Book Look: Features of Exceptional Progress & Learning Over Time at Woodlane High School 

• Pupil work is well-organised and consistently formatted – including dates and titles. 

• Pupil books evidence that they are working towards clearly defined learning objectives. 

• Pupil books show evidence that teaching and learning is sequenced so that new knowledge and skills build on what has been taught before. Pupils work towards clearly defined learning objectives. 

• Pupil books show evidence of reasonable adjustments and adaptations that are made for individual pupils with long-term success and increasing independence in mind, e.g. use of assistive technology, modified materials such as enlarged text/work where appropriate etc. 

• Pupil books show evidence that teaching and learning is well planned and structured, which may include activities that have taken place as part of the starter, main teaching task and/or plenary as appropriate. Books will demonstrate a clear learning journey over time. 

• TAs are directed by teachers to record in books when specific support has been provided (where appropriate), e.g. TA scribe, ‘with support’ and ‘Independent work’ etc. 

• Pupil books show evidence that lessons promote discussion (pupil talk), extended responses (verbally and in writing).  

• Teachers identify misconceptions and adapt resources/ provide feedback as necessary to correct these.  Any gaps in pupils’ knowledge and skills are identified and highlighted. 

• Resources are multisensory (visual, auditory and kinaesthetic), there is a high proportion of visual and kinaesthetic activities evidenced in a range of ways, e.g. photographs/QR codes, diagrams/models, experiments, pupil reflections etc. 

• Resources are personalised and differentiated/scaffolded to the ability and special educational needs of the individual pupil. 

• Pupil books show evidence of targeted scaffolded resources and materials which are Dyslexia friendly, including differentiated/challenging homework. 

• Pupil books show a variety of verbal and visual SALT strategies, e.g. Makaton, Communicate in Print, mind maps, declarative language, aided language boards, levelled questioning, evidence of pupil talk etc. 

• Teachers and TAs (where appropriate) provide regular verbal and/or written feedback adhering to the AMMR policy. 

• Tasks and activities within pupil's books are stimulating, engaging and exciting, while being appropriately challenging. 

• Pupils' books show examples of extended pieces of work, e.g. extended writing, projects, investigations, problem-solving etc. 

• All pupil's books show substantial and sustained progress from their individual starting points, developing their skills, knowledge and understanding. 

• Pupils' books show evidence of various assessment strategies/activities such as formative and summative assessment.