1

Part of Washwood Heath Multi Academy Trust

Head of Academy: Mr P Marano

CEO: Mrs B Mabey

Teaching and Learning – Policy

September 2020

Date of review: September 2021

Updated: 18th August 2020

This document aims to outline the strategies that will be used by teachers. As a Rights Respecting

School, our students’ right to education will be secured by the impact of this policy.

2

Overview

At Tile Cross Academy, we aim to place teaching and learning at the core of

everything we do. Everything works towards creating the best conditions for teachers

to teach to high standards and for students to learn to the best of their ability. With teaching and

learning at the forefront of all of our minds, we give our students the best possible chance to

achieve and be successful in their next steps. This follows the key principle of a Rights Respecting

School, where all students have the right to a good quality education. Below is an outline (3I’s) of

how we achieve this at Tile Cross Academy:

Intent: Developing C.O.R.E. Learners

Implementing the TCA Learning Cycle

Developing consistency in teaching

Implementation: Achieving high standards of teaching and learning

Maintaining standards and developing practice

Impact: Rigorous monitoring and evaluation

Supporting underperforming colleagues

Appendices

Appendix 1 – Lesson Plan Pro Forma example

Appendix 2 – Lesson Visit Rubric pro forma

Appendix 3 – Learning Walk pro forma

Appendix 4 – Learning Walk Postcard (example

Appendix 5 – Book Looks pro forma

Appendix 6 – Student Voice pro forma

Appendix 7 – CAR Report template

Appendix 8 – Curriculum Surgery Meeting pro forma

Appendix 9 – Teachers’ Standards

Addendum (September 2020 onwards)

Tile Cross Academy’s response to Covid-19 and guidance on Teaching and Learning ‘new norms’.

3

Intent

At Tile Cross Academy, teaching and learning has evolved over recent years to the

clear vision we have today. We make it our mission to ensure that all teachers are

clear about what we expect to ensure our vision is met through consistent approaches to

teaching and learning. We recognise that the education world does not stand still and we aim to

provide expert provision of CPD which selects the latest research to ensure our teachers are

constantly progressing. We aim for all teachers to have high expectations of themselves and in

turn their students to achieve the best possible outcomes.

C.O.R.E. Learners

We developed our C.O.R.E. in September 2018 to help the Academy achieve its vision. This has

helped to give Tile Cross Academy an identity and has helped all stakeholders to speak the same

language. As time goes on we hope that all teachers and more importantly students know how

important it is to develop their ‘C.O.R.E.’ during their time with us. Below is a poster you will find

across the Academy which simply defines each element of our vision:

C.O

.R.E

. bra

nd

ing

po

ste

r

fou

nd

aro

un

d t

he

Aca

dem

y

4

C.O.R.E. Expectations

In order for our students to achieve their true potential, we have to ensure that the optimum

conditions are created in each and every classroom. As a result all classrooms have a simple set

of C.O.R.E. Expectations which all teachers use to ensure consistency in the attitudes to learning

across all subjects. The classroom poster shown below is placed at the front of every classroom

and can be used to guide a teacher if students fail to reach expectations. Teachers will then

follow the sanctions procedures as stated in Appendix 2 in the Behaviour for Learning Policy.

CORE Skills

As stated in the overview, Tile Cross Academy aims to equip students for their next steps. With an

ever-changing world it is important that we prepare our students for the 21st Century and

therefore teachers must ‘teach for tomorrow’. With this in mind the Academy has carefully

selected 6 key skills that are important to develop a well-rounded learner. Teachers must plan

lessons which develop these skills/qualities and make explicit reference to them in their teaching.

C.O

.R.E

. Exp

ecta

tio

ns

po

ster

fou

nd

in a

ll cl

assr

oo

ms

5

Below are the CORE Skills selected at Tile Cross Academy:

CORE Skills posters

found in all classrooms

6

TCA Learning Cycle

The TCA Learning Cycle (Stages 1-6) is heavily influenced by the Priciples of Instruction by Barak

Rosenshine. All lessons at Tile Cross Academy will follow the 6 stages with the aim of developing

knowledge and skills of all students across the key stages. Students will be guided by their teachers

as they sequence their learning with clear modelling along the way. Teachers will expertly

question and probe their students to deepen their understanding and redraft work and ideas and

review progress at the end of the cycle.

