nae proof 3

ord Anglia Education aims to be the world’s leading premium schools organisation. This is our single focus and all aspects of the company’s work are configured to help us reach this goal.

We are passionate about education and it drives our company and helps us achieve great outcomes in our schools.

A N I N T R O D U C T I O N T O T H E E D U C AT I O N D E PA R T M E N T

2

VISION: ‘THE WORLD’S PREMIUM SCHOOLS ORGANISATION’

‘HELPING OTHERS THRIVE’

WHAT AREWWHAT ARREEYOU DEEPLYY EEPLYUYOUPASSIONATEON TONATSIOAPASSIO

ABOUT?UT?ABOABOUTEDUCATIONDEDUCATUCATIOON

WHAT WHAT HCAN YOU BECCAN YOUN YOU NN ETHE BEST INT STT INTBTHE E

THE WORLD AT?HTH RRLD AOEE WO TT?PREMIUMPPREMIUMMMSCHOOLSSCHOOLCHOOLLLCSC

WHAT WHAT WDRIVES YOUR DDR VES YOVES YOOOVIV R UR

ECONOMICOMOMICMOECOCENGINE?I ?INE?GENG

STUDENTSSTUDENTTNUMBERSNUMBEUMBERRUNU S

WHAT ARE YOU DEEPLY PASSIONATE

ABOUT?EDUCATION

WHAT CAN YOU BE THE BEST IN

THE WORLD AT?PREMIUMSCHOOLS

WHAT DRIVES YOUR

ECONOMICENGINE?

STUDENTNUMBERS

N

Core to our ambitions is the company’s Education Strategy. We are determined to place education and the needs of the individual student at the heart of our endeavours because it is through this approach that we think our schools become uniquely attractive to parents and so we are able to grow our student numbers and be financially successful.

We launched our Education Strategy in 2011 and have been working steadily towards our goals. Progress has been good and it has helped us come together as a family of schools and reach consensus on a range of issues.

AIMS OF OUR EDUCATION STRATEGY

TO MOVE US FROM ‘GOOD’ TO ‘OUTSTANDING’ IN OUR SCHOOLS AND LEARNING SERVICES PORTFOLIO

PREPARE OURSELVES FOR EXPANSION AND BE READY TO MOVE ON IT

ACHIEVE OUR VISION AND MEET THE TARGET EBITDA FIGURES

The main focus of our strategy relates to achieving a consistently high level of quality both across schools and within them and to a style of education that is imaginative and contemporary - so enabling us to be internationally well-regarded.


3

OUR EDUCATION STRATEGY

4


WHAT DRIVES YOUR

ECONOMICENGINEPUPIL

NUMBERS

WHAT DRIVES YOUR

ECONOMICENGINEPUPIL

NUMBERS


ABOUTEDUCATION

WHAT YOU CAN BETHE BEST IN

THE WORLD ATPREMIUMSCHOOLS

WHAT DRIVES YOUR

ECONOMICENGINEPUPIL

NUMBERS


ABOUTEDUCATION

WHAT YOU CAN BE THE BEST IN

THE WORLD ATPREMIUMSCHOOLS

WHAT DRIVES YOUR

ECONOMICENGINEPUPIL

NUMBERS

1 ENHANCE ENHANENHAN E‘QUALITY’ AND‘ ’ A ANDAQUA DCONSISTENCYSTTENCSISOOCONSI Y

IN OURURIN OSCHOOLSSSCHOOLSS

2. IMPROVEIMPROIMPRO EEDUCATIONALOONAUCEDU L

LITERACY IN ACACY INRALLITERTHE BUSINESSTT SINEE BUS SSS

TEAMSTEAMS

3. POSITIONTHE COMPANY

AS AN INTERNATIONAL

THOUGHT-LEADERIN EDUCATION

1. ENHANCE ‘QUALITY’ AND CONSISTENCY

IN OURSCHOOLS

2. IMPROVEEDUCATIONAL

LITERACY IN THE BUSINESS

TEAMS

3. POSITIONTHE COMPANY

AS AN INTERNATIONAL

THOUGHT-LEADERIN EDUCATION

1. ENHANCE QUALITY AND CONSISTENCY IN OUR SCHOOLS

Goal: To create a thriving and very profitable family of schools that are our Company flagship. They offer distinctive, high performance educational quality. They enjoy a strong reputation, are popular with parentsand selected by discerning parents.

2. IMPROVE EDUCATIONAL LITERACY IN THE BUSINESS TEAMS

Goal: To create an organisation that understands education and the education market and knows how to exploit its possibilities through the supply of quality educational opportunities in schools and LS.

3. POSITION THE COMPANY AS AN INTERNATIONAL THOUGHT-LEADER IN EDUCATION

Goal: To become the high profile provider of choice because it is respected by the education sector for its ideas and its work in schools and LS.

For more details of the Education Strategy see Appendix 1

5


OUR EDUCATIONUOURO R EO DUCDUCCCADED OTIONONATIBRAND BRB ANDANDDDAAN PREMIUMEMEMIUMREPPRE MMUUM ANDAAAA DND

CONTEMPORARYTONTNCCOO POEMEMPOM YRYRORORAA

A COMPANY FOCUSEDAAAA CCOMPOMPACO NY FNY FFFOANPA UOCUSC SEOC DDDEDON THEOON N THETHEETTH QUALITYQQQ ALALITYAQQUA YYYY OF THE OFOFOF O ETHE

STUDENT EXPERIENCESS NTDENTTUD XPTT EXPE CENCEERIE EE

OUR SCHOOLS OOUROUR SCHSCHOOOSR S SOLS LOA FAMILYA FAMFAMMMFA YILY WORKINGWWOW RKINRKINNNRRK G

TOGETHEROTO THGGETHE HEERR

COUNTLESS EXAMPLESCOCOOOU TUNTLN LEU SS EXSS EXXXASES AMPLM LEAM SSSESOFOFOOF INNOVATIVEINNIN VVATONNNO IVEETIIV

PRACTICEPR CETICERARACTC IN SCHOOLSIN SN LSOOLOCCHOO S

OTHERS IN EDUCATIONOOOTTH RHERS E SH N EDN EDDUUCNIN TCATIOA OC NNNONTURNING TO USTURNINNINRN TOTO UTNG T SSS FORFOOFO R

INSPIRATIONSPNSPNI IRATR OONN

OUR EDUCATIONBRAND PREMIUM AND

CONTEMPORARY

A COMPANY FOCUSEDON THE QUALITY OF THE

STUDENT EXPERIENCE

OUR SCHOOLS A FAMILY WORKING

TOGETHER

COUNTLESS EXAMPLESOF INNOVATIVE

PRACTICE IN SCHOOLS

OTHERS IN EDUCATIONTURNING TO US FOR

INSPIRATION

WHAT WILL OTHERS SEE? ‘BECOMING THE WORLD’S PREMIUM SCHOOLS ORGANISATION’

6


One of the key benefits of being part of a larger group of schools is the opportunity to work together and to learn from each other. There are a variety of ways in which this occurs throughout the organisation and this section just focuses on the structure and opportunities offered via the Education Department. Firstly to introduce the Education Team…

Nord Anglia Education has deliberately chosen to invest in a high quality Education Team capable of leading and guiding our schools towards exceptional levels of educational achievement. The team members have considerable experience that you can draw upon and they enjoy working directly in support of our schools. Short biographies for this team can be found in Appendix 2.

