Teaching and learning improvement plan 2012 presentation

Teaching and Learning

School Improvement Plan(February 2012)

a craft

a craftcomplex^

a complex craft

Human Emotive Dynamic Interactive Multi-faceted

Dylan Wiliam

“Teaching is such a complex craft that one lifetime is not enough to master it, but by on their classroom practice teachers can continue to improve throughout their career. From teachers, therefore, we need a commitment—not to attending a certain number of hours of professional development per year—but a to the continuous improvement of classroom practice, and an agreement to develop in their practice in ways that are likely to for their students.”

rigorously focusing

career-long commitment

improve outcomes

“Teachers need to to take as they develop their practice. Teachers need to be for developing their practice—the evidence is that left to their own devices, teachers improve their practice slowly if at all. And because changes in practice are so difficult, they also need to be given for change.”

small steps accountable

support

What is our current situation?

Quality assurance lesson observations (2010-11)66 observations

Outstanding: 19%

Good: 60%

Satisfactory: 21%

Inadequate: 0%

What is our current situation?

Ofsted lesson observations (November 2011)36 observations

Outstanding: 17%

Good: 41%

Satisfactory: 39%

Inadequate: 3%

What is our current situation?

CARE lesson observations (February 2012)39 observations

Outstanding: 28%

Good: 33%

Satisfactory: 33%

Inadequate: 6%

Outstanding:21% of lessons

Good:48% of lessons

Satisfactory:29% of lessons

Inadequate:2% of lessons

Outstanding:21% of lessons

Good:48% of lessons

Satisfactory:29% of lessons

Inadequate:2% of lessons

Key Priority

• To reduce variation in students’ experience of teaching and learning through a consistent improvement of practice.

Increasing the mean whilst reducing the standard deviation!

High Reliability Organizations

What the school needs to do to improve further:

Accelerate improvement in teaching and learning across the school, through more robust evaluation of current practice, used effectively to shape priorities to be urgently and consistently implemented, including:

• defining clear learning objectives for students of all abilities to know how to make progress

• planning to provide a range of different lesson activities, including significantly greater opportunities to practise independent learning skills

• using assessment more regularly to shape and inform lesson planning and progress.

To eliminate lessons judged to be inadequate in quality assurance lesson observations and other monitoring activities. 11

To increase the number of lessons judged to be good and better in observations and review procedures.

To conduct a review of departmental handbooks, quality assurance files and schemes of learning to ensure consistency and quality of approach.

22

33

To create a voluntary team to work on specific issues around teaching and learning.

To design in-service training on the issue of ‘approaches to differentiation’.

44

55

66 To implement a programme for the Key Stage 3 gifted and talented cohort which will provide opportunities for stretch and challenge beyond the classroom.

To create peer coaching opportunities through redesigning the teacher learning communities programme.

To provide a stream of materials for reflection and guidance to ensure that learning and teaching are kept clearly on the agenda throughout the school.

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