The outer yellow ring is influenced by the TRU Framework (‘Teaching for Robust Understanding’)

developed by Berkeley, University of California. We at Tile Cross Academy recognise the

importance of oracy and a rich dialogue between teacher and student as they both journey

around the learning cycle.

TCA Learning Cycle –

‘the way we teach!’

7

Stages of the TCA Learning Cycle

1

All lessons should begin with a review of previous learning. Teachers may revisit the lesson before or

decide to trigger long-term memory of previous topics. The significance of such reviews is that it

allows students to re-activate recently acquired knowledge, lessen the load on working memory and

strengthen recall of knowledge and skills.

2

It is important that students get to see the ‘end goal’ or vision of a lesson. What are they all aiming

for? If students are aware of this, they are more likely to make sugnificant progress towards it.

Furthermore, it is important that students see the ‘bigger picture’. Are they aware where their lesson

fits into the grand scheme of things? This awareness is important for success!

3 Our teachers are the experts and they should showcase their subject expertise when introducing new

concepts, facts and processes. Teachers may choose to deliver this knowledge in a number of

different ways but they must communicate clearly and select strategies and resources carefully.

4

Once new knowledge has been presented to our students, it is vital that we allow them to construct

some meaning. Do they actually understand the new knowledge that has been shared? Lessons

should take the time to check student understanding and therefore targeted questioning is crucial at

this stage. Questioning will identify whether students need misconceptions addressed before they

apply their knowledge.

5 Before students get the opportunity to showcase their knowledge independently and apply their

learning, teachers must role model their expectations and carefully scaffold their instructions and

resources before independent practice can take place.

6 Finally a teacher will review the learning that has taken place, either through targeted questioning

(AfL) or Flash Feedback/Live Marking for example. Students will get the opportunity to redraft their

work and ideas to make further progress.

Consistency in Teaching and Learning

At Tile Cross Academy we strongly believe that we have a collective responsibility to develop our

CORE Learners. In order to achieve this goal year on year, our teachers will consistently:

1. ‘Meet and Greet’ students at the classroom door and support colleagues that are unable to do so

2. Ensure that all students remove all non-school uniform items before entering the classroom

3. Ensure that all students sit in their designated seat

4. Mark students late if their planner is not visible and they are not ready to learn by the time the late bell

rings

5. Own their corridor area with their colleagues and challenge poor behaviour

6. Start and end all lessons promptly by using the computer clock

7. Engage students with a SMART START on arrival

8. Differentiate their lessons, making provision for SEND, EAL and HPA

9. Ensure that all books/folders have a data sticker on the front, including a handwritten current and

target grade/level

10. Use the PDfL (Positive Discipline for Learning) system to ensure students always improve their attitude to

learning in lessons

11. ‘End and Send’ in an orderly fashion i.e. one row at a time

12. Feedback on at least 1 in 6 lessons’ work using a green pen and using the Flash Feedback Presentation

Slide and do frequent Live Marking in purple pen

13. Motivate all students to respond to marking in detail in red pen during the ‘Next Steps’ stage of the

Flash Feedback process.

8

Implementation

In order to achieve our teaching and learning intent, we have developed a platform

for teachers to be reflective practitioners who are constantly striving to develop their

practice. An ethos of openness and sharing expertise means that teachers are constantly learning

and applying new ideas and tools in their lessons. Below are strategies used to achieve high

standards of teaching and learning at Tile Cross Academy:

Shared understanding

As mentioned previously, Tile Cross Academy aims to ensure that all teachers are aware of our

central vision for teaching and learning. The CPD training plan delivers key themes using the latest

educational research and aims to role model during delivery to ensure teachers are aware of the

shared expectations. Furthermore, the training plan allows teachers to reflect on their own

practice and share ideas and tools with each other. A Teacher Toolkit on the X:\drive has been

set up to allow this to happen successfully and to ensure consistency across the Academy.

Shared responsibility

Our Middle Leaders have been empowered to quality assure our curriculum provision. Heads of

Faculty regularly monitor the teaching and learning provision within their subject areas, through

developmental quality assurance and feedback to colleagues. This will ensure that meaningful

conversations about teaching and learning can take place during faculty meetings and relevant

preparations can be made for whole school quality assurance.