The Education Team also sets up formal and informal opportunities to help schools collaborate. Sometimes this may be through formal training events, sometimes through exchanges of information and sometimes through student events.

For Principals there are a variety of ways in which you can work with and through the Education Team including:

1. Principals’ Days – held every 6 months face to face, part of our Executive Leaders Programme

2. Education Calls – held every month by teleconference, updates and information exchange

3. Using your Linked Adviser – whenever you wish and by local arrangement, for help and support

4. Working with other Principals in your region – as and when agreed amongst the Principals regional group

5. Working bi-laterally with colleagues in other schools – ad hoc

6. Regional Conferences – annually

BEING PART OF THE FAMILY

PA TO DIRECTOR APA TPA TO DIRO DIRREO O OCTOR ORCTOF EDUCATIONOFOF CCATADUED IONTION

ANGI RICHARDSAA I GIAAN CHRRIC DRDHAHA DSS

DIRECTOR OF DIDI CTOORR OECRE OF OEDUCATIONEEEE ATATIOCADDUC NNNN

DEBORAH EYREBOEBOD HRRAHA REEEYR

DIRECTOR OF EDUCATION

DEBORAH EYRE PA TO DIRECTOR OF EDUCATION

ANGI RICHARDS

DEPUTY DIRECTOR EDEPUD PU Y DIRY DIRRREYUTY TOR OCTOF OFOF EDUCATIONCACATIAUEDU ONON

BARBARA HOLLINGWORTHARBBABARAA A HRA HBABAR LLIHOOLLO WOWONNGW HORTRTHT

DEPUTY DIRECTOR OF EDUCATION

BARBARA HOLLINGWORTHDIRECTOR OF PROFESSIONALDDIREECTOR ROOFEFR OF ESSIO ALNA

DEVELOPMENTEDE OPOPMELOVVELO TNNTVACANTVAVA AAACANC NTNT

EDUCATION TEAMDEDUCE UC TIONTIONNN TATCA MEAMAEAADMINISTRATORADMADM TTRATRISIMINIS ORORO

KIRSTY JACKSONTYRSTYKKIRR ACYJY JACJ NONKKSO

PROGRAMME MANAGERP GROGRO RAPR MME MMME MMAMAM AANAGEGEAN ERNORD ANGLIA NORD AAAOORD A A LIANGLI UNIVERSITYUN VERSSRSIV TY

KATE NICHOLLSE ATEAKAK CHNNICHN SLSLHOHOLL

PROGRAMME MANAGERPROGRO RAPR MME MMME MMAMAM AANAGEGEAN ERGLOBAL GLOBGLOBBOBGG AAL CLASSROOMLALASSSCLC ROOMROOMMOMRRO

ELUNED MANSELLNEUNEEELUU MADD MAD LLSELLEANANSSLEARNING TECHNOLOGISTLEAL ARNINARNIN CHHNOHTENG T OLOGOLOG ST

TOM PRESKETTMOMTTO REESKRM PRRE TTTKKET

DIRECTOR OF CURRICULUM DDDIR CRECTOC ORE OF CUOF CUUUROR O RICULC LUR MMMUMANDAANDN STUDENT STUDSTUDD TEDENT PERFORMANCEPPERFE ORMAORMAAO CEANCE

MARK ORROW-WHITINGMAMA RORARRK WROROWO THIT-W-WH GNNG

DIRECTOR OF PROFESSIONAL DEVELOPMENT

VACANT

EDUCATION TEAMADMINISTRATOR

KIRSTY JACKSON

PROGRAMME MANAGERNORD ANGLIA UNIVERSITY

KATE NICHOLLS

PROGRAMME MANAGERGLOBAL CLASSROOM

ELUNED MANSELLLEARNING TECHNOLOGIST

TOM PRESKETT

DIRECTOR OF CURRICULUM AND STUDENT PERFORMANCE

MARK ORROW-WHITING

INTRODUCING...THE EDUCATION TEAM

7


OUR QUALITY ASSURANCE FRAMEWORK Our approach to quality assurance reflects our ambition to be the world’s leading premium schools organisation and hence is focused upon achieving outstanding education in our schools.

We take the view that in order to reach this level of quality the school itself must take responsibility for defining and creating this in all areas of its activity with guidance from the centre as opposed to an external body defining a set of criteria to be followed. For this reason we do not use an inspection (Ofsted) type approach but instead quality assure through a range of rigorous, on-going, evidence-based, monitoring measures that provide data and focused feedback to schools in a respectful and collegiate manner.

We are not looking to create one single model of ‘outstanding’ for schools in Nord Anglia Education. We recognise that all schools in the Nord Anglia Education family are different because they reflect their individual student cohort, buildings and crucially the country location. So we embrace and celebrate that diversity. However, we do put student performance as our key performance indicator and in addition have a series of core educational values that have been agreed between the Principals and the Education Team. It is expected that these will be evident in all our schools. In reality the family of schools are working ever more closely together and so we are beginning to have shared expectations around pedagogy as well as around governance but these are negotiated not imposed from the centre. Each Principal remains “captain of their own ship”.

Because we want to focus on getting better we need to be completely open and honest with ourselves and so general quality assurance data on the performance of individual schools is for internal use and not made available to parents or external bodies. Of course results data etc. is shared as a part of marketing and reputation management. NB Schools are at liberty to choose to be externally validated by a body such as ISI but this would only be for marking rather than quality assurance reasons and only if this does not lead to a skewing of the educational offer in order to fit externally conceived criteria.

“You can mandate from awful to adequate but you have to unleash excellence”Joel Klein, Chancellor, the New York City Board of Education

8


ACADEMICAACACAADEADEEMACA CICCMICSCHOOLS PERFORMANCECHCHOHSCSC OLSOLSSLSOOO RRFOFEPPE ORMRMMAMOOR CECEENCANC

BOARDBBOARA DD

ACADEMICSCHOOLS PERFORMANCE

BOARD

FULL QUALITY FULLULL UAUALAQL Q LITYLITYYREVIEWSEVREVR EWVIVIEWI WWSS

FULL QUALITY REVIEWS

ANNUALAA NUUUANNANN ALLASNAPSHOTSANASSN SHOSAPSPSH STSOOT

ANNUALSNAPSHOTS

LINKS ADVISERL NKKNKIIN ADADVASS A ISEESEVVIS RLINKS ADVISER

MONITORSOUTCOMES AND

TRENDS

CONFIRMS DATA

TAKES A MOREDETAILED LOOK

OFFERS HELP AND SUPPORT

QUALITYASSURANCE

QUALITYASSURANCE

THE QUALITY ASSURANCE FRAMEWORK

Our Quality Assurance Framework comprises four strands which together provide both challenge and support tothe school.

1. SCHOOLS ACADEMIC PERFORMANCE BOARDThe Schools Academic Performance Board (SAPB) comprises senior members of Nord Anglia Education Exexcutive Committee (Exco) and meets termly to consider the outcome data from each school in respect of the following:

Term 1 Academic results for all age groups and post school destinationsTerm 2 Progression and predictive data on studentsTerm 3 Teaching quality, parental survey feedback, teacher quality data

These meetings generate a Report Card for each individual school and also a set of data for the whole group. All data, at the request of the Principals, is shared across the family so allowing for benchmarking within the group and against international benchmarks.

