The Friary School recognises that high quality teaching is the key driver in ensuring high quality learning and, despite our self-evaluation judging teaching ‘good’ at the school, since September 2016 we have introduced a new teaching and learning format to take ‘good’ teaching to ‘outstanding’ teaching.

The school is focused on delivering outstanding lessons across the curriculum and as part of this focus we have established ‘The Friary Framework’.

The Friary Framework is a clear learning structure which provides a direction and set of expectations that offer parameters for lessons whilst also giving leeway to the creativity of the teachers and the learners.

There are three main facets of The Friary Framework that are being rolled out into every lesson:

The Plan Do Review Cycle:

The Plan Do Review cycle will be displayed in every classroom in the school and this shows you how it is an important part of every lesson.

The ‘Plan’ section is when the teacher and the students explore what they are learning about, share key information and identify what they are trying to get out of the task or lesson.

The ‘Do’ section is when the students get on and complete a task to help to move their learning forward.


The ‘Review’ section is when the teacher and the students check their learning and ensure that everyone has grasped the key concepts and ideas.

The PDR Cycle will be taking place in every task, of every lesson, of every day. It is important that it is recognised as it is happening and that all students ensure that they understand what the teacher is driving at in the ‘Review’ phase.

assessmentforlearning2Assessment for Learning:

The PDR Cycle is what teachers call ‘Assessment for Learning’ – put simply, this means when teachers check what students have understood so that they can be sure that they can move onto the next topic.

Additionally, the teachers will ensure there is a consistent marking system. This system includes praise, guidance on how to improve and an opportunity to address and gaps or weaknesses.


Additionally, the teachers will ensure they have a carefully planned assessment timeline where they have mapped out assessment tasks through the year and formed a clear plan how they are going to accurately judge student progress. These assessments will include Bronze, Silver, Gold and Platinum assessments which provide different parameters and expectations and build up towards GCSE level exams.

Class Support Plans

Every teacher will produce a Class Support Plan for every class which will ensure that personalised provision is put in place to help specific students to overcome the barriers that prevent them from making progress.

This document is checked by senior staff and will include a seating plan and clear guidance and strategies that are specific to students’ needs and which are amended and adjusted through the academic year.