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What Are ATLs and Why Do They Matter?
Approaches to Learning (ATLs) describe the habits, behaviours, and skills that underpin successful learning. They are not measures of the work a student produces, but rather how they engage with learning over time.
ATLs help us understand the how of learning, while attainment describes the what a student has learned. Together, they give a fuller picture of each learner’s development.
ATLs appear on all Middle School reports and sit alongside attainment to describe:
how consistently and independently students apply key learning behaviours
how they manage themselves, collaborate with others, and communicate effectively
how they respond to challenge, feedback, routines, and responsibilities
ATLs are based on patterns of behaviour across a body of evidence. Teachers draw on daily observations, classroom dialogue, routines, and learning behaviours demonstrated over time. These habits help students learn more effectively and realise their true potential.
How ATLs Are Assessed
ATL judgements are based on how students interact with learning, not on whether they have produced a particular piece of work. They do not require tangible products to be assessed. Teachers look for evidence of:
frequency of learning behaviours
quality of behaviours
independence in applying them
This ensures that ATL reflects authentic, repeated patterns rather than isolated moments.
ATL Categories
ATL Levels
Self-Management
Students demonstrate self-management when they:
persevere with an optimistic approach when faced with challenge
organise materials effectively
manage time and meet deadlines
reflect on strengths and areas for development
set and work towards goals
What teachers look for: frequency of preparation and organisation, responsible follow-through, growth in independence, and willingness to persist even when learning is difficult.
Collaboration
Students demonstrate collaboration when they:
support and encourage others
take responsibility for tasks within a group
contribute appropriately in discussions (face-to-face and digital)
respond thoughtfully to others’ contributions
compromise where necessary
What teachers look for: positive group engagement, responsibility in shared tasks, constructive peer interactions, and flexibility in collaborative situations.
Communication
Students demonstrate communication when they:
choose appropriate tone, body language, content, and medium
actively listen, read, and watch
express ideas clearly in writing
express ideas clearly verbally
structure messages logically and effectively
What teachers look for: clarity, appropriateness, active engagement, responsiveness, and the ability to express ideas thoughtfully.
ATLs are reported using four levels, based on repeated patterns of behaviour over time:
Strong Indicators
Consistent, independent use of behaviours that strengthen learning.
Clear Indicators
Behaviours are generally evident, with occasional reminders needed.
Some Indicators
Behaviours appear inconsistently; reminders or support needed more frequently.
Concern
Behaviours are rarely demonstrated or are significantly impacting learning.
Not Applicable (NAP)
NAP is used only when a student has been identified as having special considerations affecting their ability to demonstrate ATL behaviours. Parents of these students are contacted directly by the Middle Leadership Team (MLT).
How ATLs Connect to Attainment
ATLs and attainment serve different purposes:
ATLs describe learning habits such as effort, responsibility, collaboration, communication, and organisation.
ACME describes demonstrated learning: knowledge, skills, and conceptual understanding.
ATLs are never used to inflate or deflate attainment levels. However, patterns in ATL can directly affect a student’s ability to produce evidence of learning. For example:
A student who rarely completes work may receive “Not Assessed” for attainment and “Concern” for Self-Management.
A student who persists, responds to feedback, and uses class time well is likely to show stronger evidence of learning over time.
Together, ATLs and attainment on our ACME scale help us understand both the process and the product of learning.
ATLs and “Not Yet” / “Not Assessed”
ATLs help explain why a student may receive “Not Yet” or “Not Assessed” (see Attainment Scale)
Not Yet
There is evidence, but understanding is still emerging or inconsistent.
ATL patterns can help clarify whether this relates to early learning or to habits that need attention.
Not Assessed
Used when there is insufficient evidence because a student has not submitted work despite reasonable opportunities. This triggers:
monitoring through the Responding to Student Behaviour Protocol
pastoral-academic follow-up
alignment with Self-Management ATL
“Not Assessed” is always an important indicator because it limits our ability to provide accurate feedback and to support progress.
How Parents Can Support ATLs at Home
Parents can reinforce learning habits by asking:
“How did you organise yourself for learning today?”
“What helped you collaborate effectively in your group?”
“What feedback did you receive and how will you act on it?”
“How did you manage a challenge today?”
These conversations build the same reflective habits we nurture at school.
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