Following each meeting a conference call is convened for each school to discuss comments and feedback from the Board. This comprises Mark Orrow-Whiting (Director of Curriculum and Student Performance and manager of SAPB), Professor Deborah Eyre (Education Director and Chair of SAPB) and the Principal and senior leaders of the school.

Data and findings from the SAPB are reported to the full Company Exco after each Board. For more information see Appendix 3 or contact Mark Orrow-Whiting.

9


2. SCHOOL SNAPSHOT VISITS (FOCUSED QUALITY REVIEW)On an annual basis the Education Team makes a formal visit to the school to discuss progress and issues. This is normally two days in duration and occurs in the Spring/Summer Terms. The visit will include a discussion with you and your senior staff members regarding progress on the items agreed as development points in the last Snapshot visit. It may also include lesson observation, meetings with students and with parents. Following the visit the Education Team member will agree with you a short report (around 2 sides of A4) which captures the strengths and recommendations for development.

Data from the Snapshot visits is fed back to Exco and we also identify any areas which have emerged as being a priority across the group of schools. For example EAL teaching emerged recently. Snapshot data often provides a qualitative explanation behind the hard data presented to SAPB. For example if exam scores on Chemistry were low then it is likely that the Snapshot will highlight that the school has a staffing issue in this area and will also indicate what is being done to resolve it.

3. FULL QUALITY REVIEWFrom time to time the Education Team may conduct a more extended Full Quality Review to look in detail at the work of the school. This occurs when Exco identifies a need to better understand the situation in a particular school. The most common reason for this is when a school joins the family and this process enables us to make an initial assessment of how the school is performing against our other schools. It may also occur if other indicators are giving cause for concern, for example, a drop in student numbers.

A Full Quality Review involves a team from the Education Team and will comprise a 2 – 5 day visit depending on size of school. Barbara Hollingworth (Director of Leadership and Institutional Development) leads the Quality Review team and is responsible for agreeing the resulting report with the relevant Principal.

Barbara Hollingworth manages the Snapshots and Full Quality Reviews and will answer any questions you may have. Details of the Quality Review Framework can be found in Appendix 4.

4. LINKED ADVISERKey to the success of the Education Department function is the support offered to schools. Schools may seek advice at any time and each school has a named Linked Adviser in the Education Team. In practice the Principal and Senior Leadership of the school tend to have a close working relationship with their Linked Adviser and seek advice regularly by phone or email. The Snapshot visit is undertaken by the Linked Adviser. More generally Mark Orrow-Whiting is the lead on Curriculum and Student Performance and can be contacted by any school on matters related to these issues. Barbara Hollingworth is the lead on School Leadership and Management issues and on matters related to organisation in schools. Deborah Eyre holds the overall lead on all education matters for the Company. The Education Team do try to be approachable so do feel free to make contact.

10


One of the great strengths of Nord Anglia Education is that it has invested in the creation of a corporate university to provide professional development to senior leaders and to teachers. As an education organisation, learning is embedded deeply in the philosophy of Nord Anglia Education. We see this in the company’s belief in developing leadership at all levels, in the belief that professionals are motivated by intrinsic rewards and the belief that we get the best out of our people by unleashing their professional creativity. In order to achieve this we need to build a community that fundamentally believes in this approach and to support our staff in developing the skills and knowledge they need to achieve this. We know that gaining mastery of any subject requires thousands of hours of development, and for our staff to work towards mastery this we need to support staff in continuing to grow as professionals during their time in the company. To this end the company has created Nord Anglia University.

NORD ANGLIA UNI VERSITY AIMS TO:1. To embed a robust culture of commitment to professional development throughout Nord Anglia Education

2. To develop a thriving community of practice to harness and share the collective knowledge, experience and creativity of the company

3. To provide world class development opportunities for staff on areas of strategic importance to the company

4. To support schools in developing effective in-school CPD strategies

5. To develop leadership at all levels within the company

AS SUCH IT PROVIDES:

- A focus for learning and the development of our people - A vehicle for the sharing and transfer of professional knowledge - A centre of excellence and thought leadership within the organisation

We believe that the academic success of students is primarily determined by the quality of their teachers and so ensuring that our school workforce is high quality, skilled and highly motivated is a key goal for us. Nord Anglia University should help you both at the recruitment stage in terms of attracting quality candidates and then, crucially, as you seek to professionally develop your staff.

Nord Anglia University was started in 2011 and so it is still in its early stages of development and evolving year on year. It is a collaborative endeavour and so support and active interest from Principals and Senior Leaders is key to its success.

THROUGH NAU WE AIM TO PROVIDE TEACHERS WITH OPPORTUNITIES TO DEVELOP:

• Excellence in subject teaching• Awareness of range of professional approaches• Enhanced subject knowledge

PROFESSIONAL DEVELOPMENT AND TRAINING

• Familiarity with leading research• Leadership management skills• Technical skills.

11


NORD ANGLIA UNIVERSITY OPERATES BOTH ON-LINE AND FACE-TO-FACE

It has some on-line courses in areas such as Child Protection and Health and Safety that all new staff are expected to undertake, an expanding collection of informal learning opportunities to share practice and discuss professional issues on-line that any staff member may take part in and formal, invitation only, Leadership courses for Middle, Senior and Executive leaders that are offered in a blended (residential and on-line) format. NAU also includes access to an extensive range of journals that can be accessed electronically by any of our staff. We expect to expand our offer as NAU develops and welcome your input and ideas on what is important and how best to offer it.

We expect that you will give significant priority to CPD within your school and allocate responsibility for it at Senior Leadership level. Your named person for CPD will be the schools key link to the NAU team.

Nord Anglia University can be found at http://www.naeuniversity.com . Kate Nicholls is the Programme Manager for NAU and will be happy to discuss NAU with you.

A summary of the benefits of Nord Anglia University can be found in Appendix 5

• RESEARCH LIBRARY WITH ACCESS TO OVER 1000 FULL TEXT JOURNALS AS WELL AS E-BOOKS,

ABSTRACTS AND CONFERENCE PAPERS• LEARNING RESOURCES CENTRE

• INPUT FROM EXPERTS (OUP TALKS)• PRACTITIONER RESEARCH SUPPORTED AND

DISSEMINATED• FOCUSSED FURTHER STUDY SPONSORED BY

NORD ANGLIA UNIVERSITY

• DEVELOPING A FLOURISHING PROFESSIONAL COMMUNITY OF PRACTICE

• PROFESSIONAL LEADERS ADVOCATE FOR THEIR SUBJECT OR PHASE

• SUPPORTING THE DEVELOPMENT OF INTERNAL AND EXTERNAL PROFESSIONAL NETWORKS• PARTNERING WITH OTHER LEARNING INSTITUTIONS

• PROVIDING A CATALYST FOR SHARING INFORMATION ACROSS THE COMPANY

• CHAMPIONING DEVELOPMENT OF A LEARNING CULTURE WITHIN THE ORGANISATION

• DEVELOPING CAPACITY IN SCHOOLS RE EFFECTIVEPROFESSIONAL LEARNING

• CLEAR EXPECTATIONS AROUND CORE PROFESSIONAL LEARNING OFFER IN A NORD ANGLIA EDUCATION SCHOOL

• RECOGNITION FRAMEWORK FOR NAU ACTIVITIES SUPPORT FOR PROFESSIONAL LEARNING LEADERS IN EACH SCHOOL

• MARKETING COMMUNICATIONS• METRICS AND CO-ORDINATION

• LEADERSHIP PROGRAMMES• PROFESSIONAL PRACTICE COURSES

• CONFERENCES AND CROSS SCHOOL OPPORTUNITIES• COACHING AND MENTORING PROGRAMMES

• IN-SCHOOL PROFESSIONAL LEARNING PROGRAMMES

• SUMMER SCHOOL PROGRAMME

12

A N I N T R O D U C T I O N T O T H E E D U C AT I O N D E PA R T M E N TA N I N T R O D U C T I O N T O T H E E D U C AT I O N D E PA R T M E N T

All Nord Anglia Education schools are premium schools and as such we expect that they will offer all that parents might expect from a premium school. This commitment we have placed in a Schools Charter.