All quality assurance documentation completed by Middle Leaders including Lesson Visits,

Learning Walks, Book Looks and Student Voice Questionnaires are securely saved in the S:\Drive

Quality Assurance folder to help document progress and to share as agenda items with SLT line

managers during fortnightly meetings.

Shared practice

The CPD training plan will offer teachers the opportunity to visit other colleagues in their

classrooms. At Tile Cross Academy we recognise that observing other teachers is a key part of

development; it improves teachers' own self-awareness of their skills and also makes leaders more

effective at identifying areas for further growth. We encourage teachers to feedback to their

colleagues as it develops their own understanding of the expectations required during Lesson

Visits. The training plan will offer teachers a platform to share their own good practice with

colleagues during ‘show n tell’ sessions. We encourage teachers to link their ideas, resources and

tools with educational research such as Doug Lemov’s Teach Like A Champion.

The Assistant Head lead for teaching and learning is ably supported by Leaders of Teaching and

Learning and SLT Strategic Leads, who support with CPD training plan delivery and quality

assurance throughout the year. Coaching and mentoring is also offered for teachers in need of

support from this team. Furthermore, the Academy is supported by the MAT Director of Teaching

and Learning and regular collaboration meetings are set up between the three secondary

schools to share new ideas and initiatives.

9

Impact

Teaching and Learning at Tile Cross Academy is monitored and evaluated through a

calendar of Curriculum Area Reviews (CARs) and lesson/work quality assurance. This

layer of monitoring is in addition to the quality assurance conducted by our Middle Leaders who

are constantly reviewing their subject areas. The aim is that the findings from the Teaching and

Learning Team and SLT correlate with the tracking conducted by our Middle Leaders throughout

the year.

Lesson Visits

Lesson Visits should last between 20-30 minutes and should be completed by two colleagues,

unless completed for coaching/mentoring developmental reasons. Teachers must be given at

least 48 hours notice and should supply a lesson plan (Appendix 1) to the observers alongside

latest student progress data and a seating plan. Teachers can expect to be visited at least twice

in an academic year i.e. during a CAR and a PMR (linked to Appraisal) but a third Lesson Visit can

be scheduled if there are concerns or if a teacher requests one for themselves.

A Lesson Visit Rubric pro forma (Appendix 2) must be completed by the two observers once they

have left the classroom. This will mean both observers have the time to discuss the 13 rubric

categories and decide on a judgement for each from ‘Embedded in practice’ to ‘Absent in

practice’. Tile Cross Academy believes in qualititive feedback and therefore no overall judgement

score is given. Instead teachers can expect a completed rubric and 3 key strengths and 2 key

areas for development. Important: observers must aim to provide verbal feedback within 24 hours

to discuss the rubric pro forma and written feedback must be given to the teacher within 48 hours.

Note: a paper copy can be copied for the teacher and must be scanned for the faculty S:\drive

quality assurance record.

Learning Walks

Learning Walks should last no longer than 10 minutes and can be completed by one or two

colleagues. Teachers can expect 2 Learning Walks during their CAR and another 6 which will be

scheduled throughout the year and are shared in the TCA Calendar. A small A5 Learning Walk pro

form (Appendix 3) must be completed by the visitor(s) where teachers are judged against 3

categories, i.e. Fully Met/ Partially Met/ Not Met. The main criteria that teachers must focus on are

C.O.R.E, planning, teaching and learning. Important: observers must aim to provide feedback

within 24 hours to either discuss the outcomes or place a LW postcard (Appendix 4) in pigeon

holes to commend those that have performed well. Similar to all QA documentation, pro formas

must be scanned for the faculty S:\drive quality assurance record.

Book Looks

Book Looks are designed to be developmental and involve all members of a faculty together.

Teachers will be asked to supply two full random class samples (usually one from each key stage)

alongside their Flash Feedback Teacher Journal (please see TCA Feedback Policy) and are

invited to talk through their teaching and learning journey with a Leader. The Book Looks pro

forma (Appendix 5) will be used as a prompt sheet for meaningful discussions on key strengths and

areas for development. Similar to the Learning Walks pro forma, teachers will be judged against 3

categories, i.e. Fully Met/ Partially Met/ Not Met. All documents will be scanned for the faculty

S:\drive quality assurance record.

