Improving outcomes for low-achieving students

This report by HM Inspectors (Scotland), visited a number of schools that were making a significant difference for lower-achieving groups of pupils, often in less advantaged communities to find out what these schools had in common and what good practice could be found and shared.

Key points:
- Inspectors found common characteristics of effective practice in raising achievement for the lowest attaining 20% of pupils. The characteristics of effective practice which make a difference to young people’s lives by improving their literacy and numeracy skills are not new or innovative. They are characteristics that should be present in every school, in every class, and in every lesson.

- In particular, they relate to:
• the quality of relationships between staff and pupils
• consistently high expectations
• opportunities to work collaboratively
• well designed opportunities for pupils to be actively involved in learning and to contribute to discussions
• the commitment to a shared vision of how to improve the quality of pupils’ learning
• effective use of self-evaluation for improvement
• valuing and empowering staff, pupils and parents in order that they can work together to improve learning
• creating a climate of ambition and high aspiration for all
• ensuring that the school has a clear framework for teaching literacy and numeracy.

A useful document for leaders and teachers interested in classroom practice.