NORD ANGLIA EDUCATION SCHOOLS CHARTER

Nord Anglia Education is the world’s leading Premium Schools organisation and every one of its schools will:

> Expect all students who successfully gain admission to achieve high academic results

> Derive the full benefit from being within the Nord Anglia Education family of premium schools

> Create a partnership with parents and actively engage them in their children’s learning

> Recruit and develop passionate and professional teachers

> Ensure outstanding leadership throughout the school that is relentless in providing excellent outcomes for students

> Offer challenging opportunities for students to acquire the knowledge, skills and values for success in and beyond school

> Develop academically and socially confident students who are global citizens

> Ensure students are supported, listened to as individuals and have excellent relationships with staff and each other

> Provide an environment that is nurturing, safe and supportive where everyone feels proud to belong

> Be the school of choice for students, parents and teachers

In addition to these general commitments we have adopted Professor Eyre’s High Performance Learning approach as a way of enabling our schools to outperform others. This approach is the result of thirty years of research and is at the leading edge of educational thinking. It fits well with our brand ambitions and it gives a distinctive flavour to the Nord Anglia Education Schools. It is a philosophy that has high expectations of every child and makes our schools commit to ensuring that all of our students reach high levels of academic performance.

At its heart High Performance Learning challenges to prevailing educational orthodoxy that suggests that innate ability is the key to educational success. Instead, drawing on the latest neuro-science and psychology research, it suggests that excellence is more a result of such factors as advanced opportunities and support from both school and home and on personal commitment from the student. If this is the case then we should be expecting high levels of educational performance for many, if not all, of our students rather than just a minority.

THE NORD ANGLIA EDUCATION PEDAGOGY

13


THE JOURNEY TO HIGH PERFORMANCE

The High Performance Learning approach provides a practical mechanism for increasing levels of cognitive thinking and embedding the learning behaviours needed to reach advanced levels of cognitive performance. This is not an additional or bolt-on approach but rather pervades every aspect of the life of the school.

POTENTIALPPOTPOTTOTPPO NNTENTTEN IALIALLALIIALPOTENTIAL NIONTIOMOTIVATIONMMOTMOTTOTMMO VAVATAVTTIV TIOTIOOOTTIONN HIGHHHIGIGHGHHIHI HACHIEVEMENTAACA EHIECCH VEEMVEEVVEV NENMME TNTT

NITIESOPPORTUNITIESPPORTUNITPPORTUNOOPPOO POPOOOPPO UUNUTRRT NITNITTTNNI SSESIES

RTSUPPORTSUPPOSUPPORTSUSUUSUS POPOOPPPUPP RTRTTRRT

MOTIVATION HIGHACHIEVEMENT

OPPORTUNITIES

SUPPORT

QUALITYASSURANCE

QUALITYASSURANCE

+ + =

14


AAADADVADVADVANDVANVANAD AND ANNCCED CCED CCED COGNIOGNIGNITNITNITTOGNO IVEVEEEIVEVIVIPPPERPERFPERFPERFORFORFOP OP ORRMRMMARMANCMANCMANCANCNCCE CHAE CHAE CHAE CHAE CHARACTERACTETEERACTRACRACRA RISTIRISTIISTITITIRISRISS CSSSCSCSCSSC

VAVAVALUVALUEALUEALUEV LUEUESSS AS, ATTITTITUDES ANS D AD ATTTRIBURIBUTRIBUTRIBUTBUTUTESESSESES

EX

PE

RTI

SE

D

EV

ELO

PM

EN

T T

HE

OR

Y

PR

AC

TIC

E A

ND

TR

AIN

ING

MIN

DS

ET

AN

D M

AS

TER

Y

FLO

W

CH

ALL

EN

GE

BA

SE

D L

EA

RN

ING

CR

ITIC

AL

RO

LE O

F PA

RE

NTS

CO

-CO

NS

TRU

CTI

ON

W

ITH

LE

AR

NE

RS

EEX

PE

RTI

SEEEEEEE

XP

ER

TIS

EE

XP

ER

TIS

EE

XP

ER

TIS

EE

XP

ER

TIS

ED

EV

ED

EV

EDDDDD

EV

ED

EV

ED

EV

ED

EV

ELO

PM

EN

T T

HE

OR

YLO

PM

EN

TTH

EO

RY

LOP

ME

NT

THE

OR

YLO

PM

EN

TTH

EO

RY

PPPPPR

AC

TR

CP

RA

CT

PR

AC

TP

RA

CT

PR

AC

TP

RA

CT

PR

AC

TTIC

EA

ND

TRA

ININ

GTI

CE

AN

DTR

AIN

ING

TIC

EA

ND

TRA

ININ

GTI

CE

AN

DTR

AIN

ING

TIC

E A

ND

TR

AIN

ING

TIC

E A

ND

TR

AIN

ING

MMMMMIN

DM

IND

MIN

DM

IND

MIN

DM

IND

MIN

DM

INDD

SE

TA

ND

MA

STE

RY

SE

TA

ND

MA

STE

RY

DS

ET

AN

DM

AS

TER

YS

ET

AN

DM

AS

TER

YD

SE

T A

ND

MA

STE

RY

SE

TA

ND

MA

STE

RY

FFFFFFLO

WFL

OW

FLO

WFL

OW

FLO

WFL

OW

FLO

W

CCCCCH

ALL

EN

CH

ALL

EN

CH

ALL

EN

CH

ALL

EN

CH

ALL

EN

CH

ALL

EN

CH

ALL

ENN

GE

BA

SE

DLE

AR

NIN

GN

GE

BA

SE

DLE

AR

NIN

GN

GE

BA

SE

DLE

AR

NIN

GN

GE

BA

SE

DLE

AR

NIN

GN

GE

BA

SE

D L

EA

RN

ING

NG

E B

AS

ED

LE

AR

NIN

G

CCCCCR

ITIC

AC

RIT

ICA

CR

ITIC

AC

RIT

ICA

CR

ITIC

AC

RIT

ICA

CR

ITIC

AAL

RO

LEO

FPA

RE

NTS

AL

RO

LEO

FPA

RE

NTS

AL

RO

LEO

FPA

RE

NTS

AL

RO

LEO

FPA

RE

NTS

AL

RO

LE O

F PA

RE

NTS

AL

RO

LE O

F PA

RE

NTS

CO

CCCCCCCO

CO

CO

-C

O-C

ON

STR

UC

TIO

NC

ON

STR

UC

TIO

N-C

ON

STR

UC

TIO

N-C

ON

STR

UC

TIO

NWWWWWWWWWWWWW

ITH

LEA

RN

ER

SW

ITH

LE

AR

NE

RS

WIT

HLE

AR

NE

RS

WIT

HLE

AR

NE

RS

WIT

H L

EA

RN

ER

SW

ITH

LE

AR

NE

RS

THE 7 PILLARS OF HIGH PERFORMANCE LEARNING

Through this approach we expect to create students who leave our schools as intellectually and socially confident young people showing the following characteristics.

