Attitude to Learning

Our school places great emphasis upon developing each pupil's attitude to learning. We want pupils to be curious learners who fully engage in every learning opportunity. We expect all pupils to take responsibility for their own learning through actively participating in lessons, developing their resilience and persevering to overcome challenges. Pupils are recognised and rewarded for their positive attitude to learning on a daily basis. We encourage pupils to reflect on their specific strengths and areas for development, enabling them to maximise their learning potential.

When reporting on your child’s progress, teachers will make a judgement on their attitude to learning. One of four possible judgements are made:

  • Outstanding

  • Good

  • Inconsistent

  • Causing Concern

The Attitude to Learning criteria (see below) enables your child to recognise their specific strengths, and where relevant, identify steps they need to take to make a positive difference to their progress. The criteria are not meant as a tick list whereby every bullet point has to be met in order for that judgement to be made, they do however, allow teachers to celebrate what your child does well and suggest how they might improve further. In addition, by providing this information to parents/guardians we can work together to ensure your child enjoys the progress they deserve.

Throughout the course of the year, teachers will reward 'Attitude to Learning Points', giving pupils the opportunity to work towards a Bronze, Silver and Gold Attitude to Learning badge. Each pupil's termly Progress Report will inform parents/guardians of the number of points their child has achieved. Through providing this information, both school and home can work together to ensure every child enjoys the progress they deserve. Any pupil who displays an attitude to learning that is either inconsistent or causing concern will be supported and challenged to make the most of every learning opportunity.

Outstanding criteria

Outstanding AToL means being committed to getting the most out of all learning opportunities available. It is what all pupils should aim for.

A pupil with an ‘OUTSTANDING’ AToL…

  • Actively participates in the lesson, is curious about learning and fully engaged

  • Seeks feedback on how to improve the quality of their work

  • Shows great resilience and perseveres with challenges, even when they are difficult

  • Manages their time and work efficiently, and is highly self-disciplined

  • Uses their own initiative in a range of situations, and doesn’t always have to be told what to do

  • Consistently works above and beyond expectations and is proud of their achievements

Good criteria

Good AToL means being a responsible and hard working pupil who tries their best at all times.

A pupil with a ‘GOOD’ AToL…

  • Will participate in the lesson

  • Shows interest in their learning and is attentive and focused

  • Responds well to feedback and targets, and completes work to the expected standard

  • Shows resilience and is willing to persevere when things are difficult

  • Takes responsibility for their work and is well organised

  • Willingly does all that is asked of them and sometimes more

  • Takes pride in their work

Inconsistent criteria

Inconsistent AToL means the pupil needs to push themselves to make the most of the learning opportunities available.

A pupil with an ‘INCONSISTENT’ AToL…

  • Sometimes participates in the lesson

  • Is generally focused, although may need reminding of expectations

  • Does not always try hard enough to improve their work after feedback

  • Shows some resilience but sometimes gives up when things get difficult

  • Doesn’t always spend an adequate amount of time on tasks

  • May show a lack of organisation skills

  • Has an inconsistent ATL

Causing Concern criteria

Causing Concern AToL means the pupil needs support or intervention to become a more responsible learner.

A pupil with a ‘CAUSING CONCERN’ AToL…

  • Makes little effort to be involved in the lesson, and may disrupt the learning of others

  • Fails to act on feedback provided, and as a result may not make expected progress

  • Is not interested in being challenged and will give up without really trying

  • Spends an inadequate amount of time on tasks and takes little pride in their work

  • Takes little or no responsibility for their own behaviour


FOR MORE INFORMATION

For more detail on Attitude to Learning, please contact Mrs K Weatherhogg, Deputy Headteacher with responsibility for Attitude to Learning.