Telephone 01489 779486www.etcalliance.co.ukinfo@etcalliance.co.ukwildernschool

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EXCELLENCE • TRANSFORMATION • COLLABORATION

insideoutreal improvement comes from within

New connections new knowledge

All the latest news from the ETC AllianceIssue 7 • Autumn 2015

ETC deepens and extends teachers’ knowledge, skills and understanding as they progress through their careers - page 2

“The greatest secrets are always hidden in the most unlikely places”

Report completed identifying agreed actions

Names:School:EnquiryDate:

Enquiry focus

Discussion

Key question(s)

Enquiry process

Key questions to be asked during enquiry visit

Focus group/s

Enquiry tasks

Feedback / findings

What went well

Even better if

Next steps

School Improvement in the ETC Alliance

debbie johnsonheadteacherfreegrounds junior school 1

Aim: Our ambition is for a committed, collaborative learning community where children, young people and adults thrive, achieve and contribute. We will collaborate to develop a highly skilled and motivated workforce, thereby transforming the learning of our pupils. Strategic Partners June 2013

the principles

The host is the enquirer – sets the enquiry, owns the agenda

Keep the focus narrow and the enquiry question clear and simple

Absolute commitment from all involved

Each school has its own focus

Be driven by the focus rather than a desire to share practice

Be cross phase (must be fit for purpose)

the process1

OFF SITE - ONE HOUR• Identify the issue – host identifies

the enquiry question, partners help to refine. Keep the focus narrow.

• Link to your school improvement plan and priorities. It needs to be relevant so that the school can justify the energy needed to fully implement the recommended actions at the end.

• Refine your enquiry question. The people working with you need to engage in this discussion so they can understand the journey you have been on and where you want to go.

• Report sections 1, 2 & 3 completed collaboratively. 2

ENQUIRY VISIT IN HOST SCHOOL ON DAY OF VISIT – ONE DAY • Final revisit of plan • Organisation of day • Enquiry activities carried out • Thinking time • Collective debrief• Final section of report written • Host determines next steps

the OUTCOME

WHY THE ENQUIRY MODEL?• Collaborative approach to school improvement

focusing on enhancing teaching and learning and identifying and learning from best practice.

• Built on a moral commitment to equity and inclusion for pupils.

• Encourages reflection, objectivity, communication and clarity.

• Developing systems leadership – networking, sharing expertise and experiences and learning together.

• The benefit of the team is having unbiased observation and evidence gathering. Don’t choose something you think you know the answers to. If you do then don’t share what you think the outcomes will be.

tips

Consider what evidence you want. Plan student trails, student and teacher interviews accordingly to achieve this. Step back from the evidence gathering. You want students and teachers to give honest feedback. Ensure everyone at your school is well briefed. It is not inspection, it is not threatening and you want the process to be open and honest. Don’t try and do too much – one day goes quickly. Prepare to be flexible, debrief at lunch and narrow the focus for the afternoon.

EVALUATING AND IMPLEMENTINGFeedback from your team should come in the form of further questions for you to consider and investigate further.

+whatwentwell?

• Share with staff the outcomes

Agree next steps with SLT

even better

if...

Example of Enquiry Visit poster - see pack

insideout | Autumn 2015 2

High quality teaching is the most important factor influencing pupil achievement and progress, and it is for this reason that ETC invests in teacher learning from the ‘initial’ phase through to ‘system leadership’. Our aim is to deepen and extend teachers’ knowledge, skills and understanding through the phases of their careers. Highly successful teachers are committed to their own learning and seek feedback from pupils and other staff on how to increase what Hattie calls the ‘nature and magnitude’ of what works in their classrooms and schools. ETC is creating the conditions for adult learners to reflect, experiment, discuss and evaluate with others.

For the next two academic years, eleven schools will be working together as part of the ETC Research Learning Community (RLC). Dr Chris Brown, from the Institute of Education, London will be our researcher and work in partnership with research

ambassadors to raise the quality, rigour and impact of our research work. The outcomes of year one will be shared at the annual conference on 15th June 2016.

‘The greatest secrets are always hidden in the most unlikely places. Those who don’t believe in magic will never find it.’ Roald Dahl.

The Alliance will support teachers and leaders in the engagement of high quality, evidence-based development and improvement. Teachers and leaders

who are curious, have a genuine open mind to possibilities and a will to collaborate, will make new discoveries, new connections and new knowledge.

Carolyn HughanDirector, ETC Alliance

New connectionsNew knowledge

‘NEW KNOWLEDGE GENERATION'‘INSIGHTFUL' ‘BRINGS ABOUT CHANGE'

ENQUIRY VISITSThe Alliance uses a successful model called Enquiry Visits for ‘focused exploration of a specific area of learning.’ Teachers and leaders work across three schools to identify the focus for improvement and agree the timescale, methodology and timetable for the enquiry. This process has been trialled over two years and all participants have confirmed that it is highly influential on individual and school improvement. Joint practice development is a fundamental principle of this model for improvement. For examples of the Enquiry Visits refer to the poster pack or contact ETC.

insideout | Autumn 2015 3

Mental health and well-beingThe ‘Mental health and well being’ project, launched in July and set to continue for the academic year, will see the first of four workshop sessions in September for colleagues from the 19 schools participating in the project.