For more information about High Performance Learning please see the relevant section of NAU or talk toDeborah Eyre or Mark Orrow-Whiting.

ADVANCED LEARNERSDVDVAVADAA ANCANC LLEADCED ARNARN SSERNERE... WHO WIN PLACES ...... HWHO WHO HWWH WINWIN APLACEACEALPLAL S ES

IN WORLD-CLASSINN WN WO DD-CDRLORL CLACLASSSSUNIVERSITIES AND UU ERVERVNNIVI TIRSRSITIS NANAESES A DD

MAKE A LEADINGMAMAKEAKEMA A LEA LEEEAAE A ADIND NGAD GCONTRIBUTIONCONNONCCO BBURITTR TIONNONTTION

... WHO ARE.... WW. WHO AHO AREAAREERESPONSIBLE ANDRRESR SPOSPO BBLESNS E ANE ANND

CONFIDENT, NONOCOC DEFIFIDEI T, ENNT,TIMPROVING THINGSIMIMMMP OPROVROVPR NGNGG THNVIN NHINGNGTH SSSGS

AROUND THEMAAROUOUAARO DD THNDUUN HEMMEMHHE

... WHO ARE . W. W... HO AO E ARAREECREATIVE,CRCR TIVTIVEVATREA E,E,

INNOVATIVE ANDINI VOVNNNNO IVEVATATIVT DANDE E A DWELL PLACED TOWWWW LELL L PWWE LACLACCCELPL TD TOD TOEDED O

ENJOY FUTURE ENJONJOOJONNJ FUUTFYOY FY UREUREE REUURSUCSESSUSSUS CSESS SSSS

FUTURE LEADERSUUTUF URTUR EAEADALE L DERDERS ENTREPRENEURSENENTNTRETRE ENENENRPR EUREURSRSSADVANCED LEARNERS... WHO WIN PLACES

IN WORLD-CLASSUNIVERSITIES AND

MAKE A LEADINGCONTRIBUTION

... WHO ARE RESPONSIBLE AND

CONFIDENT, IMPROVING THINGS

AROUND THEM

... WHO ARE CREATIVE,

INNOVATIVE ANDWELL PLACED TO

ENJOY FUTURE SUCSESS

FUTURE LEADERS ENTREPRENEURS

15


One of the most innovative ways in which we work together as a family is through the Global Classroom (GC). This is a student focused initiative that enables students from across our schools to work together online and face-to-face. It was developed in 2011 and has proved an instant success.

We believe that to be academically successful, children need to develop intellectual curiosity and learn informally as well as formally. Global Classroom is one way in which this informal learning can be fostered. There is a clear pedagogy that underpins the work within the Global Classroom which is strongly linked to the High Performance Learning agenda. Details of this can be found in the publication, Global Classroom: Principles and Pedagogies which can be located on NAU.

Through Global Classroom a child can access the opportunities to help them learn:

• Through their personal interests• At an advanced level• Independently and together • Supplementary to core curriculum

The online element of the Global Classroom provides opportunities for students to learn informally, anywhere and anytime, and take the initiative. It is designed to develop their confidence as learners by enabling them to collaborate, take on leadership roles, and be responsible for generating content and inspiring one another. As part of GC we operate a Global Student Counsel which allows individual students to steer the work of the Global Classroom.

The school based face-to-face activities enable all of our school to work together on major projects with external partners such as Pineapple Dance Studios, Imperial College, Edge of Arabia art studios, Apple computing and the Kasparov Chess Foundation. These activities offer stimulating and exciting opportunities for students and Global Classroom as a whole is a great marketing piece when recruiting students.

Your school will already have a named Lead Teacher for Global Classroom who acts as the interface between the school and the GC delivery team.

Global Classroom can be found at www.naeglobalclassroom.comEluned Mansell is the Programme Manager for GC and will be happy to discuss GC with you.

A summary of the benefits of the Global Classroom can be found in Appendix 5.

OUR UNIQUE OFFER TO STUDENTS

• Leadership skills• Global perspectives• Through life defining experiences

16


APPENDIX ONE - THEMES TO DELIVER OUR EDUCATIONAL STRATEGY OBJECTIVES

1. ENHANCE QUALITY AND CONSISTENCY IN OUR SCHOOLS

Goal: To create a thriving and very profitable family of schools that are our Company flagship. They offer distinctive, high performance educational quality. They enjoy a strong reputation, popular with parents and selected by discerning parents.

a. Develop the FAMILY of Nord Anglia Education schools.

• DevelopcapacityinPrincipalsandseniorleaderstoself-supportandownresponsibilityforperformanceacrossthe whole family of Nord Anglia Education schools as part of their SLT responsibilities

• Definetheroleof thecentraleducationsupportandperformanceteamandhowtheywillworkwithschoolsso that their services and QA structures support quality development and assurance in schools• Ensurethatteachers,supportstaff,parentsandstudentsfeelthebenefitsof beingpartof thewiderfamilyof

schools through the Global Classroom and Nord Anglia University

b. Create, innovate, contemporary schools.

• Definethevaluesunderpinningoureducationalworkinschools• UsetheHighPerformanceLearningapproachtodefineoureducationalgoalsandincorporateprogresstowards these goals into school development plans• Reviewtheentrypointsintoourschoolstoincreaseeducationalquality–studentadmissionspolicy,newschools policy, new staff recruitment policy• Reviewtheapproachtotechnologyandcreateavision,strategyandforwardplan• Developasetof incentivestoencourageandrewardbestpractice

c. Focus on student performance as the KPI.

• Establishametricfordefiningtheaspectsof studentprogressthatwewanttomeasureandthekeystructures that support its development• DevelopKPIsanddefineyearonyeartargets• Providesupporttoschoolsintakingforwardthestudentprogressworkbothinpedagogyandelectronically• Furtherdevelopparentalengagementandreportingtoparents

d. Improve recruitment, development and retention of people.

• Reviewtherecruitmentapproachandrefinetoensurewerecruitthebesttalent• Focusonretentionanddevelopmentof teacherstoensurequalityandcareerprogression• ReviseschoolCPDstrategytoensurealignmentwiththenewcorporateobjectivesandtheneedsof schools

17


2. IMPROVE EDUCATIONAL LITERACY IN THE BUSINESS TEAMS

Goal: To create an organisation that understands education and the education market and knows how to exploit its possibilities through the supply of quality educational opportunities in schools and LS.a. Encourage greater levels of awareness and educational knowledge

• Encourageournon-educationstaff toincreasetheirknowledgeabouteducationandschoolingandbeconfident to express their views • Bringeducationandourschoolsintothecentraloffice• Offerinternaleducationfocusedeventsinallregions• Ensureeducationalaspectsof alldecisionsarediscussedandconsideredatkeymeetings

b. Create opportunities for non-educational professionals to be involved in education.

