LTA Self-Evaluation Benchmarks BaSU Aug 2026.xlsx

	A	B	C	D	E	F	G	H
1	QI 2.3 Themes	LTA Self-Evaluation Question - Building a Shared Understanding		Impact Statement
2	QI 2.3 Themes			Satisfactory Almost all 3s	Good Almost all 4s	Very Good Almost all 5s	Excellent Almost all 6s	Northern Alliance Toolkit Theme Overview
3	Learning and Engagement	5a	The vision, values and aims of the school/ setting promotes a learning culture of shared high expectations which is evident in interactions, experiences and the learning environment	A few young people demonstrate low level behavioural issues by talking over the teacher or distracting others when tasks and activities are not sufficiently motivating. The school should develop a nurturing climate for learning where all young people feel valued. Teachers could make more use of effective praise to build young people's confidence in their learning.	The majority of young people enjoy positive relations with their teachers and peers. The majority of learners feel that staff welcome their views though are less sure how their views influence decision making. Most young people welcome the opportunity to play an active role in shaping how they learn.	The school values and classroom routine encourage a positive and caring ethos that is a major strength. Teachers make appropriate and effective use of praise to build young people's self-esteem. Relationships across the school are very positive. Most young people are confident in taking risks in their learning and understand that they can learn from their mistakes.	The outstanding culture across the school is helping almost all young people to be active participants in and take increasing ownership of their learning.	Building a Collective Responsibility What does this look like in a high-quality experience? • The vision, values and aims of the school/setting promotes a learning culture of shared high expectations and aspirations. • Understanding, applying and sharing standards is the responsibility of all practitioners and is a core element of learning and teaching practice. • Opportunities are in place for professional learning and for standards and expectations to be moderated across settings and sectors, including the local authority and national networking activities. • Practitioners work collaboratively to plan the curriculum, learning, teaching and assessment in a coherent way to achieve breadth, challenge and application of learning by using the Moderation Cycle. • Practitioners discuss, share and peer observe to develop a shared understanding of standards and expectations through participating in moderation of learning across the curriculum. • Practitioners lead and take part in quality assurance activities which include highlighting effective practice. Follow-up professional dialogue focuses on expectations, strengths of learners’ performance, quality of feedback and agreeing next steps in learning.
4	Learning and Engagement	5b	Learners are fully involved in planning and reflecting on their learning, building a shared understanding of progress and ownership of learning	Young people should be given the opportunity to have a much greater say in what and how they learn. Learning activities should be more relevant to real life contexts to improve engagement of young people in their learning.	Most young people are focused, attentive and engaged in learning. They listen well, sustain concentration and work independently, supporting positive progress and achievement. Further opportunities for learners to plan and reflect on their learning will strengthen ownership and allow them to become more confident, independent learners.	Most young people are clear about what successful learning looks like. This enables them to reflect on their learning and take more responsibilty for their own progress.	Almost all young people are empowered partners in their learning, with teachers. They ask their teachers questions with confidence and seek help proactively when they require it.
5	Quality of Teaching	7a	Practitioners participate in professional dialogue and collegiate working across the nursery/ school, local authority and through national networking activities.	Staff should work collaboratively to support professional dialoge and collegiate working to share practice which will positively impact the learning experiences of young people across the school. This should include opportunities to engage with collleagues across the authority and those involved in National developments.	Staff work well together to provide an improving quality of education for young people. Staff participation in the on-going evalution of learning experiences has supported the sharing of practice to improve the learning experiences of young people across the school.	Staff develop their practice through strong professional partnerships and ollaboration as a team. This has led to an improvement in the experiences of young people. In particular, meeting the needs of young people who require support with their learning.	Staff actively engage in a strong, collegiate culture of open professional dialogue within the school. Staff collaborate effectively with neighbouring schools and engage in professional discussion nationally and internationally through established educational networks. This is impacting positively on the experiences of learners at all levels in order to better prepare them for the next steps in their learning.
