The Uplift philosophy is a state of mind held by the teacher, focused on raising children’s self-esteem, enabling them to pursue their dreams.

Uplift cultivates an environment by which children can have a Tailored Learning Program created for them. All children have the right to ‘aspire to achieve’. It is the teacher’s role to ensure they are challenged, they increase their productivity, and that they develop an intrinsic pursuit of achievement, so all children achieve National Expectations.

The Uplift Approach:

The Uplift Learning Progression. Uplift gives all children the right to take this route by demonstrating their Mastery of the taught skill. A teacher must aspire for every child to attain Mastery.


This is contrary to a traditional methods:

A traditional Model of teaching: This model was built on sound principles, using differentiation we now acknowledge this can hinder progress and the ability for the children to move their learning forward.


Uplift - Key Principles


The Uplift Principle is underpinned by ten key principles. These principles form the philosophy that directs children’s learning and allows a tailored learning program to be created:

  •  Know your children - Unique Gear Profiles - A child’s Unique Gear Profile consists of 3 essential components: Academic, Emotional and Identity. Each Gear is as significant and crucial as the others. A balanced and successful child has three well developed Gears that complement one another. If the Gears are not in balance, a child may exhibit learning difficulties. For a child to reach their full learning potential, they must be understood and viewed as unique. Each Gear provides an insight into a child. Historically, education focused on academic learning. However, we now have a greater understanding of the ever changing society we live in and we must adapt learning and teaching accordingly.
  • Aspiration Thinking –A teacher must aspire to teach all their children to National Expectations at all times. Children with SEN need to have the same aspirations to raise their attainment and fill gaps in their learning so they can purse national expectations.
  • Skills Based Success Criteria - Central to the learning process is the creation of a learning goal. Underpinning this there needs to be clear, concise, skills based success criteria that will allow Mastery of the learning goal. Clear success criteria provides the basis of effective feedback and a clear learning journey.
  • Quality, Responsive Feedback: Quality, Responsive Feedback is the key to providing children with the skills to move their learning forward and building positive memory associations. Uplift uses a wide range of approaches that provide Quality, Responsive Feedback which is integral to Uplift. Quality, Responsive Feedback enables metacognitive thinking as children are given vast but assessable feedback on their learning to help them think about their strengths and weaknesses.
  • Uplift Algorithm: Children have different learning rates and experiences that can be different in each subject. Each child will need different levels of support and challenge for each new learning experience so they can achieve national expectations. Uplift gives all children the right to take this route by demonstrating their Mastery of the taught skill. A teacher must aspire for every child to attain Master
  • Active, Immersive Learning: To maximise learning, children must be engaged and active participants, guiding the direction of lessons with the focus on the children doing rather than the teacher talking.For children to be productive and happy they must be active and stimulated, allowing them to immerse themselves in their learning. ‘The brain registers under-stimulation as stress’ Children who are stressed are not able to learn effectively. Therefore Uplift is continually seeking to make learning, fun, dynamic and challenging.
  • Learning Review: The learning Review activities are built into lessons and provide a clear snap shot of the child’s current understanding. The Learning Review activity provides an opportunity for reciprocal discussion and collaborative feedback between teacher and pupil.
  • Metacognition: Children must have the opportunity to think about their thinking and understand that failure is a route towards building capacity for success, and mastery of skills.
  • Teacher/TA partnership – It is the teacher’s responsibility to teach the underachieving children, providing input on key skills through collaborative discussion. The Teaching Assistant, if available, is used on the whole to support and monitor the ‘high learning rate children’. This needs to be a Teacher/TA partnership that is flexible and responsive.
  • Perfect Repetition and Attention to Detail: The small details added together make a significant difference. Practice does not make perfect if you are practicing the wrong thing. Each child needs a different time frame when learning a new skill.