• Createschemestosupportlocalschoolsandstudentsasschoolgovernorsormentors• EncouragetimespentinthefieldinschoolsorLearningServices

3. POSITION THE COMPANY AS AN INTERNATIONAL THOUGHT-LEADER IN EDUCATION

Goal: To become the high profile provider of choice because it is respected by the education sector for its ideas and its work in schools and LS.

a. Develop mechanisms and value people for creating new educational ideas.

• Growourownexpertsthroughthecreationof aNordAngliaUniversitywhichprovidesacatalystforprofessional development in the Company

b. Attract and support experts in our chosen sectors of education.

• IdentifywherewehaveleadingthinkersinorattachedtotheCompanyandmakethemvisibleinternally• Selectasmallnumberof themeswhereweregularlyexpressourinterestandvaluesthrough,forexample, co-hosting events/seminars with influential bodies

c. Increaseourprofileinkeyeducationalforums

• Disseminateourbestpracticeinschoolsbyencouragingpresentationsandparticipationinexternaleducational arenas with a grading system to identify those with the most influence• Increaseourprofileinthe‘internationalschool’world

18


APPENDIX TWO - EDUCATION TEAM BIOGRAPHIES

PROFESSOR DEBORAH EYRE, EDUCATION DIRECTOR

Deborah is responsible for education strategy and delivery in Nord Anglia Education. She has had a varied educational career working in universities, Local Authorities and schools. Prior to joining Nord Anglia Education she ran her own successful international education consultancy working in Europe the Middle East, Asia and Africa. From 2002 – 2008 she ran the UK government’s flagship National Academy for Gifted and Talented Youth (NAGTY) based at the University of Warwick and was responsible for setting and delivering national policy for gifted education in English schools. She has held a variety of posts in the university sector and is currently attached to the University of Oxford. A well regarded writer, she is perhaps best known for her work on high performance – gifted and talented – where she is internationally recognised as one of world’s leading experts. She has served on variety of Boards nationally and internationally including the TDA, The National College, CTY at Johns’ Hopkins USA and is a Trustee of Inspiring Futures Foundation.

BARBARA HOLLINGWORTH, DEPUTY DIRECTOR OF EDUCATION

Barbara is responsible for leadership and institutional development across our schools and Learning Services. She has led successful national and international education contracts for Nord Anglia Education and is an experienced project manager. Barbara has held a number of senior posts in education for over 30 years, as a head teacher, lecturer, trainer and assessor on the National Professional Qualification for Headteachers. She was a senior HMI with Ofsted, working with schools in challenging circumstances and played a significant role in school improvement policy and development as Associate Divisional Manager for the Primary and Independent Division.

MARK ORROW-WHITING, DIRECTOR OF CURRICULUM AND STUDENT PERFORMANCE

Mark leads focused support for all our schools and learning services at the student level as part of our education strategy. Until recently Mark was Senior National Policy Adviser for the UK Qualifications and Curriculum Development Agency and he has played a leading role in developments in the English National Curriculum since 2004.

19


KAT DE POLO, PROGRAMME MANAGER, GLOBAL CLASSROOM

Kat is programme manager for Global Classroom and is responsible for its day to day operations. Managing the in-school, online and face to face elements, Kat deals directly with students and ensures Global Classroom lead teachers have everything they need to promote engagement on the ground. Experienced in project management, marketing and communications, Kat joined Nord Anglia Education in 2007 and prior to taking up her current role with the Education Department, has worked in Learning Services and most recently Central Services, supporting our premium schools. With extensive operational experience gained across a range of high profile educational contracts, Kat has also held marketing and communications roles in local government and higher education. A member of the Chartered Institute of Marketing (CIM) since 2002, Kat was awarded Chartered Marketer status in 2009. She is a governor of a primary school in Birmingham where she is the link governor for ICT.

ELUNED MANSELL, PROGRAMME MANAGER, GLOBAL CLASSROOM (MATERNITY COVER)

Eluned began her career at Ofsted, supporting HMI with their themed inspections, moving to the Qualifications and Curriculum Authority (QCA) in 2005. While at QCA she worked in the curriculum team, supporting the development of the national curriculum and provision of guidance to schools. As programme delivery manager at QCA she was responsible for all aspects of business management, including strategic business planning, financial and resource management. Prior to joining Nord Anglia Education Eluned was teaching Music, History and Citizenship in a large secondary school and is delighted to be supporting students through the Global Classroom.

KATE NICHOLLS, PROGRAMME MANAGER, NORD ANGLIA EDUCATION

Kate began her career by working as an English language teacher at Xiamen Foreign Language School, China, which first whetted her interest in education. Kate then moved into the field of adult development, spending several years at Transport for London where she specialised in employee development and managed the engineering graduate development schemes. Since then she has worked at the Chartered Institute of Personnel and Development focussing on assessment and quality assurance. Kate is delighted to return to education and to have joined the Education Team at Nord Anglia Education.

Since joining Nord Anglia Education, Kate has been responsible developing Nord Anglia University, a flagship initiative for the company. This has involved commissioning, developing and delivering on-line and face-to-face development programmes as well as developing a growing online community of practice which brings together the expertise, creativity and insight of staff members across our family of schools.


20

APPENDIX THREE - SCHOOLS ACADEMIC PERFORMANCE BOARDNord Anglia Education gives authority to this group to carry out specific tasks its behalf in line with the Terms of Reference (ToR). Terms of Reference clarify what Nord Anglia Education expects to be done, and how and whenit expects this to be accomplished.

1. Title: The title of this board is the School Academic Performance Board

2. Purpose: Its purpose is to monitor and quality assure the educational quality of Nord Anglia Education’s schools

3. Responsible To: This board reports its findings to Exco as part of the Education Directors’ reports

4. Membership: This board will comprise the Education Director (Chair), CEO, COO and Regional Directors or their nominee, Education Team, others as deemed necessary

5. Meeting schedule: This board will meet three times per year with additional meetings as needed

6. Specific Areas of Responsibility: This board will:

Monitor - the data from schools on student performance e.g. termly progress data and exam results - post school destination data - internal and external quality assurance data on schools e.g. teaching and learning quality reviews, etc - parental survey data as it relates to educational performance - changes and improvements resulting from the previous board’s requests for changes

Report - to Exco at least termly on findings, year on year improvements and emerging or sustained trends - share information with the individual schools and the Principals’ Group and make requests for changes/improvements Request intervention from relevant parties and recommend solutions - on areas causing concern generally or in individual schools - on areas which would benefit from more sustained activity or attention

7. Staff Support: This board is supported by the Education Team’s administrative staff.

8. Communication with Board through: the Chairman.


21

APPENDIX FOUR - QUALITY REVIEW FRAMEWORK FOR SCHOOLS.The Quality Review Framework for schools provides one of the processes by which Nord Anglia Education can review the performance of its schools. It is a flexible model which should be adapted to meet the needs of the school/s and the intended outcomes of the Review. The Framework should not be seen as an inspection tool, but as a model that helps guide our schools to become places of distinctive, high performance educational quality. Places where all students thrive and learn how to be the best they can be.

