See the useful downloads section on this page for the full Visible Learningplus case studies.
Wolgarston High School
Wolgarston High School first engaged with Visible Learning in 2014 at a time when they identified a need to strengthen pupil outcomes, leadership and whole-school focus. Their journey focused them deeply on the use of robust evidence to inform their work at every level and supported them in shifting their focus from teaching to learning. Learner autonomy improved significantly as they embedded highly effective strategies for feedback and supported students in developing a language for thinking through SOLO Taxonomy.
Fielding Primary School
Through their Visible Learning journey, Fielding Primary School were highly successful in embedded a shared language of learning across their school. A deep understanding of the learning process was established with students actively engaged in the process. FPS moved from Ofsted ‘Good’ to ‘Outstanding’ and they attribute their effectiveness and high impact to their engagement with and implementation of the Visible Learning principles.
Durdan’s Park Primary School
Had historically been successful in driving improvements in teaching and learning but were ambitious in their vision to strengthen it further. They embarked upon the visible learning programme in order to build upon their previous success and engage with improvements in a coherent way through the VL framework. They significantly improved the active engagement of their learners in the learning process, building assessment-capability with a highly positive impact on outcomes.
Embarked upon their Visible Learning programme in order to build on the existing good practices and ensure these were consistent and high impact at every stage of the school. Their vision and drive was enhanced through the professional learning and change programme such that they transformed the way that pupils perceived themselves as learners and how well they could articulate their learning. The school have truly embedded many of the principles of Visible Learning to ensure teaching is inspired and passionate, leadership is high impact and pupils are leaders of their own learning.
Penkridge Middle School
Were keen to draw together the initiatives they had previously implemented in a coherent way that focused impact on outcomes for pupils. They identified a need to refine their work on learning intentions and success criteria to strengthen the quality and impact of feedback. Their visible learning journey resulted in pupils recognising their role in learning and how they receive feedback from multiple sources, thus impacting positively on their achievement outcomes.
Kirby Primary Academy
Were focused on building a strong identify for learners and learning in their school. Their focus on establishing a language of learning built up around learning dispositions was developed from their engagement with professional learning and extensive study of the research. Evidence gathering helped them to establish a clear starting point so that the dispositions they developed were accurately tailored to their pupils. A prominent feature of the school is the drive of leadership in developing the collective efficacy of their staff to move toward achieving the ambitious goals they have for their pupils.
St Hugh’s School
Were eager to deepen their understanding of their impact they were having on pupil achievement as well as build the capacity of learners to drive their own learning. Their highly successful Visible Learning journey focused on the development of learning dispositions so that pupils had high clarity around how to be effective learners and structured systems for teacher to assess and track progress. Each of these focus areas were successfully developed ensuring they achieved their aspiration of supporting and challenging all pupils effectively.