We truly believe in the power of the growth mindset and striving for excellence. We want our students to be ambitious for themselves and try hard to achieve their potential. We use a mantra Don’t stop until you are proud to show students that a true potential can be achieved with hard work, self-belief and engagement.  

We use four categories of engagement. Below, you will find the descriptors for each. Please note that these are decoupled from behaviour issues as we are keen to show students that engagement is about being present and attending to the information with an open mind and focus.  

We exercise honesty, sharing these evaluations with the students so that they are aware of any improvements needed.  

ATL Engagement Grades: 

1	Highly motivated    (Excellent effort)	Excellent focus   Seeks challenge  Asks questions to extend thinking  Approaches learning with active interest  Invites feedback  Reviews own progress, acting on the outcomes  Seeks own solutions to problems  Sets an example  Often helps others
2	Engaged    (Good effort)	Good focus  Responds positively to challenging activities   Answers question  Shows a desire to improve  Takes action based on feedback  Seeks help when needed  Follows all instructions  Listens carefully  Sometimes helps others
3	Passive    (Insufficient effort)	Not always focused  Avoids challenging tasks  Not always working hard  Minimal attempts to act on feedback  Requires close supervision to ensure tasks are attempted and instructions followed  Misses some deadlines
4	Disengaged    (Poor effort)	Shows little or no focus  Work often incomplete or inadequate   Does not attempt to act on feedback  Does not engage unless closely monitored  May refuse support  Misses most deadlines  Does not listen  Distracts others

A HIGHLY MOTIVATED student makes an EXCELLENT effort. 

Excellent effort means being committed to getting the most out of all learning opportunities available. It is what all students should aim for.  

A highly motivated student: 

• Shows excellent participation in the lesson at all times, and fully engaged;  

• Actively seeks and responds to feedback on how to improve the quality of their work;  

• Shows great determination and views setbacks and mistakes as opportunities to learn and grow;  

• Manages their time and work efficiently and is an excellent role model who is highly disciplined;  

• Uses their initiative in a range of situations without always having to be told what to do;  

• Shows dedication and enthusiasm for learning at all times. 

 

An ENGAGED student makes a GOOD effort.   

Good effort means being a responsible and hardworking student who tries their best all of the time.  

An engaged student: 

• Shows a good interest in their learning and is attentive and focused;  

• Responds well to feedback and targets and completes work to the expected standard;  

• Shows determination and is willing to persevere when things are difficult;  

• Takes responsibility for their work and is well organised;  

• Willingly does all that is asked of them and sometimes more.  

 

A PASSIVE student makes an INSUFFICIENT effort.   

Insufficient effort means that a student is probably doing most of what they are supposed to do but is not pushing themselves or making the most of the opportunities available.  

A passive student: 

• Often participates in lessons and is generally (though not always) focused and well behaved;  

• May not try hard enough to improve their work after feedback;  

• Is usually well organised but does the minimum that is asked of them and not much more;  

• Requires close supervision to ensure tasks are attempted and day to day instructions followed; 

• Might make a good level of effort some of the time but this is not consistent.  

 

A DISENGAGED student currently makes a POOR effort.  

Poor effort means that a student needs support or intervention to become a more responsible learner.  

A disengaged student: 

• Makes little effort to be involved in the lesson and may disrupt the learning of others instead;  

• Fails to act on feedback provided and as a result may not make much progress;  

• Is not interested in being challenged and will give up without really trying;  

• Spends an inadequate amount of time on tasks and may produce poor work as a result;  

• Takes little or no responsibility for their own learning or behaviour;  

• Effort is frequently a cause for concern