High Performance Learning
Discover High Performance Learning: the research-based framework helping 67% of schools achieve their best results by developing cognitive skills in every student.
What is High-Performance Learning?
High-Performance Learning is a research-based, ideology that reacts to our developing understanding of human capabilities. It normalizes high performance for all students and employs a novel teaching and learning framework to systematically develop the cognitive skills, values, attitudes, and traits required for long-term success.
Key Takeaways
- Challenge the Ceiling: Discover why HPL schools report 67% achieving their best results ever by rejecting ability labels and expecting excellence from every student
- The 30 Characteristics Framework: Learn the specific cognitive skills and attitudes that transform average performers into high achievers, backed by neuroscience research
- Beyond Early Detection: Why shifting from spotting failure to systematically building success capabilities transforms outcomes for SEND and struggling learners
- The Plasticity Principle: How understanding that intelligence grows with the right conditions helps you to develop world-class performance in any classroom context
When you walk through the school, it is clear that a High-Performance culture permeates everything we do, from students articulating their learning in the classroom to children working cooperatively and engaged in creative and critical thinking tasks across all areas of education. Pastorally, students are also allowed to improve their abilities in Values, Attitudes, and Attributes (VAAs), assisting each student in overcoming hurdles and developing different techniques to assist them in overcoming challenges along their learning path.
High-Performance Learning theory suggests that most students are capable of achieving high levels of academic performance is once seen as the domain of the very few.
In 2010, the Founder Professor Deborah Eyre published a policy paper for the independent Think Tank Policy Exchange, in which she suggested that evidence from neuroscience and psychology demonstrated conclusively that the brain is exquisitely plastic and we can grow our intelligence.
She challenged the system to stop categorizing students by ability and instead expect high performance from everyone and systematically build towards it. Rather than a system that focuses on early detection of signs of failure, with pupils guided immediately into less demanding work, the system should be structured to provide the conditions that generate high performance and pupils steered towards this objective.
She called this approach High-Performance Learning and created a framework based on her lifetime's academic research on cognition. It identifies attributes, values, and practices that can be developed in schools to enable more students to achieve highly to help schools make the High-Performance Learning philosophy a reality.
From 2010-2015 Deborah field-tested this approach in 31 international schools in 11 countries that were operating in English and using English or IB curriculum. The outcomes were transformative with year-on-year uplifts in results and well-adjusted, confident students.
In 2016 the UK-based High-Performance Learning social enterprise was established with a mission to connect and support schools wanting to spearhead this change in education and become HPL schools. From the start, ambitious schools opted into the two-year HPL World Class School Award and demonstrated that this approach could deliver transformational results in all kinds of contexts, secondary or primary, maintained or independent, UK or international.
In 2017 they launched a wider range of programsto enable schools at any starting point to begin their journey toward being an HPL school.
In 2018 they celebrated the first four schools to achieve the prestigious and demanding g> World Class School Award.
In 2019 they launched The Fellowship and Global Community of Schools (FGC). The home for all HPL-acc redited schools.
In 2022 we celebrated over 80,000 students being educated in HPL schools in 14 countries.
The HPL movement is growing, join us in our mission to deliver high performance for the many and not the few.
What is the High Performance Learning Framework?
The High Performance Learning Framework consists of 30 specific characteristics divided into cognitive skills and Values, Attitudes, and Attributes (VAAs). It provides a systematic approach to develop capabilities like critical thinking, creative thinking, and meta-cognition alongside attitudes that support learning. The framework is backed by neuroscience research and designed to transform average performers into high achievers through enhanced memory techniques and thinking skills.
- High performance is an attainable target for everyone.
succeed in school.
confident, workplace and life-ready with a global outlook and a concern for
others through social-emotional learning.
are to be high performers in cognitive domains (ACPs) and 10 values,
attitudes and attributes (VAAs) that develop the wider learner dispositions
needed for cognitive and lifetime success.
of practice among their educators, no quick-fix, governance model,
instructional technique or technology can substitute for this.
How Can Schools Implement HPL to Become World-Class?
Schools implement HPL by embedding the 30 characteristics framework across all subjects and year groups, creating a high-performance culture that permeates every aspect of school life. Teachers systematically develop students' cognitive skills and VAAs through daily lessons while rejecting ability labels and expecting excellence from every student. This approach particularly benefits SEND learners by building resilience and developing self-regulation skills. HPL schools report 67% of students achieving their best results ever through this comprehensive approach that includes inquiry-based methods and project-based learning opportunities, while ensuring students maintain proper attention and receive meaningful feedback.
