A growing body of research identifies important and interrelated keys to improvement. Using these well will help us to ensure that all children make greater gains in speaking, listening, literacy and mathematics, and that children can confidently apply these skills to deepen and enrich their learning across the primary curriculum.

The first of these keys is assessment for learning and deepening the professional learning of teachers in their understanding of how to use assessment for learning to improve children's progress in critical strands of literacy and mathematics.

The second key is the use of continuing professional development (CPD) which is collaborative, classroom-centred and school-based. Using these forms of CPD will help us to deepen the professional learning of teachers in their understanding and use of assessment for learning in ways that have the greatest impact on classroom learning. This form of professional learning needs to be expertly led.

The third key is primary school leadership: leadership for improvement, to stimulate and engage teachers; leadership to raise expectations and bring to fruition sustained high quality, high impact professional learning. The Primary Framework itself is a vital resource to support the development of assessment for learning, collaborative CPD and leading for improvement: the fourth key.

Leading improvement using the Primary Framework: Guidance for headteachers and senior leaders (Ref: 00484-2007BKT-EN)

Leading improvement using the Primary Framework: CPD models

Making Great Progress – Schools with outstanding rates of progression in Key Stage 2 (Ref: 00443-2007)

Twenty schools with outstanding rates of progression in Key Stage 2 were visited to find out what lies at the heart of such spectacular improvements for children. The schools visited all shared common characteristics in each of these areas, and a strong picture emerged of what leads to success in securing progression.