Teaching and Learning

Focussing on student outcomes

September 2016

School Headline FiguresMeasure Total Percent

Students with 5 A*-C 108 54

Students with 5 A*-C incl E & M 90 45

Students with 5 A*-CIncl E, M & S

83 41.5

TOM: 11A* 1A BEN: 5A* 6A

AMELIA: 6A 3B LUCY: 3A* 4A 4B

….does not mean ‘children’

Requires improvement because…• The quality of teaching is inadequate. Too often work set does not

match students’ needs and abilities. Expectations are low and there is insufficient challenging work to enable students to do well.

• Subject leaders’ evaluations of the quality of teaching do not take enough account of the progress students make over time. As a result, leaders have an unrealistic view of the quality of teaching.

• The quality of teaching is inadequate. Teachers’ expectations of what students can achieve are low.

• Feedback is not consistent across all subjects. Comments that teachers make on students’ work are not helping them to improve. Teachers do not ensure that students correct their work.

• The most able students are not challenged sufficiently to think deeply about their learning.

Requires improvement because…• Leaders do not have high enough expectations of the academic standards that

students should achieve. Leaders have failed to ensure that teaching over time is good enough to improve achievement rapidly. Students, including disabled students or those who have special educational needs and the most able, underachieve because they do not make enough progress.

• The attainment and progress of disadvantaged students is declining and gaps in achievement between them and other students are growing.

• Teachers do not have high enough expectations of what students should achieve in lessons and so they do not plan activities that challenge students to think deeply and work hard. They are too accepting of insufficient or poorly presented work.

• Teachers’ assessments of students’ attainment are not accurate, so leaders cannot confidently use this information to make improvements.

• The quality of teachers’ marking and feedback to students varies from good to poor. In many books, marking does not help students to know how to improve their work.

Why were we placed in Special Measures?

School Headline FiguresMeasure Total Percent

Students with 5 A*-C 108 54

Students with 5 A*-C incl E & M 90 45

Students with 5 A*-CIncl E, M & S

83 41.5

SBL Teaching and Learning Policy

PlanTeachAssess

Feedback

SBL Teaching and Learning Policy

Plan: for all groups of students

Teach: for student outcomes

Assess: to identify areas for improvement

Feedback: to ensure understanding

1. What it’s for2. What we will do as an Academy3. What kind of learning we want to take place4. Expectations of staff, students and parents5. How teaching and learning will be monitored by

CTLs, HoH, SLT, tutors and governors6. How teaching staff will use the SE framework to

evaluate their own teaching and their students’ outcomes

SBL Teaching and Learning Policy

WE ALL NEED TO ADDRESS AND ANSWER THE FOLLOWING QUESTION:

Are students making progress in all their lessons?

• Progress checks (‘work scrutiny’)• Classroom visits (‘learning walks’)• Learning observations (‘lesson

observations’)• Student voice (‘student voice’)

Because if they are not making progress…

Clear guidelines around: 1. Effective lessons (the 8 principles)2. Planning, delivery and evaluation of

lessons3. Assessment and feedback4. Setting homework 5. Using the WMAT self-evaluation

framework

Academy Priorities for 2016-17

Core 4 programme

TLEG 10 workshops

IMPROVEMENT OF TEACHINGSUPPORT IN WEAKER AREAS OF TEACHING

DEVELOPMENT OF TEAMSLEADERSHIP DEVELOPMENT

IMPROVED STUDENT OUTCOMES

BECAUSE professional development which does not have a strong focus on aspirations for students and does not assess the impact of changed teacher

practices on pupil learning is INEFFECTIVE

10 things that make a difference to student outcomes

1. QUALITY OF FEEDBACK 2. PRACTICE (CLASSWORK AND HOMEWORK)3. ACCESS TO MODELS OF EXCELLENCE4. HIGH EXPECTATIONS OF EACH CHILD5. AN UNDERSTANDING OF CONTEXT (FOR TEACHERS)6. META-COGNITION (FOR STUDENTS)6. HIGH LEVELS OF LITERACY7. STRONG RELATIONSHIPS AND CONSISTENT ADULT BEHAVIOUR9. ASPIRATIONAL MOTIVATION OVER 7 YEARS10. CAREFUL AND EFFECTIVE KEY STAGE TRANSITIONS

The importance of feedback

Feedback:

• #1 for impact on progress (EEF toolkit)• Must lead to progress over time• The value…lies not in marks in books but the

consistent quality of the feedback given to students

(SBL Staff Handbook 2016-17)

Demonstrating progress

• Overall results do not show a strong, improving trend

• We cannot wait until November to see if progress is improving

• Evidence of progress and learning is within the students’ work – the impact of feedback

• This must be evident from the very start and remain evident throughout

Giving feedback

• Written feedback– WWW– EBI

• Not all feedback needs to be written– Page 21 of staff handbook

“Feedback in books and folders will be monitored by CTLs, Middle Leadership Group, and line managers for its effectiveness in demonstrating progress over time, not for the frequency of acknowledgement, stickers, triple impact marking…”

Why were we placed in Special Measures?