6	Quality of Teaching	7b	Practitioners engage in professional learning opportunities which are building a shared understanding of standards and expectations.	There is some engagement in professional learning, but opportunities for collegiate working are inconsistent. As a result, the shared understanding of standards varies across the school. This contributes to inconsistent learning experiences for young people and variable expectations for progress.	Most staff participate in school-based professional learning to develop a common understanding of standards and expectations. Collaborative planning and moderation activities are beginning to improve consistency in practice, which is leading to more coherent learning experiences and greater progression for young people	Staff work very well together to share practice and expertise to improve learning, teaching and assessment. They take good account of current educational thinking when planning for improvement. Their professional development is well supported by regular opportunities to learn together. They work to continuously raise standards of learning and teaching.	Staff work exceptionally well together and seek to improve their practice through high-quality professional learning founded in educational research. Sharing strong practice is an ongoing feature of faculty and whole-school collaborative time. Staff collate pedagogical approaches which result in positive outcomes for young people. Highly effective learning and teaching is consistently shared. Most teachers are using approaches skillfully to promote active learning and develop young people's critical thinking skills.	Assessment and Moderation What does this look like in a high quality experience? ▪The Moderation Cycle. outlines each stage of the moderation process and enables practitioners to develop a shared understanding of standards and expectations in the Broad General Education. Learners are at the heart of every stage of the cycle ▪Learners are fully involved in planning and reflecting on their own learning, giving learners a sense of ownership and belonging.
7	Effective Use of Assessment	9a	All practitioners discuss, share and develop a shared understanding of standards and expectations through participating in moderation activities.	Some moderation takes place, but it is uneven in quality and frequency. While a shared understanding of standards is beginning to develop, it is not yet consistent across all levels. As a result, learners experience varying expectations and approaches to assessment, which can lead to inconsistencies in feedback, support, and progression.	Moderation activities are established and actively used by many teachers to build greater consistency of professional judgements. While there are examples of strong shared expectations within some faculties, this remains underdeveloped in other areas of the school. As a result, learners are beginning to experience more consistent assessment and clearer feedback, although the quality of learning and progression continues to vary across the school.	Staff participate actively in both formal and informal moderation activies to align learning, teaching and assessment practices and expectations. This shared understading ensures standards are consistent and in line with national benchmarks. This provides increased consistency of and confidence in professional judgements. This has led to greater clarity for learners around expectations, more targeted support and improved progression/attainment across stages.	All teaching staff engage regularly in internal and external moderation of learning, teaching and assessment, using national benchmarks. This ensures a deeply shared understanding of standards and consistently high expectations across all ages and stages, leading to significant improvements in attainment and progress for almost all young people across the school.	Plan learning, teaching and assessment using the Experiences and Outcomes to meet learners’ needs ▪Assessment evidence is used to inform the planning of learning, teaching and assessment. ▪Experiences and Outcomes can be grouped together in a way that links concepts appropriately and which best suits the learner, based on prior learning and next steps. ▪Learning experiences ensure progression within and across levels, providing opportunities for breadth, challenge and application. ▪Assessments are planned alongside learning and teaching, providing opportunities for the learner to demonstrate the expected standards within the Experiences and Outcomes. Learning Intentions reflect standards within the Experiences and Outcomes and Success Criteria are clear, relevant and measurable ▪When planning learning, teaching and assessment, practitioners use the Experiences and Outcomes to develop relevant Learning Intentions. Learning Intentions describe what children are going to learn, not what the children are going to do. ▪When planning learning, teaching and assessment, practitioners and learners use the agreed Learning Intention(s) to co-create relevant Success Criteria. ▪Success Criteria outline the ways in which the learner can achieve the Learning Intention. They are clear, relevant and measurable definitions of success. ▪Benchmarks within each curriculum area and within each level should be used to support consistency in practitioners’ professional judgements.
