Standard Two: Focusing Developing Established Enhancing (recognising (work under (achieving) (demonstrating What is the Quality of Learning? development way) well) Supporting School Improvement for dyslexic learners: is required) 2.8 Schools should have at two of the following in place, at least one must be qualitative and one must be quantitative: Quantitative Measure 1: Primary Increase the percentage of children below level 2 at the end of Key Stage 1 who progress to reach at least level 3 at the end of year 6. Measure 2: Secondary Increase percentage of children who are level 3 at the end of Key Stage 2 to level 4 plus at the end of Key Stage 3. Measure 3: Key stage 4 Increase percentage of children who are below level 4 at the end of Key Stage 3 to achieve 5 GCSEs A* C or equivalent at age 16. – Measure 4: Primary Years 4, 5 and 6 Assess how many have occurred where the rate of achievement has been doubled over 3 years through the locally agreed Wave 3 interventions.
Standard Two: What is the Quality of Learning? Supporting School Improvement for dyslexic learners: Focusing (recognising development is required) Developing (work under way) Established (achieving) Enhancing (demonstrating well) 2.8 Schools should have at two of the following in place, at least one must be qualitative and one must be quantitative: Quantitative Measure 1: Primary Increase the percentage of children below level 2 at the end of Key Stage 1 who progress to reach at least level 3 at the end of year 6. Measure 2: Secondary Increase percentage of children who are level 3 at the end of Key Stage 2 to level 4 plus at the end of Key Stage 3. Measure 3: Key stage 4 Increase percentage of children who are below level 4 at the end of Key Stage 3 to achieve 5 GCSEs A* – C or equivalent at age 16. Measure 4: Primary Years 4, 5 and 6 Assess how many have occurred where the rate of achievement has been doubled over 3 years through the locally agreed Wave 3 interventions.