The Education Team will always ensure that the Quality Review: • supportsandleadstoimprovement • focusesonthefactorsthatpromotehighperformance • celebratessuccessandinnovativepractice • basesallevaluationsonclearrobustevidence • reflectsthevaluesof NordAngliaEducation.

The Quality Review process is a flexible model which can be adapted to need. It can either be:-

A full Quality Review that: • collectsdetailedevidenceon➢ > the achievement of students, including that for students learning English as a second language➢ > the quality of teaching ➢ > the behaviour and safety of the students➢ > the quality of boarding provision (where appropriate) • thequalityof leadershipandmanagement,includinghowwelltheschoolprovidespositiveexperiences

by promoting the pupils’ spiritual, moral, social and cultural development through planned and coherent opportunities in the curriculum and through interactions with teachers and other adults

• addressesanyspecificarea/swherethishasbeenrequested • producesareportdetailingthefindingsandrecommendationstobeputintoanactionplanbytheschool • highlightsgoodpracticethroughtheGlobalClassroomorNAU.

OR

A focused Quality Review that: • collectsdetailedevidenceononeparticularaspectof performance.Thismayincludecoveringthefullrange of evidence but its scope may be focused on one particular aspect, for example, provision for the International Baccalaureate or effectiveness of middle leaders in the primary school • producesareportdetailingthefindingsandrecommendations • highlightsgoodpracticethroughtheGlobalClassroomorNAU. However, its fundamental purpose must be to inform and secure further improvement, building the school’s capacity to continually challenge and improve itself. This will be done by: • discussingandsharingbestpractice • settingthehighestof expectationsagainstagreedbenchmarksandcriteria


22


• offeringrobustchallengeandsupportwhererequired • clearlyidentifyingstrengthsandareasfordevelopment • monitoringandreportingonprogresswherenecessary • fosteringconstructivedialoguebetweenNordAngliaEducation’sExCoandthosewholeadandwork in the school.

The need for a Quality Review can come either from the company or from the school. The initial request may come from: • theneedtoconfirmjudgementsaboutaschool’sperformance • tounderstandbetterwhyaschool’sperformanceisasitis • toconfirminnovativepracticewhichcanbesharedwiththefamily • aschool’swishforsupportonaparticulartheme • aspecificrequestfortheExCoortheEducationTeam.

THE THREE-STAGE PROCESSStep 1: before the Review • Theschoolwillbeinformedof theReviewtimescalesaterminadvanceandfinalisednolaterthanthreeweeks before the intended Review date. • Informationwillberequestedbutkepttotheminimumsothedemandsontheschoolarenotonerous.

This data from the school may include: • SchoolsAcademicPerformanceBoard(SAPB)information • asummaryof theschool’sself evaluation(whereavailable) • asummaryof anyinnovativepractice • curriculum,assessmentandmonitoringinformation,includingthatonteachingandlearning • staffinginformation • timetables • surveyresults-students/staff/parents/Parthenon • anyotherrelevantinformationtosupporttheeffectivenessandefficiencyof theReview.

Information to be discussed/shared with the school will include: • informationabouttheteamandproposeddates • thepurposeandoutcomesof theReview • theQualityReviewFramework • anoutlinescheduleof observationsanddiscussions • workingandfeedbackarrangements.

Step 2: the Quality Review • TheQualityReviewwilltakeplaceasplannedandscheduled. • InterimfeedbacktothePrincipalandanyseniormembersof staff shouldtakeplaceattheendof theReview.

The Principal will also be invited to: • giveviewsontheissuesforReviewaspartof thepre-Reviewdiscussions • participateinjointlessonobservations,asagreedwiththeleadReviewer • attendtheformalmeetingsattheendof eachdayof theReview.


23


The Principal will ensure that staff: • enabletheReviewtobeconductedinanopenandhonestway • enabletheReviewTeamtoevaluatetheschoolobjectivelyagainsttheReviewframework • provideevidencethatwillenabletheReviewTeamtoreporthonestly,fairlyandreliablyabouttheirprovision • workwiththeReviewteamtominimisedisruption,stressandbureaucracy • maintainapurposefuldialoguewiththeReviewTeam.

Step 3: After the Review • AdraftreportwillbesenttothePrincipaltocheckforfactualaccuracy • AdraftreportwillalsobesenttotheEducationDirectorforapproval.Afullreportwillbeproducedwithin 15 days. • Acopyof thefinalreportwillbesentto:➢ > The Principal of the school➢ > The Regional Director➢ > the ExCo➢ > the Education Team for filing on the shared drive. • If appropriate,theschoolwillthen:-➢ > produce an action plan (within four working weeks) to address the key priorities (with support if required), and/or > share good practice through the Global Classroom or Nord Anglia University. • TheEducationTeamwillprovideasupportplanif necessaryoneweekafterreceivingtheactionplan. • TheactionplanwillbemonitoredbytheEducationTeamandreportedtoExCotermly,ormorefrequently if appropriate.

THE QUALITY REVIEW FRAMEWORKKey areas

1 the achievement of students 2 the quality of teaching 3 the behaviour and safety of the students 4 the quality of boarding provision (where appropriate) 5 the quality of leadership and management 6 overall effectiveness

1. The achievement of students at the school

When evaluating the achievement of students, we will consider: 1.1 how well all students learn, with particular reference to High Performance Learning: values, attitudes and attributes; Advanced Cognitive Performance Characteristics 1.2 how students are helped to progress towards absolute targets and how their progress is tracked 1.3 the extent to which students develop a range of skills well, including communication, reading and writing and mathematical skills and how well they apply these across the curriculum 1.4 the role of language acquisition, especially for those students learning English as an additional language


24

1.5 the standards attained by students at the end of key stages, including their standards in reading, writing and mathematics, attainment in prestigious competitions and their post-school destinations 1.6 students’ attendance.

2. The quality of teaching in the school When evaluating the quality of teaching in the school, we will consider:

2.1 the extent to which the high performance approach is embedded in the school, looking specifically at:➢ > AFL➢ > how students are enabled to become learners (VAAs)➢ > intellectual challenge and opportunities for higher order thinking➢ > feedback and praise > opportunities for learning beyond the classroom

2.2 the extent to which EAL teaching leads to effective learning 2.3 the extent to which intervention strategies are effective 2.4 the extent to which the pace and depth of learning are maximised as a result of teachers’ monitoring

of learning, including that undertaken in the Global Classroom, and any consequent actions in response to students’ feedback

2.5 how well teachers use their expertise, including their subject knowledge and their understanding of how technology can promote high quality learning, to develop students’ knowledge, skills and understanding

across a range of subjects and areas of learning

2.6 how the school utilizes its own expertise and that of others within and beyond the classroom.

3. The behaviour and safety of students at the school When evaluating the behaviour and safety of students at the school, we will consider:

3.1 students’ attitudes to learning and conduct in lessons and around the school

3.2 student’s awareness of global and local community responsibility

3.3 students’ behaviour towards, and respect for, other young people and adults, including freedom from bullying and harassment

3.4 how well teachers manage the behaviour and expectations of students to ensure they all have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity

3.5 students’ ability to assess and manage risk appropriately and to keep themselves safe.

4. The quality of boarding provision When reviewing the quality of boarding provision and care, we will consider:

4.1 the quality of pastoral support

4.2 the quality of care planning

4.3 extra-curricular and leisure activities

4.4 healthcare and catering arrangements

4.5 the quality of the boarding accommodation


25

4.6 and the impact of these factors on the experience of boarders.