8		9b	Practitioners engage with the moderation cycle to support consistency of professional judgement, locally, regionally and nationally.	Most teachers engage with a variety of departmental approaches to record, monitor and track young people's progress. Most teachers use the tracking system to monitor the progress of young people. Teachers should use the data along with formative assessments to adjust their planning of learning, teaching and assessment to meet the needs of learners through agreed next steps targets.	In the majority of lessons, teachers provide regular, high-quality feedback which helps young people understand their progress in their learning. Most young people are clear about what they are learning, how well they are doing and what they need to do next to improve. Feedback and assessment information are used effectively to support improved outcomes for learners.	Most staff moderate their professional judgements when assessing young people to ensure appropriate refelction of the National Standard. Most teachers also make very good use of attainment data to validate these assessment judgements. Robust verification processes help to ensure that professional judgements are valid and reliable. This information is used effectively to develop interventions to improve outcomes for young people.	Almost all teachers carry out regularly planned learing conversations. There is a purposeful approach to high-quality discussions. Almost all young people value these discussions. These focussed learning conversations assist learners to identify their progress in learning, agree next steps and agree their targets for success. Young people take responsibility for recording and logging these conversations.
9		9c	A whole school approach to assessment and moderation is applied consistently across all stages.	Approaches to assessment vary across faculties. Establishing a shared understanding of the principles and purposes of assessment is essential. This will ensure that assessment activities can be planned to support young people in the identification of their current progress and next steps.	Throughout the school, staff use a range of assessment approaches to check for understanding and monitor progress. While some faculties are developing a shared understanding of the principles and purposes of assessment, this is not yet fully consistent. In most cases, teachers use assessment evidence to inform their planning and provide appropriate support, which is beginning to lead to more targeted learning and improved progress for many learners. However, this is not yet fully embedded across all areas, resulting in some variability in learners’ experiences and outcomes	Most teachers demonstrate a range of approaches to check for understanding. They make highly effective use of assessment evidence to inform subsequent planning to meet the needs of learners and close the gaps in their understanding.	Teachers have a shared understanding of the principles and purposes of assessment. This has increased creative approaches to assessing progress. Almost all learners respond well to the wide range of planned assessment activities, taking increased ownership of and responsibility for their own learning.	Learning, teaching and assessment reflects an appropriate balance between ongoing and periodic assessment ▪Experiences and Outcomes are used to plan learning, teaching and assessment. ▪Assessments are planned when selecting the Experiences and Outcomes ▪High quality assessments are used to draw on a wide range of learning and provide the learner with an opportunity to demonstrate; 1.breadth 2.challenge 3.application in new and unfamiliar situations.  ▪A range of assessments (ongoing, periodic, high quality, standardised) are used to inform next steps and interventions. ▪An Assessment Framework outlines key checkpoints for assessments.
10		9d	A range of assessments are used to ensure learners are assessed in a variety of ways to demonstrate their knowledge, understanding, skills, attributes and capabilities.	Assessment practice relies primarily on summative approaches to measure learners' progress. Opportunities for learners to engage in a wider range of assessment activities, including self and peer assessment, are limited. As a result, learners are not yet consistently able to evaluate their progress and identify appropriate next steps in learning.	Young people have regular opportunities to engage in self and peer assessment across most areas of learning. These approaches are beginning to develop learners' understanding of their progress and encourage greater ownership of learning. Greater consistency across the school would further strengthen learner participation in assessment.	Most young people regularly participate in a range of assessment approaches, including self and peer assessment. They value the quality of feedback they receive and can discuss their strengths, progress and areas for improvement with confidence. Assessment approaches support learners to take an active role in evaluating and improving their learning.	Almost all teachers use a wide range of well-planned and appropriately balanced formative and summative assessment approaches to evaluate learners' knowledge, understanding, skills, attributes and capabilities. Assessment is integral to learning and teaching, with almost all young people confidently evaluating their progress, identifying next steps and demonstrating high levels of ownership of their learning.	A wide range of appropriate evidence is gathered which demonstrates breadth, challenge and application ▪Evidence to support teacher professional judgement of progress towards and achievement of a level, comes from a range of sources including: day to day learning, coursework (including tests), observations and periodic high-quality assessments. ▪When considering achievement of a level, learner evidence will demonstrate breadth, challenge and application, but will not capture everything. It is not necessary to demonstrate evidence of every aspect of learning within the Benchmarks, but it is essential that there are no major gaps, for example, with respect to the relevant organisers in each curriculum area.
