Outstanding grade descriptors Key questions to ask your self What evidence can schools use? (Solely linked to Personal (Bold headings link to Healthy School Development) London Bronze Award) The progress across the 1. Leadership, management and managing Analysis of interventions (before and after) curriculum of change: Pupils voice questionnaires disadvantaged pupils, How to these specific groups of children Case studies disabled pupils and those compare to the national average? Record and impact analysis of interventions with special educational How do their academic results compare? needs currently on roll matches or is improving 3. Learning and teaching, curriculum towards that of other pupils planning and resourcing: with the same starting What interventions have you provided? points. What impact have these interventions For pupils generally, and had? How do you know? specifically for disadvantaged pupils, 4. School ethos, culture, environment and disabled pupils and SMSC development: who have special Do these children feel happy and safe at educational needs, school? How do you know? progress is above average Do these children feel supported across nearly all subject academically and personally at school? areas How do you know? Pupils are exceptionally well prepared for the next stage
Outstanding grade descriptors (Solely linked to Personal Development) Key questions to ask your self (Bold headings link to Healthy School London Bronze Award) What evidence can schools use? The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points. For pupils generally, and specifically for disadvantaged pupils, disabled pupils and who have special educational needs, progress is above average across nearly all subject areas Pupils are exceptionally well prepared for the next stage 1. Leadership, management and managing change: How to these specific groups of children compare to the national average? How do their academic results compare? 3. Learning and teaching, curriculum planning and resourcing: What interventions have you provided? What impact have these interventions had? How do you know? 4. School ethos, culture, environment and SMSC development: Do these children feel happy and safe at school? How do you know? Do these children feel supported academically and personally at school? How do you know? Analysis of interventions (before and after) Pupils voice questionnaires Case studies Record and impact analysis of interventions
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