All teachers were co-constructing success criteria in English lessons, both knowledge and skills. Children are involved so they understand expectations and know what they need to improve. Two out of five teachers had pre-planned learning intentions.
All teachers had used WAGOLLS (What a good one looks like). This has helped children see how they can uplevel their work.
Knowledge organisers were used in one school, asking 3 crucial questions at the beginning, middle and end of a lesson to check progress. This has given children a much clearer idea of what they are learning.
Success criteria do not need to be stuck in books as they are evident in the work produced.