One of the key features underpinning the high quality of history learning was that history has a high status throughout the school, recognised by the headteacher. The subject leader attended local network meetings and time was made available for feedback from these meetings to be shared with all staff as soon as possible after the meeting. In addition, if there was something specific to a particular year group, that was passed on to the relevant teacher much more quickly. This information came independently from the head-teacher and individual staff. There had been a thorough handover between the history coordinator and the person looking after the subject in her absence meaning that quality of provision did not suffer simply because of a change of personnel

All staff felt individually supported by the subject leader. The subject leader had provided outline progression guidance for staff so that there was clear evidence of planning for progression across the school covering the key skills, concepts and processes as well as the content. Individual staff had freedom to develop the content to suit their needs and more specifically the needs of the pupils. The school had high levels of EAL pupils, children with SEN and Roma

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