In the Modern world, by Paying attention to neuroscience and psychology schools are becoming world-class. Research has shown us that students are more capable of improving and growing than previously thought. High-Performance Learning embraces and encourages this idea.
Leadership commitment proves essential for sustainable HPL transformation. School leaders must champion the approach consistently, allocating sufficient resources for ongoing professional development and creating structures that support collaborative learning amongst staff. This includes establishing regular HPL-focused team meetings, peer observation programmes, and shared planning time that allows teachers to develop high-performance characteristics in their own practice whilst modelling these behaviours for students.
Practical implementation strategies should focus on gradual integration rather than wholesale change. Teachers can begin by incorporating metacognitive questioning techniques into existing lessons, encouraging students to articulate their thinking processes and reflect on their learning strategies. Creating classroom environments that celebrate intellectual curiosity through open-ended investigations, collaborative problem-solving activities, and student-led discussions helps embed HPL principles naturally into daily practice.
Assessment practices must align with HPL objectives to reinforce world-class education goals. This involves developing rubrics that evaluate not only academic achievement but also the demonstration of high-performance characteristics such as perseverance, collaboration, and creative thinking. Regular student self-assessment opportunities and peer feedback sessions build metacognitive awareness whilst encouraging learners to take ownership of their educational journey.
Benefits of High-Performance Learning
Implementing High-Performance Learning can bring numerous benefits to schools and students. Some key advantages include:
- Improved academic outcomes and higher levels of achievement for all students.
- A more inclusive and equitable learning environment where all students are expected to succeed.
- Development of essential cognitive skills and values, attitudes, and attributes that prepare students for success in life beyond school.
- Increased student engagement and motivation.
- A positive school culture that creates a love of learning and a growth mindset.
The systematic approach inherent in High Performance Learning creates measurable improvements in student achievement across all ability levels. Schools implementing HPL frameworks typically observe enhanced performance in both standardised assessments and qualitative measures of learning depth. Students develop sophisticated thinking skills that enable them to tackle complex, multi-step problems with confidence, whilst their enhanced metacognitive awareness allows them to self-regulate their learning more effectively. This translates into improved revision strategies, better time management, and increased academic independence.
From a practical classroom perspective, HPL approaches creates environments where intellectual curiosity flourishes naturally. Teachers report that students ask more probing questions, engage in richer discussions, and demonstrate greater willingness to take intellectual risks. The collaborative learning elements encourage peer-to-peer teaching, where students explain concepts to one another, deepening understanding for both parties. This creates a dynamic classroom atmosphere where learning becomes genuinely engaging rather than passive.
For educational institutions seeking world-class education standards, HPL provides a proven framework for sustainable improvement. The approach builds teacher expertise systematically, creating consistency in high-quality pedagogy across the school. Leadership teams find that HPL supports strategic planning for long-term educational excellence, whilst parents observe their children developing confidence, curiosity, and the high-performance characteristics essential for success in an increasingly complex world.
How to Assess and Measure High Performance Learning
Effective assessment of High Performance Learning requires a multi-dimensional approach that captures both cognitive achievement and the development of high-performance characteristics. Traditional summative assessments, whilst valuable for measuring content mastery, must be complemented by formative evaluation methods that track students' growth in metacognitive awareness, intellectual curiosity, and collaborative skills. Carol Dweck's research on growth mindset emphasises the importance of assessing learning processes alongside outcomes, encouraging educators to document how students approach challenges and respond to feedback.
Practical measurement strategies include structured observation protocols that track students' demonstration of high-performance behaviours during collaborative tasks, peer assessment frameworks that develop evaluative skills, and reflective portfolios where learners articulate their metacognitive thinking. John Hattie's visible learning research highlights the power of student self-assessment, suggesting that when pupils can accurately evaluate their own progress, learning accelerates significantly. Digital tools can streamline this process, enabling teachers to collect real-time data on student engagement and understanding.
Implementation should begin with clearly defined success criteria that encompass both academic standards and high-performance characteristics. Regular learning conversations between teachers and students, supported by evidence from multiple assessment sources, create a systematic approach to tracking progress. This comprehensive evaluation framework ensures that educators can confidently demonstrate the impact of HPL initiatives whilst maintaining focus on developing world-class learners.
