Leadership and mentorship is visible in all 4 areas; purpose, culture, learning and environment.

International mindedness is visible and present in all aspects of school life.

Fully student-initiated - all students are a part of the service programme.

Wide range of opportunities.

Partnerships programme is embedded.

CAS students are models of leadership and action.

Explicit across all programmes and within each subject area.

UDL is sometimes used, but there is not a clear shared understanding of what this means or how to use it in unit planning.

We celebrate certain learning milestones (e.g. Personal Project).

Teachers and students are learning how to use new technologies to support learning. Approaches to AI are inconsistent.

The Learner Portfolio and ATL skills are mentioned, but not explicitly taught or built into unit or lesson planning.

There are outdoor spaces but these are underutilised. Learning tends to happen indoors.

Most learning happens in grade levels - there are occasional opportunities for students to learn from other grade levels (e.g. Personal Project).

80 minute (ish) lessons are not always well prepared for. Placement of advisory makes it difficult to offer a meaningful and engaging programme. There is no regular block which can be used for assemblies or other events.

Advisory is not used effectively. The time of the day makes it difficult to get student buy in, and teachers do not adequately prepare to make it meaningful or engaging.

PSHE is being developed - vertical articulation will improve this further. Students are becoming more used to it as a separate and important subject.

We have some external speakers - this tends to be ad hoc rather than as part of a clear strategy or plan.

We have a lot of community events, involving students, teachers, parents, PSO, etc.

Values are understood, and DEIB is front and centre.

Lots of support in place - wellbeing rooms etc.

Alumni network is not really present.

Partnerships opens up a range of opportunities for us as a school.

2) Toddle: Take advantage of the new platform to develop alternate assessment options in Unit 1. (For DP: Avoid assessments that depend on past paper approaches).

3) Programme Coordinator involvement in student assemblies per programme and grade level need.

4) Take stock on dependence on technology - consider balancing tech. Too much screen time can be a detriment to learning.

2. The schedule has time built in for CE in MYP with a plan in place for how this would be used (supported by Partnerships)

3. Training with teaching staff on incorporating International Mindedness/Global Citizenship in unit planning, guided by a better use of the learner profile as the foundation skills set for this disposition

4. Stipends are reconfigured, so leadership is appointed with a remit to both develop the house system and to work with CAS/CEc/GLLs/student council to further develop student leadership across the school.

• G5 Learning Space in action - Teachers from grades 6-8 visiting the G5 space in action during a unit of inquiry lesson

• Timetable considerations - using the new spaces

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