5. The quality of leadership and management of the school When evaluating the quality of leadership and management at all levels we will consider whether they:

5.1 lead to the school being over-subscribed and growing in popularity with parents as evidenced by the impact of admissions and marketing activity and the growth in student numbers

5.2 demonstrate an ambitious vision for the school and have high expectations for what every student and teacher can achieve and set high standards for quality and performance

5.3 have an effective strategic and operational planning process in place which leads to significant improvement

5.4 implement teacher recruitment and retention policies/approaches that ensure that teachers and teaching are of the highest quality

5.5 provide a broad and balanced curriculum that meets the needs of all students, promotes high performance for all and enables students to make exceptional progress in their learning

5.6 promote good behaviour and safety and their spiritual, moral, social and cultural development

5.7 promotes student leadership and high aspirations for their future

5.8 have an effective parental engagement policy and processes which enhance learning and the reputation of the school

5.10 ensure that all students are safe

5.11 effectively promote the place of the school in the local community and globally.

6. Overall effectiveness Where a full Quality Review has taken place, we will evaluate the overall quality of the education provided in the school, taking into account all the judgements and evidence.

The report

The report will use the Quality Review report templates but may be adapted if necessary. The report must:

• beconsistentwiththefindingsandrecommendationsexplainedorallytotheschool

• befocusedonpromotinghighperformanceandNordAngliaEducationasaproviderasaproviderof premium and contemporary education

• alwayscelebratesuccessbutnotshyawayfromstatingwhereimprovementisrequired.


26

APPENDIX FIVE - CORE MESSAGES IN THEDISTINCTIVENESS AGENDA

OPPORTUNITIES AVAILABLE TO LEARN:

• THROUGH YOUR PERSONAL INTERESTS• AT AN ADVANCED LEVEL

• INDEPENDENTLY AND TOGETHER• SUPPLEMENTARY TO CORE CURRICULUM

• LEADERSHIP SKILLS• GLOBAL PERSPECTIVES

• LIFE DEFINING EXPERIENCES

HOW WE DO IT:

• ACCESS TO EXPERTS• ANY TIME, ANY PLACE, ANYWHERE

• 21ST CENTURY TECHNOLOGIES• INTERACTION AND LEARNING WITH PEERS

ACROSS THE WORLD (WITH DIFFERENT PERSPECTIVES)

• EXTRAORDINARY EVENTS • SAFE ON-LINE ENVIRONMENT

EDUCATIONAL BELIEF:

TO BE ACADEMICALLY SUCCESSFUL, CHILDREN NEED TO DEVELOP

INTELLECTUAL CURIOSITY AND LEARN INFORMALLY AS WELL AS FORMALLY

WHAT IT ACHIEVES:

DEVELOPS LEARNING BEHAVIOURS ASSOCIATED WITH ACADEMIC SUCCESS

• USEFUL WORK HABITS – VALUES ATTRIBUTES ATTITUDES (VAAS)• WAYS OF ADVANCED THINKING - ADVANCED COGNITIVE

PERFORMANCE CHARACTERISTICS (ACPS) • INDEPENDENCE AND RESPONSIBILITY

OPPORTUNITIES TO DEVELOP:

• EXCELLENCE IN SUBJECT TEACHING• AWARENESS OF RANGE OF PROFESSIONAL APPROACHES

• ENHANCED SUBJECT KNOWLEDGE• FAMILIARITY WITH LEADING RESEARCH

• LEADERSHIP MANAGEMENT SKILLS.• TECHNICAL SKILLS

HOW WE DO IT:

• FORMAL COURSES (BLENDED)• SHARING KNOW-HOW THROUGH CREATING

COMMUNITIES OF PRACTICE• ACCESS TO EXTENSIVE EDUCATIONAL LIBRARY

OF RESEARCH AND PRACTICE• ACCESS TO EDUCATIONAL EXPERTS

• CASCADING OF KNOWLEDGE

SCHOOL

OTOS

NAU

PERF REVIEW

QA

EDUCATION TEAM

TEACHER

EDUCATIONAL BELIEF:

THE ACADEMIC SUCCESS OF STUDENTS IS PRIMARILY DETERMINED BY

THE QUALITY OF THEIR TEACHERS

RESULTING IN TEACHERS THAT:

• IMPROVE THE OUTCOMES FOR THEIR STUDENTS• ARE UP TO SPEED IN CURRENT THINKING SO OTHERS TURN TO FOR ADVICE

• ACTIVELY ENGAGE IN SELF-DEVELOPMENT•WANT TO WORK FOR AND STAY WITH US, OTHER SCHOOLS WANT!

NAU


27

WHAT WE NEED TO CREATE:

EXCELLENT OPPORTUNITIES+

STUDENTS WITH STRONG INTRINSIC MOTIVATION

+SUPPORT FROM SCHOOL

AND PARENTS

HOW WE ACHIEVE IT:

• TEACHERS WITH A GENUINE COMMITMENT TO DELIVER

• CULTURE OF HIGH EXPECTATIONS

• FOCUS ON CONTINUOUS DEVELOPMENT

SCHOOL

OTOS

NAU

PERF REVIEW

QA

EDUCATIONTEAM

BES

PO

KE

PED

AG

OG

Y

TEACHER

EDUCATIONAL BELIEF:

EVERY NORD ANGLIA EDUCATION STUDENT WILL ACHIEVE A BETTER OUTCOME

THAN THEY WOULD ELSEWHERE

RESULT IS:

• EXCEPTIONAL STUDENT RESULTS AND POST SCHOOL DESTINATIONS

• INTELLECTUALLY AND SOCIALLY CONFIDENT STUDENTS

OPPORTUNITIES AVAILABLE TO LEARN:

• THROUGH YOUR PERSONAL INTERESTS• AT AN ADVANCED LEVEL

• INDEPENDENTLY AND TOGETHER• SUPPLEMENTARY TO CORE CURRICULUM

• LEADERSHIP SKILLS• GLOBAL PERSPECTIVES

• LIFE DEFINING EXPERIENCES

HOW WE DO IT:

• ACCESS TO EXPERTS• ANY TIME, ANY PLACE, ANYWHERE

• 21ST CENTURY TECHNOLOGIES• INTERACTION AND LEARNING WITH PEERS

ACROSS THE WORLD (WITH DIFFERENT PERSPECTIVES)

• EXTRAORDINARY EVENTS • SAFE ON-LINE ENVIRONMENT

EDUCATIONAL BELIEF:

TO BE ACADEMICALLY SUCCESSFUL, CHILDREN NEED TO DEVELOP

INTELLECTUAL CURIOSITY AND LEARN INFORMALLY AS WELL AS FORMALLY

WHAT IT ACHIEVES:

DEVELOPS LEARNING BEHAVIOURS ASSOCIATED WITH ACADEMIC SUCCESS

• USEFUL WORK HABITS – VALUES ATTRIBUTES ATTITUDES (VAAS)• WAYS OF ADVANCED THINKING - ADVANCED COGNITIVE

PERFORMANCE CHARACTERISTICS (ACPS) • INDEPENDENCE AND RESPONSIBILITY

nae proof 3

Documents

i o n d e pa r t

e n t2vision

companys education strategy

style of education

profitable family of

ord anglia education

positionthe company

company flagship