Liz Lee (pictured, top right) and Cheron Macdonald are leading the project in partnership with AcSeed and CAMHS. The outcomes will include: on-line resources including examples of paperwork, accreditation with AcSeed, specific training for individuals and practical strategies for prevention and intervention. Participants will be leading the way in improving support for children and young people with issues related to mental health and well-being.

KEEPING THE COREETC is facilitating significant development opportunities in English, mathematics and science. Government–funded workshops are on offer in Science and mathematics and ETC is working in partnership with HIAS to deliver three programmes for English teachers. All opportunities are focused on extending skills and knowledge and offer important networking with colleagues from different contexts. Participation will have immediate impact in the classroom.

PRIORITIES FOR 2015-16At the ETC Annual Conference in June the following priorities were identified:

Assessment for learning in the classroom

Growth mindsets and mathematics

Parental engagement

Individualised learning in mathematics

Growth mindsets for staff

Middle leadership – impact and accountability

POSTERENQUIRIES

Emma Sealey, Wildern School How can we facilitate a greater

focus at Key Stage 4 for previously underachieving students?

Rebecca Kingsland, Parkgate Primary School Does the level of challenge for higher

attaining pupils in mathematics enable them to deepen their learning?

Summary of infographic posters

Neil Chance, Brookfield Community School Do current Assessment for Learning strategies deliver against changing teaching and learning efforts and

new assessment foci?

Darren Nickerson, Berrywood Primary School Developing a teacher learning community

Pete Main, Priestlands School How effectively is challenge used to

maximise progress of the most able students?

Sarah Herrity, Wyvern College Are students fully engaged in learning?

Ros Docker, Hounsdown School Go learning

– motivation, self-esteem and progress

Warren Glew, Overton Primary SchoolUsing lesson study for improving teaching

and learning in guided reading

Chris Cheal & Sue Griffiths,Bartley Junior School

Closing the gap – teaching assistants and feedback

Marie Lou Litton, Wildern School School-to-school support

Claire Sambles & Terry Orman,Botley Primary School

Developing pupil participation in school sports

Matthew Perrett,The Oaks CE Learning Federation

Environment for learning in the early years

Pete Main, Priestlands School Questioning grids technique

Kathryn Marshall, The Westgate School Effective engagement of

hard-to-reach parents

A copy of the poster pack is available from ETC.

Debbie Johnson, Freegrounds Junior School The principles of Enquiry Visit

EXCELLENCE • TRANSFORMATION • COLLABORATION

Telephone 01489 779486www.etcalliance.co.ukinfo@etcalliance.co.uk

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If you would like to find out more about the programmes below contact ETC: Aspiring to Leadership (A2L) – Future Change Makers – Stepping up to Senior Leadership Teacher Subject Specialism in Mathematics – Click Refresh – High Impact Adult Learning Mathematics Programme for Leaders and Teachers Stimulating Physics Network Workshops – Electricity, Energy and Waves

READ ALL ABOUT IT

NEW HEADSETC COUNTS

www.teachthought.com/trends/modern-trends-education-50-different-approaches-learning/

Wildern School, Wildern Lane, Hedge End, Southampton SO30 4EJ.

Creative SchoolsKen Robinson

Leadership dialogues

John West Burnham Dave Harris

Future Identities Changing identities in the UK: the next 10 years

Published by Foresight

ETC recommends the following publications:

Matthew Robinson took up the Headship at Wellstead in April. He joins at an exciting time for the school as it expands to

two-form entry from September 2015. The school is currently in the middle of a large building project to accommodate eight, new, state-of-the-art classrooms. He is proud to lead a school with such a dedicated staff and fabulous children.

Participants in core leadership programmes during 2014-15

Alliance partners

Schools participating in learning opportunities 2014-15

Alliance Learning Leaders appointed 2015

47

31Trainees successfully completed the 2015 SCITT programme 29

45

Schools in the Mental Health and well-being project19

4

Debbie Johnson took up the Headship at Freegrounds Junior school in April.

“It is an absolute privilege to have been appointed as the Headteacher at Freegrounds Junior School and I am thoroughly enjoying working with the pupils, staff, parents and governors to embed the new Vision and Core values that we have written together during my first half term.”

insideoutreal improvement comes from within

All the latest news from the ETC AllianceIssue 7 • Autumn 2015

Tessa Care took up headship at Oak Lodge School in April of this year. Tessa has a wealth of experience and a commitment to working in partnership. Tessa is a

member of the Strategic Board.