10

Student Voice

Student Voice Questionnaires are conducted to canvas the opinions of our students. The

questionnaires consist of 14 carefully selected questions that mirror the criteria used in the Lesson

Visits Rubric pro forma, which means it helps to build a clear and well-rounded picture of the

successes of a lesson. It is highly recommended that those who oversee the questionnaires clearly

read the statements to participating student samples (Note: samples must involve students of all

demographics unless certain groups are the main focus of the study) and explain what they

mean to avoid misconceptions which may impact the authenticity of the outcomes. Students will

then simply tick their preferred response on their own individual pro forma (Appendix 6) without

any influence from their peers or teachers. Simple percentages can be calculated after the

process and can be shared with faculty leads in the S:\drive quality assurance record.

CARs

Curriculum Area Reviews were introduced to further strengthen our shared responsibility as

teachers at Tile Cross Academy. The review week is not focused on the individual but more so on

the provision provided by a team and curriculum area. The judgements made at the end of the

CAR aim to highlight the collective strengths of a faculty and the areas that the team must

address together to develop further. These judgements can be found in the final concise CAR

report (Appendix 7). Below are details of what can be found in a CAR schedule, which are shared

in advance with HoFs before the review week begins:

Curriculum Surgery Meeting – this meeting involves the Head of Faculty, SLT Line Manager

and the Head of Academy and is typically scheduled at the beginning of the CAR week.

HoFs will be given a Curriculum Surgery Meeting pro forma (Appendix 8) to help them

prepare for meaningful discussions about their faculty. Discussions will be on the qaulity of

education (KS3/4), behaviours and attitudes, personal development and leadership and

management. This gives the HoF a platform to discuss percieved key strengths and areas

being developed.

Lesson Visits – 1 per teacher (teacher informed at least 48 hours before lesson)

Learning Walks – 2 per teacher *one per key stage if possible (teachers not informed of

which lessons will be visited)

Book Looks – 2 random class samples per teacher

Student Voice or Panel – random sample of 50 students selected across all key stages

Providing Feedback

Tile Cross Academy recognises that providing feedback is the most crucial stage of the

developmental process. Colleagues who conduct quality assurance must have time to reflect

before they engage in a professional discussion, hence the guided time for feedback is 48 hours.

The feedback discussion must be conducted in an agreed and appropriate environment and

must adhere to the beliefs of a Rights Respecting School and should practice mutual respect.

Teachers that have been observed must be allowed to reflect and share their thoughts on their

performance before hopefully agreeing on the evidence based findings discovered by the

observer. These findings are shared with Middle Leaders who have the aim to develop their

faculty members based on the areas for development identified.

It is important to note that a follow-up Lesson Visit can be set up (on request also) if a lesson did

not go according to plan.

11

Support

At Tile Cross Academy we recognise that some of our colleagues may need support to develop

their teaching practice. If concerns are raised, colleagues can expect to go through the process

shown below to help them achieve the Teachers’ Standards (Appendix 9):

Concerns raised

Informal Support (letter)

6 weeks

Some progress? No progress? Expected progress?

Informal Support

EXTEND- 6 weeks

Pre-Support (Coaching)

6 weeks

Some progress? No progress? Expected progress?

Pre-Support (Coaching)

EXTEND- 6 weeks

Some progress? No progress? Expected progress?

Formal Support (letter)

8 weeks

(with extension periods)

Coaching within faculty i.e. HoF/TLR

holders or members of the T&L

Team. Evidence recorded in Support

Logs on S:\drive.

Formal Capability

Extension periods = 8 weeks x2

T&L AHT (with support from T&L

Team) to observe all teachers after

6 weeks to make a judgement on

progress (next steps)

T&L AHT to observe all teachers

again after 6 weeks to make a

judgement on progress (next steps)

SMART plan to be produced and

agreed with teacher on support

Revert to coaching support

12

Appendix

Appendix 1 – Lesson Plan Pro Forma example

Lesson Plan

Teacher’s name:

Date:

Class/Set:

Pitch/ Ability range

Subject/Unit:

Supporting SEND

Topic:

Learning Intentions:

Smart Start: Knowledge Retrieval?

