Imagining Impact - Building a whole school vision for

Impactful Teaching and Learning

Richard SpencerCMAT Vice PrincipalTeaching and Learning

Vision Where do you want to get to? Success criteria

Lead a working party to shape direction.

Consult!

Frame, design and lend high prominence to a

message worth sharing

Values Condense the essentials to suit your context. Be

clear!

Measure what you value – quality

assurance

Take colleagues and stakeholders with you –

give them a voice

Impact Teachers, governors andparents agree on what

great T&L looks like

The framework and procedures for

evaluating the quality of T&L are clear

CPD is relevant and bespoke. Achievement

andhe quality of teaching and learning is

improving

Vision Where do you want to get to? Success criteria

Lead a working party to shape direction. Consult!

Frame, design and lend high prominence to a

message worth sharing

Values Condense the essentials to suit your context. Be

clear!

Measure what you value – quality assurance

Take colleagues and stakeholders with you –

give them a voice

Impact Teachers, governors andparents agree on what

great T&L looks like

The framework and procedures for evaluating

the quality of T&L are clear

CPD is relevant and bespoke. Achievement

andhe quality of teaching and learning is improving

Context is always a factor (despite what DfEmay claim!) in seeking to achieve our aims. Demographics, finances, recruitment challenges and sometimes the quality of the leadership around us can all seem insurmountable at times.

Regardless of these factors, schools with a growth Mindset can frame a vibrant vision for excellent Teaching and Learning in your own context.

It is clear that we should be investing in opportunities for collaborative planning and teaching that provides rich feedback and a focus upon meta-cognitive strategies.

A vision for Teaching and Learning should be evidence based and rely upon emphasising the strategies that work best in your context.

Vision

Where do you want to get to? Success

criteria

Impact

Teachers, governors and parents agree on what great T&L

looks like

Transparency – being clear, open and consultative about what matters and what you want to achieve!

The Highfield Lesson defined seven core expectations of all lessons at The Highfield School to ensure that the consistency and quality we sought to move teaching and achievement from RI to Good.

Much teaching is Good or Outstanding and continues to improve due to the excellent guidance and support that teachers receive – Ofsted 2013

Vision

Frame, design and lend high

prominence to a message worth

sharing

Shared widely with the school, local networks and the online communities, the Impington Experience grew the reputation of the school and others introduced similar measures.

VisionLead a working party to shape

direction. Consult!

Stamford Welland Academy T&L working party planning the ‘Stamford Welland Way’ vision framework – January 2015

The quality of teaching has not been sufficiently consistent in a number of subjects – Ofsted January 2015

The process of establishing an agreed vision should involve all staff, governors and possibly parents. Let them help shape and draft the vision. Mindful of Teacher Standards and Ofsted, build your quality assurance and CPD around these shared values.

Values

Condense the essentials to suit your context. Be

clear!

Measure what you value – quality

assurance

What should it mean in terms of students and behaviour for learning?

The Highfield Lesson format was used to develop clear expectations around conduct and discipline. It featured in planners and was displayed prominently.

Students’ attitude to learning is good and inspectors saw no examples of any disruptive behaviour – Ofsted 2013

We need you to be…• Safe and aware• Tolerant and kind• Respectful• Admiring of

excellent work• Understanding of

particular needs and differences.

• Great and patient listeners.

As well as providing a framework for teaching, ‘The Impington Experience’ was on the front of all student planners and a great deal of work was done to break down how each of the areas required excellent learning behaviours…

Teachers are extremely good at checking student progress over time. Marking has improved significantly since the last inspection. The use of the 'medal and mission' system in 2012 involved the recognition of good work and identification of how students can improve – Ofsted 2013

Placing dialogue marking at the heart of your vision for improved assessment. Giving teachers and student common tools to enable them.

This was the ‘medal and mission’ marking stamp issued to all staff at Highfield in 2012.

The ‘IMP’ stamp (2014) was given to all staff and enabled green pen responses from students. The box size limited the length of responses to keep them insightful and mindful of work load/expectations…

The ‘Stamford Welland Way’ (2015) stamp places a stronger emphasis upon students acting directly upon the ‘What’s next?’ command. Purple or Pink pens are being used at SWA…

My Year 7 English book –Chesterfield 1990

Within the context of a school that Required Improvement –The Highfield Lesson was a means of quality assurance. It provided staff with a clear formula of the ‘basics’. Consistency

Quality Assurance.At The Highfield School we tracked the quality of delivery in each of these areas through our learning walks and directed CPD to identified areas for development.

Teaching is improving because of a robust, but supportive, approach to staff development –Ofsted 2013

In 2014 we moved away from lesson grading at Impington. Instead we identified whether teaching was in line with the ‘Impington Experience’ or not.

Each of the seven areas within the Impington Experience were evaluated and judged. This enabled us to direct CPD at a more specific level and identify whole school strengths and areas for development.

At Stamford Welland, the ‘Stamford Welland Way’ is informing a carefully negotiated new system of quality assurance in the light of some suspicion and hostility to old systems from previous sponsor. It is about a fresh, agreed start…

Evolving CPD. From the done to and the out of the date, to the a collaborative and bespoke experience.

Detailed and pre-planned programme of CPD at different levels. Some ‘core’, some ‘bespoke’

Using the framework to inform quality and bespoke CPD…

Teachers use questioning well to check students’ understanding in their subjects – Ofsted 2013

The impact of your vision will only be felt in the classroom if there are practical applications – real strategies. A poster is not enough!

Teachers are extremely good at checking students’ progress over time – Ofsted 2013

Make your expectations clear –what do you want to the non-negotiablesto be in your school?

Staff are unanimous about the positive way they are held to account and the support they receive to improve – Ofsted 2013

The Highfield School

5 A*-C (EM) % Teaching Good or better…

Ofsted grade (or SEF grade) for Teaching

August 2010 56% 56% Requires Improvement

August 2012 61% 75% Requires Improvement

August 2013 69% 85% Good (Outstanding L&M)

Impington Village College

5 A*-C (EM) % Teaching Good or better…

Ofsted grade (or SEF grade) for Teaching

August 2012 56% 65% Good

December 2013 72% 75% Good

December 2014 69% 85% Good (moving to Outstanding)

ImpactCPD is relevant and

bespoke. Achievement and the quality of teaching and

learning is improving

Establish a culture of research and development. Staff book groups, Teaching and Learning communities, R+D groups. Encourage staff to engage with subject associations…

A vibrant and tidy learning environment, with displays contributing to learning featured explicitly in the Impington Experience and the classroom environment certainly improved as a result.

Teachers will engage and contribute to professional development within a culture that they feel some ownership of and one in which ‘Outstanding’ is not used as a destination or as a ‘badge’

‘Every teacher needs to improve, not because they are not good enough, but because they can be even better’Dylan William

Vision Where do you want to get to? Success criteria

Lead a working party to shape direction.

Consult!

Frame, design and lend high prominence to a

message worth sharing

Values Condense the essentials to suit your

context. Be clear!

Measure what you value – quality

assurance

Take colleagues and stakeholders with you

– give them a voice

ImpactTeachers, governors

and parents agree on what great T&L looks

like

The framework and procedures for

evaluating the quality of T&L are clear

CPD is relevant and bespoke. Achievement

andhe quality of teaching and learning

is improving

Establishing a vision is about framing a new perspective on existing knowledge and skills. Inspiring teachers and students afresh with the possible, reminding them of the essentials and allowing us to measure what we value as an organisation.

Bringing things into fresh perspective…