The following features are used to judge progress and learning over time at Woodlane.  They have been designed collaboratively with staff and pupils and underpin the school’s approach to ongoing evaluation through regular observations and systematic review of pupil work across the year.

• 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 multi-sensory (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 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 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.