what is our EVIDENCE?
In classrooms, our teachers are continually assessing how well their students are achieving the expectations of them when they planned their lessons so that they can keep track with the specific help children and students need.
There is a big difference between classrooms that are busy and classrooms that are busy learning. We have a unique programme in which our teachers and school leaders work together, to make sure that our lessons are genuinely focused on helping children and students get better.
Our regional teams support their local schools to maximise learning and develop the best evidence possible. Each of these teams has a regional Director of Learning who works specifically with the schools to help them develop better learning and demonstrate that it has happened.
At regular intervals our schools are reviewed by an experienced team that is independent of ISP. The review teams provide an unbiased view of how each of our schools is doing using the same criteria that our schools, regional and central teams use to judge their own improvement.
All of this provides us with a rich bank of quantitative and qualitative evidence that our schools can use to guide and develop their continual improvement programme. ItÔÇÖs this evidence that helps us help children and students get better and it helps our schools and ╠ý├└┤ź├Żto get better, too.
How do we know that our children and students are getting better? What evidence do we have to show that they know more, are more able and see things more clearly now than they did then ÔÇô at the beginning of the year, the beginning of a term or the beginning of a lesson?
Like most schools, our children and students are assessed at different times during their school careers. Because our schools serve different cultures these assessments differ from each other in different regions and different schools, but all of them allow us to make judgements about how much learning has happened and whether that learning was as good as we wanted it to be. This is not easy to evidence across different countries, cultures and curriculums but the important fact is that we are making this work.
Across our group, all of our 7, 9, 11, and 14 year olds take the same, recognised international assessment programme, ISA. Developed for schools out of the international PISA assessment programme, ISA provides schools and class teachers with a wealth of data about learning.
would you like to╠řknow more?