Learning Episodes

Kn

ow

led

ge

Sk

ills

Assessment (how learning will be recognised)

Differentiation (addressing all learners’ needs)

Stretch Home Learning

13

Appendix 2 – Lesson Visit Rubric pro forma

TILE

CR

OSS

AC

AD

EMY

Less

on

Vis

its

Em

be

dd

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be

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/A

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m

Teac

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rtis

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kn

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du

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sou

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ts t

o b

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kn

ow

led

ge

Teac

her

pro

du

ces

and

se

lect

s re

sou

rces

w

hic

h d

o n

ot

allo

w s

tud

en

ts t

o b

uild

kn

ow

led

ge

Less

on

lack

s cl

ear

app

roac

h t

o t

each

ing

and

res

ou

rces

are

no

t w

ell

tho

ugh

t o

ut

or

pla

nn

ed

Qu

est

ion

ing

Qu

esti

on

ing

syst

em

atic

ally

an

d e

ffec

tive

ly

chec

ks f

or

un

der

stan

din

g an

d d

eep

en

s th

inki

ng

of

all l

earn

ers

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esti

on

ing

syst

em

atic

ally

an

d e

ffec

tive

ly

chec

ks f

or

un

der

stan

din

g an

d d

eep

en

s th

inki

ng

of

alm

ost

all

lear

ne

rs

Qu

esti

on

ing

chec

ks f

or

un

de

rsta

nd

ing

Q

ues

tio

nin

g w

hic

h h

as li

mit

ed

imp

act

on

p

rogr

ess

wit

h o

nly

a li

mit

ed n

um

ber

of

stu

den

ts in

volv

ed

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evi

de

nce

of

qu

esti

on

ing

or

evid

en

ce o

f re

leva

nt

qu

esti

on

ing

Fee

db

ack

Stu

den

ts r

ecei

ve e

xplic

it, d

etai

led

an

d

con

stru

ctiv

e f

eed

bac

k to

he

lp t

hem

p

rogr

ess

Stu

den

ts r

ecei

ve e

xplic

it a

nd

de

taile

d

fee

db

ack

to h

elp

th

em

pro

gres

s St

ud

ents

rec

eive

use

ful f

eed

bac

k to

hel

p

the

m p

rogr

ess

Lim

ite

d o

r in

ade

qu

ate

fee

db

ack

No

evi

de

nce

of

fee

db

ack

CO

RE

Skill

s

Ple

ase

tic

k th

e C

OR

E Sk

ills

wh

ich

are

ex

plic

itly

evi

den

t b

elo

w:

Teac

her

exp

licit

ly d

eve

lop

s p

ract

ice

of

C.O

.R.E

. Ski

lls in

lear

ner

s Te

ach

er d

eve

lop

s p

ract

ice

of

C.O

.R.E

. Ski

lls

in le

arn

ers

Teac

her

ref

ers

to C

.O.R

.E. S

kills

wit

h s

om

e

mis

sed

op

po

rtu

nit

ies

on

ho

w t

o d

eve

lop

th

em

in le

arn

ers

Lim

ite

d r

efer

en

ce o

r p

ract

ical

d

evel

op

me

nt

of

C.O

.R.E

. Ski

lls

No

C.O

.R.E

. Ski

lls a

re r

efer

en

ced

to

or

dev

elo

pe

d in

th

e le

sso

n

C

om

mu

nic

atio

n

Lit

erac

y

In

de

pen

den

ce

Co

llab

ora

tio

n

Kn

ow

led

ge

En

qu

iry

Be

hav

iou

r an

d A

ttit

ud

es

CO

RE

Exp

ect

atio

ns

Beh

avio

ur

and

att

itu

des

are

exc

epti

on

al.

Te

ach

er c

rea

tes

a su

pp

ort

ive

clas

sro

om

w

he

re b

ehav

iou

r an

d a

ttit

ud

es a

re

po

siti

ve.

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e lo

w-l

evel

dis

rup

tio

n w

hic

h is

dea

lt

wit

h/

chal

len

ged

eff

ecti

vely

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e is

a c

lea

r la

ck o

f e

nga

gem

en

t an

d

per

sist

ent

low

-lev

el a

nd

/or

wilf

ul h

igh

-le

vel d

isru

pti

on

.

