Teaching, Learning and Assessment
'Supportive and trusting relationships underpin teaching, learning and assessment. Students demonstrate very positive behaviours for learning, which are key to students’ exceptionally strong progress and outcomes.'
Quality Assurance Review | September 2018
Learning is our core purpose and all adults and students are encouraged to see themselves as lifelong learners. The quality of teaching at Denbigh is outstanding and rarely less than consistently good. This high-quality teaching coupled with teachers’ high expectations ensures that the overwhelming majority of our students make rapid and sustained progress.
Teachers at Denbigh have excellent subject knowledge and work tirelessly to plan and deliver lessons which not only challenge and engage our students but also inspire and motivate them to succeed in all walks of life. All of our teachers work to a clear Teaching and Learning policy which stresses the importance of delivering exciting and relevant lessons, designed to provide a wide range of learning experiences both within and outside the classroom.
Leadership skills are used extensively across the curriculum and as a result, our students learn to take responsibility for their own learning as well as that of their peers. They are encouraged to work collaboratively, give feedback on lessons, think creatively, challenge and participate effectively and reflect on their own learning, all of which add up to outstanding teaching and learning.
The school has developed refined assessment practices which support student’s learning. Teachers are acutely aware of students prior attainment and are set challenging but achievable targets at the start of each year. Students can confidently discuss the targets they have been set in their subjects.
They are actively encouraged to discuss their learning, at appropriate stages in lessons, with their peers and teacher and reflect on how to take the next steps with their work. Students are provided with opportunities to mark their own and the work of their peers following structured mark schemes and to reflect and respond to this either with written or verbal communication in lessons. Teachers have been sharing good practice in development sessions on marking and feedback to support the learning of all their students.
Our extensive use of data and personal knowledge of students helps us with early identification of those who need additional stretch and challenge or those who need support with their learning. Very able students are provided with opportunities to develop their skills through special projects as well as in the classroom by their teacher who has responsibility for ensuring that all students are provided with tasks that extend their existing knowledge and skills. They also have the opportunity to visit the most prestigious universities and participate in projects with staff from these.