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METACOGNITION AND SELF-REGULATED LEARNING
PREAMBLE
School Audit Tool
This school audit tool accompanies the Education Endowment Foundation’s ‘Metacognition and Self-regulation Guidance Report’, which sets out seven recommendations for teachers and school leaders to support pupils to develop metacognition and self-regulation. It describes what ‘ineffective’, ‘improving’ and ‘effective’ practice could look like in relation to the guidance.
This tool can be used as part of an initial audit process to establish current practice (i.e. point of departure), as well as monitor progress towards the development of more effective practice (i.e. direction of travel). Given the complexity of metacognition and self-regulation, we expect that ‘effective’ practice is highly aspirational for almost all schools at this time and that the guidance is a support to begin to establish some of those practices.
We strongly recommend that this tools is used in conjunctions with other self-audit tools and approaches, and is not deemed as a definitive document to determine what best practice should look like. We also recommend that this tool does not determine any teacher performance development/performance management judgements, or is used to set individual teacher targets in this regard.
This tool was co-developed by Alex Quigley (Education Endowment Foundation), Chris Runeckles (Durrington Research School), Jo Pearson (Oldham Research School), and Julie Watson (Huntington Research School).
Whole school approach to curriculum and teaching
Ĭ School leaders exhibit deep knowledge of how children learn and these are exemplified in school policies and practices.
Ĭ Almost all staff can confidently explain how metacognition and self-regulated learning is relevant to the needs of their pupils and this is evident in their planning and practices.
Ĭ Staff have access to effective CPD, with sufficient time to develop a deep knowledge and understanding of metacognition and self-regulated learning.
Ĭ Staff have been supported with a range of tools for metacognition, including the guidance report, as well as other tools that have been developed by the school to support practice.
Ĭ There is a well organised infrastructure that promotes collaborative planning so that all staff are supported to develop metacognition and self- regulated learning.
Ĭ Teacher planning consistently displays attention to explicitly teaching metacognitive strategies so that pupils have high success rates when tackling complex challenges.
Ĭ When addressing curriculum design, metacognition and self-regulation is embedded consistently in plans.
Exemplary
Ĭ School leaders may exhibit knowledge of how children learn, but it is unclear in school policies and not consistently evidence in practice.
Ĭ School leaders and teachers cannot explain the relevance of metacognition and self-regulated learning to the needs of their pupils.
Ĭ No training opportunities are available for staff to deepen their understanding of metacognition.
Ĭ Staff are not signposted to tools to support metacognition, such as the guidance report.
Ĭ There is not the infrastructure for effective collaborative planning to support the development of metacognition and self-regulated learning.
Ĭ Teacher planning shows little evidence of a coordinated approach to teaching pupils explicit metacognitive strategies to tackle complex challenges.
Ĭ When addressing curriculum design, metacognition and self-regulated learning is not considered.
Ineffective
Ĭ School leaders exhibit knowledge of how children learn and there is some evidence of this in school policies and practices.
Ĭ Some school leaders and teachers can explain how metacognition and self-regulated learning is relevant to the needs of their pupils, but this is not consistently articulated.
Ĭ Some “light touch” training on metacognition, such as one-off INSET, has taken place, but this has not led to a deep understanding of metacognition and self-regulation.
Ĭ Staff have been signposted to tools to support metacognition such as the guidance report.
Ĭ There is some infrastructure for collaborative planning, which sees some colleagues develop shared planning to develop metacognition and self- regulated learning, but this practice is inconsistent.
Ĭ Teacher planning takes some account of explicitly teaching metacognitive strategies to tackle complex challenges.
Ĭ When addressing curriculum design, there is some consideration of metacognition and self-regulated learning.
Improving
Pupil knowledge:
Ĭ Pupils are self-regulating (aware of their own strengths and weaknesses) and can motivate themselves to engage in and improve their own learning.
Ĭ Pupils understand how they learn, exhibiting knowledge of themselves as learners, understanding how to deploy a range of available strategies for different tasks.
Ĭ Pupils show a deep understanding of how planning, monitoring and evaluating their learning is different across subject domains and tasks, as well as understanding commonalities in their learning.
Pupil behaviours:
Ĭ Pupils consistently plan for tasks with independence, reflecting upon the success of their plans.
Ĭ Pupils engage in metacognitive talk with their peers with relative independence.
Ĭ Most pupils effectively manage their learning outside of the classroom, utilising a range of strategies with increasing independence.
Ĭ Most pupils fully engage with feedback to monitor their learning with increasing independence.
Exemplary
Pupil knowledge:
Ĭ Pupils have little or no awareness of their own strengths and weaknesses and are unwilling to engage in and improve their own learning.
Ĭ Pupils have little or no understanding of how they learn, nor do they consider different strategies to address specific tasks.
Ĭ Pupils are unaware that planning, monitoring and evaluating their learning may differ across subject domains and for different tasks.
Pupil behaviours:
Ĭ Pupils do not plan tasks with independence
Ĭ Pupils do not engage in metacognitive talk with their peers.
Ĭ Pupils do not effectively manage their learning outside of the classroom.
Ĭ Pupils rarely engage with feedback and they are dependent upon their teacher when they are stuck or struggle.
Ineffective
Pupil knowledge:
Ĭ Pupils have some awareness of their own strengths and weaknesses and are willing to engage in and improve their own learning.
Ĭ Pupils have some understanding of how to learn effectively, including knowledge of themselves as learners, of available strategies and of the particular task they are completing.
Ĭ Pupils show some awareness of planning, monitoring and evaluating their learning, and the differences between subject domains and tasks.
Pupil behaviours:
Ĭ Pupils plan to undertake tasks with an increasing degree of understanding.
Ĭ Some pupils engage in metacognitive talk with their peers given teachers prompting.
Ĭ Some pupils effectively manage their learning outside of the classroom with some independence.
Ĭ Some pupils engage with feedback and use it to monitor their learning, though this is inconsistent, with pupils reliant upon teacher prompting.
Improving
Pupil knowledge and behaviours