The

clas

sro

om

is n

ot

safe

an

d is

dis

ord

erl

y.

Att

itu

de

s to

Le

arn

ing

Teac

her

cre

ate

s a

focu

sed

cla

ssro

om

w

he

re s

tud

ents

are

en

cou

rage

d t

o b

e re

silie

nt

and

ind

ep

end

en

t to

pro

gres

s

Teac

her

cre

ate

s a

focu

sed

cla

ssro

om

cl

assr

oo

m t

o a

llow

stu

den

ts t

o p

rogr

ess

Som

e st

ud

en

ts la

ck f

ocu

s an

d m

oti

vati

on

to

pro

gres

s C

lear

lack

of

focu

s b

y st

ud

en

ts a

nd

th

is is

n

ot

chal

len

ged

by

the

teac

her

Ex

pec

tati

on

s ar

e n

ot

clea

r an

d t

her

e is

a

lack

of

focu

s in

th

e cl

assr

oo

m

14

15

Appendix 3 – Learning Walk pro forma

TILE CROSS ACADEMY

Learning Walk

TEACHER: GROUP: OBSERVER: DATE:

Fully Met

Partially Met

Not Met

C.O.R.E.

C.O.R.E. Expectations are being followed

CORE Skills are being developed and referred to

Communication Literacy Independence Collaboration Knowledge Enquiry

Planning

Clear lesson structure

Evidence of sequencing of lessons

Teaching

Students are making progress

Students are challenged and supported

Learning

Positive attitudes to learning

Students demonstrating understanding

Additional comments:

16

Appendix 4 – Learning Walk Postcard (example)

A note to say…

17

Appendix 5 – Book Looks pro forma

TILE CROSS ACADEMY

Book Looks

TEACHER: FACULTY: GROUP: REVIEWER: DATE:

Fully Met

Partially Met

Not Met

Presentation

High expectations of exercise book presentation

Building on previous learning

Clear logical sequencing to develop knowledge and skills

Depth and breadth

Evidence of broad range of topics within a subject

Practice

Evidence of regular opportunities to revisit practice to solidify understanding and address misconceptions

Flash Feedback

Strengths identified and clear ‘next steps’ used to address misconceptions

Live Marking

Evidence of teacher intervention to guide pupils’ progress

Key Strengths

Key areas for development

18

Appendix 6 – Student Voice pro forma

TILE CROSS ACADEMY

Student Voice

Student name: _____________________________________ Form: ______

Faculty: (add subject) Teacher: ___________________

Please the category you most agree with: Strongly

agree Agree Disagree

Strongly disagree

1. Lessons are usually enjoyable and interesting

2. Lessons are demanding and I am challenged

3. Teacher is enthusiastic and seems to enjoy our lessons

4. Teacher communicates clearly and I always know what I

am meant to be learning in my lessons

5. Lessons are well planned and therefore help me learn

6. Activities in lessons are well selected and really help me

build knowledge and skills

7. Learning Intentions are always shared and the teacher

always explains them to me

8. Subject knowledge of my teacher really helps me to

develop and progress

9. Regular and detailed feedback is provided which helps me

to improve

10. Lessons refer to CORE Skills and I am shown how to

develop them

11. Teacher creates a focused classroom which allows me to

progress

12. Behaviour expectations are high and I can get on in

lessons without distraction

13. I feel prepared for tests and examinations

14. Homework I am given helps me to learn

Are there any other comments that you would like to make?

19

Appendix 7 – CAR Report template

Curriculum: From discussions with faculty leaders and looking at faculty documents. Is there an exciting and innovative Curriculum in place for all Key Stages which is mapped against

the National Curriculum Programmes of Study (2014) and GCSE specifications? Does the curriculum progress from prior learning at Key Stage 2 and prepare students for achieving high quality GCSE outcomes? Is the curriculum fun and engaging and provides opportunities for discovery and exploration to help develop a lifelong love of learning? Strengths

Areas in need of Development

Teaching & Learning: From undertaking lesson visits and learning walks. Is there a range of teaching strategies being used to support the learning of student’s in all Key Stages?