11		9e	Practitioners evaluate learning and make judgements using the Benchmarks.	Some evaluation of learning uses national benchmarks but practice is inconsistent across the school. Moderation is sporadic and not yet fully used to validate professional judgments. Learners' experiences and progress are therefore variable: while some benefit from consistent assessment and guidance, others receive less clarity and support, which affects their progress.	Staff are increasingly using benchmarks and national standards to guide their evaluation of learning. Moderation activities exist in several faculties. Professional judgements are becoming more consistent. Learners are beginning to benefit from clearer feedback and more focussed support, though some faculties are still refining their understanding, causing inconsistency in the experience of learners.	Most staff regularly use benchmarks and national standards to evaluate learning and make professional judgements. Moderation is well-embedded in many faculties, leading to greater consistency in assessment and feedback. This clarity has helped learners understand their current performance and next steps, resulting in improved progression and a reduction in key attainment gaps.	All staff systematically use the national benchmarks across all faculties. Moderation is rigorous, both internally and externally, to ensure consistent teacher judgements. This shared understanding has led to marked improvements in learners’ attainment in literacy and numeracy, reduced variability across faculties, and stronger progression for all pupils.	Regularly use standards within the Experiences and Outcomes and Benchmarks to evaluate and monitor learner’s progress ▪Practitioners evaluate learning based on a range of assessment evidence. ▪Make judgements around progress using the Benchmarks. ▪Evaluation of learning supports assessment and informs planning for learning and teaching. ▪Learners have the opportunity to reflect on their own learning, to review and understand the progress they are making and to identify next steps.
12		9f	A shared understanding of learners’ progress and next steps is achieved through high quality feedback, discussions with learners and reporting on progress across the year .	Some teachers provide feedback and engage in discussion with learners about their progress and next steps. Reporting throughout the year gives learners and parents periodic updates. However, this practice is inconsistent: feedback is not always sufficiently specific, the quality of the discussion with learners is varied, and the reporting does not always help all learners clearly understand where they are and what to work on next. This variability means that improvements in learners’ progress and clarity of expectations are limited.	The majority of staff provide regular feedback and engage learners in discussions about their progress and next steps. Reporting processes provide learners and parents with useful information about achievement and areas for development. As a result, most young people have a clear understanding of their current progress and what they need to do to improve their learning.	Teachers across the school consistently provide high-quality, timely feedback using a variety of strategies, including skilful questioning. This is supported by meaningful dialogue with learners about their progress and next steps. Reporting processes are well structured throughout the year and used effectively to engage parents. As a result, learners are highly aware of their strengths and areas for development, leading to improved motivation, engagement, and progress across most curricular areas.	High-quality feedback, learner discussions, and reporting are deeply embedded in the school’s culture. All staff use feedback as a key driver of learning, empowering learners to reflect critically on their progress and identify next steps with increasing independence. Reporting is informative and continuous, supporting strong partnerships with parents. Learners are exceptionally well-informed and demonstrate high levels of ownership over their learning. As a result, learners are consistently making very good progress.	Feedback is linked to success criteria and next steps are identified. ▪Feedback is focused on the agreed success criteria. ▪Feedback identifies area of strength and direction on how to improve. ▪Oral feedback is given during the lesson and ‘in the moment’ where appropriate. ▪Written feedback tends to be given after the task. Time should be factored in to ensure meaningful engagement with learners as part of this process. ▪Self/peer assessment and feedback will build greater ownership of learning.
