LEARNER DEVELOPMENT AND ACHIEVEMENT - MEASURE OF SUCCESS

Schools inspected externally by the relevant authorities

Externally, OFSTED inspection and the position of the school in the league table should reflect the school’s definitions of success listed previously in the UK. Local or international standards agencies are used abroad.
Internally, the highest quality of teaching is the school objectives all the way through. This is achieved by hiring the best possible staff and by providing self and peer evaluation opportunities, as well as relevant training opportunities.

In Primary, success is measured progressively against the reviewed National Curriculum areas and associated levels.

In Preparatory as well, success is measured progressively against the reviewed Key Stage 3 National Curriculum areas and associated levels. However, success in all 5 categories of the Opening Minds Curriculum will be very important to decide if a learner is ready to move to Secondary School and take his or her GCSEs.

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Competences for Learning

 Learners would: 

• understand how to learn, taking account of their preferred learning styles, and understand the need to, and how to, manage their own learning throughout life
  
• have learned, systematically, to think
  
• • have explored and reached an understanding of their own creative talents, and to make best use of them
  
• have learned to enjoy and love learning for its own sake and as part of understanding themselves
  
• have achieved high standards in literacy, numeracy, and spatial understanding
  
• have achieved high standards of competence in handling information and communications technology and understand the underlying processes.
  

Competences for Citizenship

Learners would:

• have developed an understanding of ethics and values, how personal behaviour should be informed by these, and how to contribute to society
  
• understand how society, government and business work, and the importance of active citizenship
  
• understand cultural and community diversity, in both national and global contexts, and why these should be respected and valued
  
• understand the social implications of technology
  
• have developed an understanding of how to manage aspects of their own lives, and the techniques they might use to do so – including managing their financial affairs
  

Competences for Relating to People

Learners would:

• understand how to relate to other people in varying contexts in which they might find themselves, including those where they manage, or are managed by, others; and how to get things done
  
• understand how to operate in teams, and their own capacities for filling different team roles
  
• understand how to develop other people, whether as peer or teacher
  
• have developed a range of techniques for communicating by different means, and understand how and when to use them
  
• have developed competence in managing personal and emotional relationships 
  
• understand, and be able to use, varying means of managing stress and conflict. 
  

Competences for Managing Situations

Learners would:

• understand the importance of managing their own time, and have developed preferred techniques for doing so
  
• understand what is meant by managing change, and have developed a range of techniques for use in varying situations
  
• understand the importance both of celebrating success and managing disappointment, and ways of handling these
  
• understand what is meant by being entrepreneurial and initiative-taking, and how to develop capacities for these
  
• understand how to manage risk and uncertainty, the wide range of contexts in which these will be encountered, and techniques for managing them
  

Competences for Managing Information

Learners would:

• have developed a range of techniques for accessing, evaluating and differentiating information and have learned how to analyse, synthesise and apply it
  
• understand the importance of reflecting and applying critical judgement, and have learned how to do so
  

In Secondary, success will be measured against the marking criteria of the GCSEs that are part of the English Baccalaureate and of the Diploma the students will opt for to specialise their Baccalaureate.

A Connected School also aims for 95% attendance, and for very little need to enforce drastic action following behaviour problems thanks to a consistent expectation throughout the school that will have been shared with students.

As a consequence, learners, if interviewed, will share the joy they take in learning and going to school. Parents and carers will only have positive feedback to share. The involvement of some of them would go as far as volunteering a bit of time in the school to support the learners.

Everything in the budget is thought to be able to achieve a level of economy of scale that will eventually enable the school to always invest more to improve the quality of teaching, learning and enrichment opportunities.