Leaders and staff have well The roles and responsibilities The roles and The requirements of roles are defined roles and of leaders and staff are responsibilities of leaders responsibilities are not defined clearly responsibilities and exhibit defined and communicated and staff are defined clearly enough. The school’s leaders do not high professional standards. clearly and professional for the most part but there hold staff to account effectively and there standards are met are inconsistencies in the are wide inconsistencies in the extent to successfully in the main. extent to which professional which professional standards are met standards are met and and accountability fulfilled. accountability exercised in practice. The school’s leaders and The school’s leaders and The school’s leaders and Leaders and governors’ processes for governors give a high priority governors make good governors do not always performance management and to developing the workforce: provision for developing the make a strong enough link professional development have limited performance management workforce. Performance between performance impact on improving pupils’ progress, and professional development management and management professional classroom practice and in dealing with are highly successful in professional development are development and underperformance. improving pupils’ progress, largely successful in achievement of the school’s classroom practice and in improving pupils’ progress, priorities. The impact on dealing with classroom practice and in improving pupils’ progress, underperformance. dealing with classroom practice and underperformance. dealing with underperformance varies. The quality of teaching across Most of the teaching, and its Systems to lead and improve Work to lead and improve teaching and the school, and the impact on impact on most pupils’ teaching and learning are learning is not planned and implemented nearly all pupils’ learning and learning and progress, is not fully developed. effectively. are significant variations progress, is consistently good consistently good. Variations in the quality of in the quality of teaching that limit pupils’ and often excellent. teaching limit pupils’ learning learning and progress in key areas. and progress in a few areas.
Leaders and staff have well defined roles and responsibilities and exhibit high professional standards. The roles and responsibilities of leaders and staff are defined and communicated clearly and professional standards are met successfully in the main. The roles and responsibilities of leaders and staff are defined clearly for the most part but there are inconsistencies in the extent to which professional standards are met and accountability exercised in practice. The requirements of roles are responsibilities are not defined clearly enough. The school’s leaders do not hold staff to account effectively and there are wide inconsistencies in the extent to which professional standards are met and accountability fulfilled. The school’s leaders and governors give a high priority to developing the workforce: performance management and professional development are highly successful in improving pupils’ progress, classroom practice and in dealing with underperformance. The school’s leaders and governors make good provision for developing the workforce. Performance management and professional development are largely successful in improving pupils’ progress, classroom practice and in dealing with underperformance. The school’s leaders and governors do not always make a strong enough link between performance management professional development and achievement of the school’s priorities. The impact on improving pupils’ progress, classroom practice and dealing with underperformance varies. Leaders and governors’ processes for performance management and professional development have limited impact on improving pupils’ progress, classroom practice and in dealing with underperformance. The quality of teaching across the school, and the impact on nearly all pupils’ learning and progress, is consistently good and often excellent. Most of the teaching, and its impact on most pupils’ learning and progress, is consistently good. Systems to lead and improve teaching and learning are not fully developed. Variations in the quality of teaching limit pupils’ learning and progress in a few areas. Work to lead and improve teaching and learning is not planned and implemented effectively. are significant variations in the quality of teaching that limit pupils’ learning and progress in key areas.
cat-2017-18-eng.docx