How do you know? Is work challenging and pitched at correct levels? Is work clearly sequenced and builds on prior learning? Are knowledge and skills being developed and students being supported in retaining and retrieving information? Strengths

Areas in need of Development

Quality of Work and Feedback to Students: From undertaking lesson visits and book looks. Are books well-presented and school expectations being followed? Are

target stickers on the front of books visible and being used to record progress? Is the quantity of work as expected and is work developing and progressing students learning? Are students responding to teacher feedback and making improvements to their work? Is there evidence of live marking and marking for literacy? Strengths

Areas in need of Development

20

Assessment & Outcomes: From undertaking lesson visits, book looks and reviewing faculty data. Is there a range of assessment strategies used with the faculty and across all

Key Stages? What assessments are leading to judgements being made on individual students at the end of data collection? How are Outcomes at for each Key Stage? How do you know? Key Stage 3

Key Stage 4

Behaviour & Attitudes to Learning: From undertaking lesson visits, learning walks and talking to students. Are students well behaved in lessons? Are PDfL procedures

being followed consistently by staff? Are students engaged in their learning and eager to become involved within their lessons? Are students independently working and pushing themselves to achieve high quality outcomes? Strengths

Areas in need of Development

Student Voice: From meeting student panel and discussing with students in lesson visits. What are student’s perceptions of their learning within the faculty? What areas do they

see as strengths and what areas do they feel could be developed further? Are students positive about their learning experiences? Strengths

Areas in need of Development

Key Actions From Review:

Signed: Date:

21

Appendix 8 – Curriculum Surgery Meeting pro forma

Quality Of Education

Key Stage 3 Curriculum – Years 7 & 8

Key Stage 3 - Years 7 & 8 – Is there an exciting and innovative Key stage 3 Curriculum in place which is mapped against the National Curriculum Programmes of Study (2014).

Does this curriculum progress from prior learning at Key Stage 2? Is our curriculum for your subject fun and engaging which provides opportunities for discovery and exploration to help develop a lifelong love of learning? How does the sequencing of learning build subject knowledge and skills? How do teaching strategies reflect the learning as set out in the curriculum intent?

Key Stage 3 – Teaching & Learning – Is there a range of teaching strategies being used to support the learning of student’s in Years 7 & 8? How do you know? How would

you grade the teaching and learning within your subject area at Key Stage 3?

Key Stage 3 – Assessment & Outcomes – Is there a range of assessment strategies used with Years 7 & 8? What assessments are leading to judgements being made on

individual students at the end of each term? How are Outcomes at Key Stage 3? How do you know?

Key Stage 4 Curriculum

Key Stage 4 - Year 9 – Is there an exciting and innovative skills based Curriculum in place for Year 9 students. Does this progress from Key Stage 3 and develop students in

preparation for GCSE studies? Is our curriculum for your subject in Year 9 fun and engaging which provides opportunities for discovery and exploration to help develop a lifelong love of learning? How does the sequencing of learning build subject knowledge and skills? How do teaching strategies reflect the learning as set out in the curriculum intent?

Key Stage 4 - Years 10 & 11 - Is there an exciting and innovative Key stage 4 Curriculum in place which is mapped against subject specifications. Does this curriculum progress

from Year 9 and prepare students to achieve high quality GCSE outcomes? Is our curriculum for your subject fun and engaging which provides opportunities for discovery and exploration to help prepare students for their next stage in their education? How does the sequencing of learning build subject knowledge and skills? How do teaching strategies reflect the learning as set out in the curriculum intent?

Key Stage 4 – Teaching & Learning – Is there a range of teaching strategies being used to support the learning of student’s in Years 9, 10 & 11? How do you know? How

would you grade the teaching and learning within your subject area at Key Stage 4?

Key Stage 4 – Assessment & Outcomes – Is there a range of assessment strategies used with Years 9, 10 & 11? What assessments are leading to judgements being

made on individual students at the end of each term? How are Outcomes at Key Stage 4? How do you know?

22

Behaviours and Attitudes

Attitudes to learning

Positive Behaviour - Positive Behaviour Contact with Parents, Praise postcards letters.

