The following features, which are used to judge the quality of teaching and learning at Woodlane, were created with the input of staff and pupils:

Teaching

• Teaching is multi-sensory (visual, auditory and kinaesthetic), there is a high proportion of visual and kinaesthetic activities.
• Teaching is differentiated and personalised to the ability and special educational needs of the individual pupil.
• Teaching is well planned and structured, including a starter, main teaching, task and plenary section, the specific lesson structure is visually recorded on the board.
• Teaching is well resourced, using targeted scaffolded resources and materials which are Dyslexia Friendly, including differentiated/challenging homework.
• Teaching and support incorporates a variety of verbal and visual SALT strategies, e.g. PGSS, Communicate in Print, mind maps, levelled questioning, thinking time and an appropriate level of teacher talk etc.
• Staff provide consistent behaviour management, using reward and sanction.
• Teachers and TAs provide regular verbal and written feedback, as a result they: set SMART targets; recap prior learning; regularly and systematically check for understanding etc. 
• Tasks and activities are stimulating, engaging and exciting, while being appropriately challenging.
• Staff are friendly, interactive and supportive and the classroom environment is welcoming.  The wellbeing of pupils is considered at every stage.
• TAs are clearly directed by teachers to enable them to provide the appropriate support and challenge to pupils.

Learning

• All pupils make substantial progress from their individual starting points in the lesson, developing their skills, knowledge and understanding.
• Substantial and sustained progress is evident in pupil books/folders over time.
• All pupils display positive behaviour, attention and listening skills, appropriate to their level of development.
• All pupils are enthusiastic to learn and demonstrate resilience to failure, appropriate to their level of development.
• All pupils make a positive contribution to the lesson e.g. responding to questions, asking questions, completing the set tasks/activities etc. appropriate to their level of development.