::: The Glass Cupboard :::

Good Practice
From our review of current practices within the LEA it is felt that curriculum continuity and progression works best:

when there are clearly defined and established structures for sharing information
when there is a whole partner group understanding of the aims and objectives of these transition structures
when there is an agreed and declared intention to explore a consistent approach in teaching and learning styles within the partner group
when the bridging units have been developed in consultation with all relevant partners.
when transition meetings have a specific focus and recommendations are actioned, with information disseminated effectively to all members of staff
when there is an agreement to evaluate the effectiveness of current practices in an open and honest way
when the quality of communication between all members of the partner group is based on talking and listening to each other
where the secondary schools have invested a lot of time, money and energy into making it work and have thought carefully about what they want out of their investment and how that investment will ultimately push up standards
where there is a pay off for primary partners, e.g. sharing good practice, heightened awareness of teaching and learning styles
where peer lesson observations have raised KS3 teachers' awareness of pupils' standards of achievement Yr 6 and heightened their understanding about how subjects and skills are taught
where peer lesson observations have raised KS2 teachers' awareness of how they can prepare pupils for KS3
where the partner group has an agreed policy which sets out the aims/purposes of liaison and identifies roles and responsibilities
where transition is based on doing the simple things effectively and efficiently , where there is commitment to a coherent and sustained approach. We don't believe that a 'grand gesture'', 'bolt-on' or project-driven approach is either sustainable or effective in the longer term.

Continue: Issues for Action - Key Issue 1