our expectations are appropriate for all pupils;

 there is any improvement in relation to our baseline;

 boys and girls are achieving similar results;

 some classes are performing better than others;

 there are variations in performance in different subjects, departments or Key Stages;

 pupils here do as well as pupils in similar schools elsewhere;

 we know what we do well;

 there are any year-on-year trends;

 we know how to respond to any surprises.

 whether work is suitably challenging for pupils of differing abilities;

 the possibility of gaps in curriculum provision for certain groups of pupils;

 the range of teaching and learning styles;

 assessment strategies used;

 teacher expectations;

 significant or unexpected variation in the performance of different groups of pupils;

 the extent to which assessment opportunities are built into curriculum plans;

 consistency and quality of assessment information being passed on from class to class;

 the quality of learning resources;

 levels of staff expertise / specialism;

 how pupils making more or less progress are identified and what action is taken;

 the balance of emphasis on different curriculum areas;

 factors which account for high attainment if similar schools achieve better results;

 the effects that decisions in previous years have had on attainment;

 identification of the factors which are within school control and those which are not.

 Set specific targets for pupils' learning related to progress and achievement.

 Implement a teaching and learning strategy designed to meet the targets.

 Gather evidence to judge success.

 Modify management arrangements to enable targets to be met.

 Formulate clear measurable success criteria.

 Designate responsibility for implementing and monitoring the action and evaluating its impact.

 Cost out human and financial resource implications.