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Maximizing Potential in All-Through Schools: From Good to Great

This report by Elisabeth Ritchie, HM Assistant Chief Inspector, delves into the quality of all-through schools, exploring their strengths and areas for improvement. It highlights the successes in curriculum, learning experiences, and more, while also addressing challenges in managing aspirations, fostering community development, and ensuring smooth transitions. The report emphasizes self-evaluation, collaborative learning, and the role of data in enhancing teaching and achievement.

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Maximizing Potential in All-Through Schools: From Good to Great

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  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

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