they gain. Our monitoring shows that they can confidently and articulately recall and retrieve their knowedge and learning as well as relate this to wider life and connect it with other subjects.
External monitoring consists of working with the Local Authority, consultants, other schools and the Suffolk Learning Improvement Network. This enables leaders and teachers to share good practice and use these experiences to improve our self evaluation processes within our schools and federation.
We know our approaches are successful in preparing children for the next stage of their learning journey and beyond as most reach or exceed the age related expectations. National tests at Key Stage 2 show our children achieve at least in line to other pupils of a similiar age and in many areas often exceed this benchmark.
However, the impact of our curriculum goes far beyond what can be seen in numerical data. Progress in social and emotional well-being, deep understanding of others, and appreciation of what it means to be confident, successful and responsible can be seen in daily life in school. From Early Years to Year 6, children can be seen managing their own routines and independent approaches to learning which are well embedded by most.
Our children are very well prepared for the next steps in their learning journey.