Visible Learning

As an evidence-informed organisation, all Reach South schools are Visible Learning schools. Underpinned by the work of Professor John Hattie, Visible Learning helps our schools consider the impact of different interventions, enabling us to prioritise the ones that have the greatest effect. At the heart of Visible Learning is' knowing thy impact' and all Reach South teachers are encouraged to think deeply about their impact in the classroom. Schools have been supported to adopt this mind frame through a structured professional learning programme led by Osiris: Visible Learning Plus.

Visible Learning provides our schools with a shared language with which to discuss teaching and learning. This helps us develop a secure understanding of what an effective learner looks l ike and the strategies they draw upon. Regular discussions around teaching and learning helps us develop our collective efficacy - our collective high expectations for our learners and what they can achieve.

Visible Learning is championed across our school by Impact Coaches. Impact Coaches support staff with undertaking impact cycles and reflecting deeply on their practice. Impact Coaches are supported to meet regularly and have the opportunity to share their work during our annual 'Visible Learning Celebration'. Impact Coaches also have the opportunity to attend and present at the annual Visible Learning World Summit.

• ROAR Learning Dispositions
• ROARR stands for Drake's learning dispositions:
  • Resourceful
  • Open
  • Aspirational
  • Resilient
  • Reflective
• Knowledge organisers and learning walls Use of SOLO taxonomy in KS 2
• Understanding that effective feedback should consider: "Where am I going?” “How am I going?” and “Where to next?”
• Pupil voice shows that pupils understand what makes a good learner Pupils can articulate their learning and explain their next steps in learning
• Staff regularly reflect on pupil voice, seeking out feedback from their learners
• Pupils employ a problem-solving approach to making mistakes - they understand that learning new knowledge can be difficult
• Teachers evaluate their impact using impact cycles
• An open culture where teachers collaborate and provide feedback to each other The use of skilful questioning to move pupils from surface to deep learning Effective use of success criteria
• Teachers have high expectations for ‘ A year’s worth of progress for a year’s worth of input’ Teachers belief that they can positively affect student achievement
• Learners are able to draw on effective strategies when they don't know what to do Learners are explicitly taught metacognitive strategies