Learning, Teaching and Assessment
At Earlston Primary School, we always strive to be the best version of ourselves in all we do. To ensure every learner achieves their best, we are committed to delivering high-quality, consistent, and engaging learning experiences across every classroom.
We use the Earlston Cluster Learning, Teaching and Assessment (LTA) Toolkit—developed from Scottish Borders Council guidelines—as the cornerstone of our daily classroom practice.
We use the Earlston Cluster Learning, Teaching and Assessment (LTA) Toolkit—developed from Scottish Borders Council guidelines—as the cornerstone of our daily classroom practice.
Our Learning, Teaching & Assessment Toolkit
Our class teachers aim to embed key elements of our LTA Toolkit within every lesson to ensure high standards, equity, and strong learner engagement:
Regular Evaluation & Gathering Data
To maintain excellence, we create regular opportunities throughout the year for teachers to gather data to support their self-evaluation of learning, teaching, and assessment:
Turning Feedback into Professional Growth
By triangulating self-evaluations, pupil voice, and professional observations, our teachers build a clear, well-rounded picture of classroom impact.
Teachers use this feedback to recognise what is going well and celebrate successes, as well as to identify individual targets for further professional development.
These targets directly inform targeted Professional Learning (CLPL) opportunities—including local authority courses, peer coaching, and cluster-wide learning resources—ensuring our staff continuously grow their practice to grow our learners.
Our class teachers aim to embed key elements of our LTA Toolkit within every lesson to ensure high standards, equity, and strong learner engagement:
- Relationships, Culture & Environment: Establishing strong relationships, positive classroom culture, and calm environments where every child feels safe and supported to thrive.
- Ready to Learn: Explicitly teaching routines, using engaging whole-class starter activities, and reviewing prior knowledge to connect past learning with new concepts.
- Focus for Learning: Sharing clear learning intentions and success criteria, modelling new concepts, and utilizing varied questioning strategies.
- Practice: Providing varied opportunities for independent and collaborative practice, continuous adaptive teaching and differentiation, and meaningful plenaries to reflect on progress.
- Feedback: Delivering timely, actionable feedback that helps pupils understand their strengths, address misconceptions, and take clear next steps in their learning.
Regular Evaluation & Gathering Data
To maintain excellence, we create regular opportunities throughout the year for teachers to gather data to support their self-evaluation of learning, teaching, and assessment:
- Teacher Self-Evaluation: Teachers reflect on their daily classroom practice using the toolkit framework to monitor progress and identify areas for growth.
- Pupil Voice (P4 to P7): In addition to teacher self-evaluations, pupils in Primary 4 through Primary 7 provide structured feedback on their classroom experiences, giving essential insights into how learning is received.
- Peer & Leadership Observations: Observations from senior leadership team (SLT) members and peer observations form the final piece of the puzzle, gathering robust data on teaching quality and classroom impact.
Turning Feedback into Professional Growth
By triangulating self-evaluations, pupil voice, and professional observations, our teachers build a clear, well-rounded picture of classroom impact.
Teachers use this feedback to recognise what is going well and celebrate successes, as well as to identify individual targets for further professional development.
These targets directly inform targeted Professional Learning (CLPL) opportunities—including local authority courses, peer coaching, and cluster-wide learning resources—ensuring our staff continuously grow their practice to grow our learners.
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