2. EarlyThe pre-school years and P1, or later for some First To the end of P4, but earlier or later for some SecondTo the end of P7, but earlier or later for some Third and FourthS1 to S3, but earlier for some

3. Termly Tracking meetings- Class Teachers and Depute Heads identify which level pupil is on and which part of the cycle i.e. Developing, Consolidating or Secure

5. Termly Tracking meetings- Class Teachers and Depute Heads identify which level pupil is on and which part of the cycle i.e. Developing, Consolidating or Secure discuss individual progress- MA, NEET, EAL

7. Termly Tracking meetings- Class Teachers and Depute Heads identify which level pupil is on and which part of the cycle i.e. Developing, Consolidating or Secure discuss individual progress- MA, NEET, EAL make any decisions about groupings record findings and any action points copy for CT and DHT

8. Termly Tracking meetings- Class Teachers and Depute Heads Standardised Test results P3, P5, P7 scrutinise results (I, 0 -) drill down to find patterns planning information is shared with other stages to inform planning

9. Termly STINT meetings- Class Teachers and ASN Co-ordinator each pupil with a STINT form is discussed review targets decide on next steps

11. Termly Stage meetings- Class Teachers and Stage Managers Wider Achievement Sheets More Able pupils NEET pupils EAL pupils

14. Developing has started to engage in the work of the new level; and is beginning to make progress in an increasing number of outcomes across the breadth of learning described in the experiences and outcomes for the level.

15. Consolidating has achieved a breadth of learning across many of the experiences and outcomes for the level can apply what he/she has learned in familiar situations; and is beginning to undertake more challenging learning and to apply learning in unfamiliar contexts.

16. Secure has achieved a breadth of learning across almost all of the experiences and outcomes for the level, including any significant aspects of the curriculum area has responded consistently well to the level of challenge set out in these experiences and outcomes has moved forward to more challenging learning in some aspects; and has applied what he/she has learned in new and unfamiliar situations.