Overcoming Common High Performance Learning Challenges
Despite the proven benefits of high-performance learning approaches, educators frequently encounter three primary obstacles during implementation. Cognitive overload represents the most significant challenge, as John Sweller's cognitive load theory demonstrates that students can become overwhelmed when multiple high-performance characteristics are introduced simultaneously. Teachers often report that students initially struggle with increased metacognitive demands whilst adapting to collaborative learning structures, leading to temporary performance dips that can discourage continued implementation.
Time constraints and curriculum pressures create additional barriers, particularly when educators feel compelled to cover extensive content within rigid assessment frameworks. Many teachers mistakenly believe that developing intellectual curiosity and metacognitive awareness requires sacrificing curriculum coverage. However, research consistently shows that systematic integration of high-performance characteristics actually enhances content retention and understanding, rather than competing with traditional learning objectives.
Successful implementation requires a graduated approach that introduces one or two high-performance characteristics at a time, allowing students to develop confidence before adding complexity. Start with explicit metacognitive questioning during existing lessons, then gradually incorporate collaborative problem-solving activities. This systematic methodology ensures that world-class education principles become embedded naturally within classroom practice, rather than creating additional workload pressures for both teachers and students.
Applying High Performance Learning Across the Curriculum
High Performance Learning principles translate smoothly across subject disciplines, yet their application requires careful consideration of each subject's unique cognitive demands. In mathematics, developing metacognitive awareness might involve students articulating their problem-solving strategies and identifying where their reasoning breaks down. Science education naturally creates intellectual curiosity through inquiry-based investigations, whilst history lessons can cultivate analytical thinking through source evaluation and perspective-taking exercises.
John Sweller's cognitive load theory demonstrates why subject-specific application matters: each discipline presents distinct information processing challenges that require tailored HPL approaches. In English literature, collaborative learning might involve peer-led discussions exploring multiple interpretations, whereas in geography, it could manifest through group analysis of data patterns and environmental case studies. The key lies in maintaining consistent high-performance characteristics whilst adapting delivery methods to suit disciplinary thinking patterns.
Successful cross-curricular implementation requires teachers to identify transferable skills within their subject expertise. A systematic approach involves mapping existing lesson objectives against HPL characteristics, then strategically embedding opportunities for students to develop meta-learning, cognitive agility, and collaborative skills. This alignment ensures that world-class education becomes an integrated experience rather than an additional burden on already demanding curricula.
Conclusion
High-Performance Learning offers a transformative approach to education that challenges traditional notions of ability and helps schools to create a culture of excellence for all. By focusing on the development of cognitive skills and positive values, attitudes, and attributes, HPL enables students to achieve their full potential and become confident, well-rounded individuals.
As the HPL movement continues to grow, more and more schools are embracing this research-based approach and witnessing remarkable results. By joining the HPL community, educators can unlock the potential of every student and create a brighter future for all.
For educators considering HPL adoption, beginning with small-scale pilot programmes can provide valuable insights into the framework's impact within specific contexts. Start by identifying teachers who demonstrate natural alignment with high-performance characteristics and support them in embedding metacognitive questioning techniques into their existing lessons. These early adopters can serve as champions, sharing practical strategies such as thinking journals, peer reflection protocols, and explicit discussion of learning processes that build metacognitive awareness across curriculum areas.
The transformation to world-class education through HPL requires sustained focus on developing both cognitive and meta-cognitive capabilities. Schools must establish systematic approaches to tracking student progress in areas such as intellectual curiosity, collaborative learning, and analytical thinking. Professional learning communities play a crucial role in this process, enabling teachers to share experiences, refine techniques, and maintain momentum during implementation challenges. Regular celebration of student achievements in demonstrating high-performance characteristics reinforces the cultural shift towards deeper learning approaches.
Ultimately, High Performance Learning offers educators a research-informed pathway to prepare students for an uncertain future where adaptability, creativity, and sophisticated thinking skills will determine success. The framework's comprehensive approach ensures that academic achievement and character development progress hand in hand, creating learners who are not only knowledgeable but also resilient, curious, and capable of making meaningful contributions to society.
Further Reading
For those interested in looking more closely into the research and theory behind High-Performance Learning, here are some key resources:
- Eyre, D. (2016). *High Performance Learning: How to become a world class school*. Routledge.
- Dweck, C. S. (2006). *Mindset: The new psychology of success*. Random House.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. *Assessment in Education: Principles, Policy & Practice*, *5*(1), 7-74.
- Hattie, J. (2008). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge.
- Boaler, J. (2016). *Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and effective teaching*. Jossey-Bass.