13	Planning, Tracking & Monitoring	11a	All practitioners work collaboratively to plan learning, teaching and assessment in a coherent way to achieve breadth, depth and application of learning.	Collaborative planning takes place, but it is inconsistent across the school and lacks a clear, coherent structure. Planning often focuses on coverage rather than depth or application. There is limited shared understanding of standards and progression, and assessment tends to drive the focus of learning. Moderation practices are underdeveloped. Learners experience variable quality in learning and teaching, with limited opportunities for deep understanding or real-life application. As a result, progress and attainment are inconsistent, and outcomes for learners are satisfactory but show potential for improvement.	Most practitioners engage in collaborative planning which supports progression across a range of experiences and outcomes. There is shared understanding of what constitutes effective learning, though this is stronger in some faculties and for certain stages. Assessment is planned alongside learning, but approaches to moderation are still developing. Learners experience structured learning opportunities and make good progress, though more consistent depth and application of learning is needed to raise attainment further. Outcomes for learners are generally good, with room for increased challenge and application.	There is a strong culture of collaboration among teachers, who plan learning, teaching, and assessment in a coherent and well-structured way. Planning supports progression in knowledge, skills, and attributes, and allows for appropriate depth and breadth. Regular moderation and professional dialogue ensure a shared understanding of standards. Learners are engaged in well-planned experiences that enable them to make very good progress. They demonstrate confidence in applying their learning and are developing higher-order thinking skills. Outcomes for learners are consistently positive across most areas.	Collaborative planning is deeply embedded and sector leading. All teachers work together in a strategic, reflective way to design learning, teaching, and assessment. Planning is coherent across the school and leads to high-quality, progressive learning experiences for all young people. There is a shared understanding of standards and progression, underpinned by robust and regular moderation. Learners experience well-structured opportunities for deep learning and application across contexts. As a result, are highly engaged, motivated, and confident in applying their learning in unfamiliar and real-life contexts. Learners are making excellent progress.	Reporting highlights progress and next steps in learning ▪Reporting provides a clear account and shared understanding of progress throughout the year. ▪Reporting informs future learning by identifying strengths, areas for development and next steps in learning.
14	Planning, Tracking & Monitoring	11b	When planning learning, teaching and assessment, practitioners use the Es and Os to develop relevant Learning Intentions and co-create Success Criteria with learners	Reflection of the Es and Os in planning is variable, and learning intentions are sometimes too broad or disconnected from the intended outcomes. Success criteria are often teacher-generated, with limited involvement from learners. As a result, learners are not always clear about what they are learning or how to measure their own success. Opportunities for self- and peer-assessment are limited. This impacts learners’ ability to take ownership of their learning, and progress can be inconsistent. Outcomes for learners are satisfactory, but there is significant scope to improve clarity, engagement, and understanding of learning intentions.	Teachers use the Es and Os to inform planning, and most learning intentions are appropriate and relevant, though some emphsise the task rather than the purpose of learning. Success criteria are sometimes co-created, but in most cases are still teacher-led or generic. While learners are generally aware of learning intentions, there is variation in how well they understand what success looks like. Some learners can reflect on their progress, but this is not yet consistent across the school. Outcomes for learners are good overall, but greater consistency in using co-created criteria would enhance learner engagement and progress.	Teachers consistently use the Es and Os to develop clear, relevant learning intentions. Success criteria are frequently co-created with learners, helping them understand the purpose of learning and what is expected. This collaborative approach is embedded in most classes and supports effective feedback and self-assessment. Learners are confident in articulating what they are learning and why. They are well supported to reflect on their progress, which positively impacts attainment and achievement. Most learners make very good progress and show increasing independence in evaluating their own learning.	Practitioners demonstrate a deep understanding of the Experiences and Outcomes (Es and Os) to design high-quality, relevant learning. Learning intentions are precise, meaningful, and consistently derived from the Es and Os. Success criteria are regularly co-created with learners, ensuring clarity and ownership. Learners actively contribute to the learning process, confidently evaluating their progress and identifying next steps. As a result, learners are highly engaged, motivated, and make excellent progress. They have a strong understanding of what success looks like and can transfer their learning across contexts with independence.
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