Learning together
in all-through schools
How good can we be?
Elisabeth Ritchie
HM Assistant Chief Inspector
What do we mean by
‘all-through schools?
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Geographical and operational context
8 of 32 local authorities
Mainland and island
Nationwide
The “standard” in some authorities
Expanding in some authorities
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!
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
How good can we be?
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Raising learners’ aspirations
Developing resilience in young people
Managing transitions
Flexibility in working across stages and
sectors
Opening up learning
From good to great…..
Building on the strengths of all-through schools
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Self-evaluation for improvement
Joining the learning
Raising expectations
Sharing good practice
Developing the skills of staff
Finding ‘smart’ solutions
Opening up learning
Exploring and using people’s views
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Children and young people
Community partners
Parents
Staff
Opening up learning
Learning and teaching in action
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Building on prior learning
Taking responsibility
Learning collaboratively
Ensuring progression
and challenge
• Capitalising on the
single-site context
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
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
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