Negative Behaviour - Behaviour CDB’s, Removals

Personal Development

Careers – How does your curriculum develop the understanding of Careers? Where can this be evidenced in Schemes of work?

British Values – How does your curriculum develop the understanding of British Values? Where can this be evidenced in Schemes of work?

Citizenship & SMSC – How does your curriculum develop the understanding of Citizenship & SMSC? Where can this be evidenced in Schemes of work?

Healthy Living – How does your curriculum develop the understanding of Healthy Living? Where can this be evidenced in Schemes of work?

Leadership & Management

Vision – What is the vision of your Faculty within the school? How has this vision been developed and shared? Are you meeting your Faculty Visions?

Literacy and Numeracy – How is literacy and numeracy built into your curriculum? Is it supporting and improving student’s skills? How do you know?

Staffing & Staff Wellbeing – How????

Competition – What aspects of competition are being undertaken within your faculty? How many students have been involved?

23

Appendix 9 – Teachers’ Standards

24

Addendum (September 2020 onwards)

As we prepare to safely welcome back our students to full-time education, it is

important that Tile Cross Academy adapts to our Teaching and Learning ‘New

Normal’. We have carefully considered the guidance provided by our Government to make

changes to the way we teach with an ambition to return to our usual procedures when it is safe to

do so.

1. Teaching practice – teachers must practice social distancing within their classroom at all times and aim to remain 2 metres away from their

students. Therefore, classroom circulation is not recommended and teachers must remain in clearly marked zones at the front of the classroom.

Live Marking with a purple pen can be included into a lesson but students must be requested to bring their work to the visualiser on the teacher’s

desk.

2. Room layouts - ALL desks will now be placed in rows facing the front, with the plan to have a centre aisle to ease movement from the front to the

back of the classroom.

IMPORTANT - although staff will not own rooms exclusively anymore, they can still store their personal/subject belongings in their designated

classrooms. Classrooms will have to be made COVID friendly for other colleagues who could be teaching in there too.

3. Seating plans – for classes that will remain in the same classroom for numerous lessons i.e. KS3 and KS4 core subjects, form tutors must set

seating plans based on their detailed knowledge of the students. This will save time for teachers arriving to classrooms from other areas of the

building.

4. Work spaces - ALL work spaces including teacher desks, side tables and shelf tops etc. must be cleared and packed away to limit the risks of

contamination.

5. Classroom Toolkits - all classrooms will have a box of resources/stationery including black pens, red pens, pencils, rulers, rubbers, paper and one

desktop sharpener (placed on teacher desk).

IMPORTANT – these resources must remain in their original classroom and cannot be moved.

6. Teacher Toolkits - all teachers will get a small carry box to transport their board pens, wipers and spray. As well as their green pens etc. As

mentioned before, teacher desks must remain clear.

7. Students pencil cases - all students will be given a fully stocked brand new pencil case.

IMPORTANT – students can take pencil cases home but resources must not be shared between students.

8. Sanitisation - as teachers and students enter and leave classrooms, all will have to sanitise their hands. Good hand hygiene will also be required

for when handing books and worksheets out to students.

9. Lesson lengths - as we introduce 5 lunchtimes, we will have to get used to potentially having 65 minute lessons and/or 35 minute lessons.

Teachers will need to tweak and adapt lessons accordingly.

10. Flash Feedback - Flash Feedback will continue but the frequency will change from 1:6 to 1:10 or at least once a half-term. All work that will be

collected for feedback MUST be left somewhere safe in the classroom for 72 hours before a teacher can attempt any marking. Once complete, it

must remain somewhere safe in the classroom for a further 72 hours before the work is returned to students for red penning.

11. Home Learning – it is vital that home learning continues to help our students catch up on the time missed at school. Teachers are to set regular

home learning tasks with clear instructions and access to resources on Doddle and GCSE Pod. The Academy will explore and eventually transition

to our new Arbor system in the near future.

12. Remote or Blended Learning – teachers will receive weekly Friday updates of students that have been asked to isolate, with the expectation that

teachers will set work on our online platforms by Monday morning. If a year group was to go into lockdown, the Academy will roll out our Live

Lessons format for those students, which was used in July 2020. Live Lessons will be conducted on Microsoft Teams as directed by our MAT.

25

‘The way we teach!’