To ensure consistently high-quality curriculum provision, these elements form the core pillars of our approach to teaching, learning and assessment. They provide a strong foundation for the training, coaching and professional development of our staff, ensuring that improvement is both purposeful and sustainable.

Our model, The Friary Framework, is unique to our school. It draws on the very best national and international research and practice, providing a clear direction and set of expectations for classroom learning while still allowing teachers and students the freedom to be creative and responsive.

One of its greatest strengths is the consistency it brings. Rather than relying on a succession of initiatives that come and go as educational fashions change or staff move on, we have established a stable and enduring approach. The very best practice is not something separate or additional; it is embedded in what we do every day, in every classroom.

Plan is the stage where teachers and students establish the purpose of learning. They explore the topic, share key knowledge and information, and identify the intended outcomes of the lesson or task so that everyone understands what success looks like.

Do is the stage where students actively engage in learning. They complete tasks, apply their knowledge and skills, and make progress towards the learning objectives.

Review is the stage where teachers and students reflect on and evaluate learning. They check understanding, address misconceptions, and ensure that key concepts, knowledge and skills have been securely grasped.

The Plan-Do-Review Cycle operates continuously throughout every lesson, every day. It is not simply a structure for lessons but a process that supports effective learning. Students should be aware of where they are within the cycle and, in particular, engage fully in the Review phase, as this is where learning is consolidated and understanding is checked

A clear sense of direction and progress is essential for effective learning, and our Curriculum Road Maps are designed to provide both.

Created for every subject and year group, these documents outline the learning journey that students will follow throughout the academic year.

They enable students to track their progress while also providing guidance on assessment, future study pathways and potential career opportunities.

Alongside this, all teachers follow a consistent approach to marking. This includes recognising strengths, providing clear guidance for improvement, and giving students opportunities to address any gaps or misconceptions in their learning.

Teachers also plan assessments carefully throughout the year, mapping out key assessment points to accurately monitor student progress. These include Bronze, Silver, Gold and Platinum assessments, each with increasing levels of challenge and expectation, helping students build towards success in GCSE and A-Level examinations.

In addition, teachers use a range of classroom strategies to assess and support progress, including Question Ladders, Brain / Book / Buddy / Boss, peer and self-assessment, and the effective use of key vocabulary

Every teacher produces a Class Support Plan for each class, ensuring that personalised provision is in place to help individual students overcome barriers to learning and make strong progress.

These plans are reviewed by senior staff and include a seating plan alongside clear strategies tailored to students’ specific needs. They are regularly reviewed and updated throughout the academic year to ensure support remains effective.