Striving for Excellence in LOtC

Striving for Excellence in LOtC10th November 2011

Welcome Kim Parry, CLOtC Board of Trustees

Keynote SpeechRhys Jones, Camps International / RJ7

Excellence in Provision - PrimaryLesley Biddle, Western Springs

Learning Outside Learning Outside the Classroomthe Classroom

Western Springs Community Primary SchoolWestern Springs Community Primary SchoolRugeleyRugeley

StaffordshireStaffordshire

Lesley BiddleLesley Biddle

Advanced Skills Teacher Advanced Skills Teacher

[email protected]@tiscali.co.uk

Western Springs Western Springs Community Primary SchoolCommunity Primary School

Built in the 1960’s Built in the 1960’s Ex-mining communityEx-mining community Urban Urban One form entryOne form entry Pre-school –Year 6Pre-school –Year 6 One third + free school One third + free school

mealsmeals Special needs childrenSpecial needs children

October 2006October 2006

Threatened with closureThreatened with closure School moral lowSchool moral low 5 heads over a 2 year period5 heads over a 2 year period Change from 2 form to 1 form entryChange from 2 form to 1 form entry Ofsted Ofsted

New BeginningsNew Beginnings

Reviewed the curriculumReviewed the curriculum Researched and implemented a more creative Researched and implemented a more creative

approach to children’s learningapproach to children’s learning Children learn from a more hands on approach Children learn from a more hands on approach

to their learningto their learning Learning outside the classroom a priorityLearning outside the classroom a priority

PrioritiesPriorities

EthosEthos Structures/systemsStructures/systems Learning to learn environmentLearning to learn environment CurriculumCurriculum

-- creativecreative -- internationalinternational

- lotc - lotc -- appropriate for our childrenappropriate for our children

Creative CurriculumCreative Curriculum

Impact on children’s Impact on children’s learninglearning

Skill based curriculumSkill based curriculum Educational visitsEducational visits Variety of learningVariety of learning Real life situationsReal life situations Enhances learningEnhances learning lotclotc

HMIHMI

November 2007 November 2007

The curriculum has been enhanced by the The curriculum has been enhanced by the introduction of the Creative Curriculum introduction of the Creative Curriculum initiative. This has been carefully planned and initiative. This has been carefully planned and introduced and is giving a greater coherence introduced and is giving a greater coherence and purpose to the work covered by pupils and purpose to the work covered by pupils who say it makes work more exciting and who say it makes work more exciting and more meaningfulmore meaningful

Why Lotc?Why Lotc?

Personal reasonsPersonal reasons Outdoor learningOutdoor learning First hand experiencesFirst hand experiences Real life situationsReal life situations Enhances the Enhances the

curriculumcurriculum

School GroundsSchool Grounds

ExamplesExamples

Ofsted 2008Ofsted 2008

Good links within core subjects provide Good links within core subjects provide greater relevance and make children want to greater relevance and make children want to learn more. They enjoy the wide variety of learn more. They enjoy the wide variety of activities they take part in , especially when it activities they take part in , especially when it involves a visit off site or visitors to school. As involves a visit off site or visitors to school. As one pupil said,' The new curriculum is great one pupil said,' The new curriculum is great because it is really interesting and helps me because it is really interesting and helps me learn.’learn.’

Shugborough Outdoor Education Shugborough Outdoor Education Centre (Residential)Centre (Residential)

ResidentialResidential IndependenceIndependence Team workTeam work New experiencesNew experiences Confidence building Confidence building

KS 1/2 ShugboroughKS 1/2 Shugborough

Close links with Close links with Shugborough Outdoor Shugborough Outdoor Education centreEducation centre

LEA lotc grantLEA lotc grant Curriculum linksCurriculum links Team skillsTeam skills Experienced staffExperienced staff

Early Years Early Years Reception and Pre-SchoolReception and Pre-School

Chicks in the classroomChicks in the classroomand Petsand Pets

Western Springs HensWestern Springs Hens Science Science NumeracyNumeracy LiteracyLiteracy P.H.S.EP.H.S.E

Memorial Garden/SAFTASMemorial Garden/SAFTASGifted and Talented Gifted and Talented

The HutThe Hut SAFTAS runners up SAFTAS runners up The ArboretumThe Arboretum Created memorial Created memorial

gardengarden Experience of an Experience of an

evacueeevacuee

International Schools AwardInternational Schools Award

ISA 2009ISA 2009 International Days International Days Recognition of International Recognition of International

activitiesactivities Cross curricular themesCross curricular themes Creative opportunitiesCreative opportunities Partner schools – France, Partner schools – France,

Pakistan (Connecting Pakistan (Connecting Classrooms), Germany, Classrooms), Germany, IrelandIreland

International VisitsInternational Visits

France France Chateau du BroutelChateau du Broutel New experiencesNew experiences Ferry crossingFerry crossing Cultural (farm/chocolate Cultural (farm/chocolate

factory/town) factory/town) LanguageLanguage Outdoor educationOutdoor education

Germany Germany AnnabergAnnaberg

JCP funded JCP funded ExperiencesExperiences FlyingFlying CultureCulture LanguageLanguage Making new friendsMaking new friends Education in GermanyEducation in Germany SNOW!!!!SNOW!!!!

Chateau du Mulay Chateau du Mulay

Whole school visits to LlandudnoWhole school visits to Llandudno

Green GangGreen Gang

Gardening clubGardening club Cross curricular linksCross curricular links EnterpriseEnterprise Links with partner Links with partner

school ‘Seeds for Life’ school ‘Seeds for Life’ projectproject

Children become proud Children become proud of their schoolof their school

The Magic MixThe Magic Mix(picl –partners in creative learning)(picl –partners in creative learning)

Runners up in National Runners up in National Casio Bright Sparks Casio Bright Sparks AwardAward

Links to Creative Links to Creative Curriculum- Hedgerow Curriculum- Hedgerow Hunters Hunters

Photography/filmingPhotography/filming Art/DTArt/DT YoutubeYoutube

Local areaLocal area

Staff Opportunities Staff Opportunities

Staff opportunities to Staff opportunities to lotclotc

Visit other schools in Visit other schools in Staffordshire and abroadStaffordshire and abroad

TIPD’s (TIPD’s (Teachers International Teachers International

Professional DevelopmentProfessional Development)) Inset daysInset days

Staff DevelopmentStaff Development

Staff training dayStaff training day Team buildingTeam building Understanding children’s experiences Understanding children’s experiences

2011-20122011-2012 Many more exciting opportunities for pupils Many more exciting opportunities for pupils A few examplesA few examples Derby Open Centre –Faith walk upper KS2Derby Open Centre –Faith walk upper KS2 Islamic exhibition- KS2Islamic exhibition- KS2 KS1 Shugborough Hall –History of ToysKS1 Shugborough Hall –History of Toys Yr 3/4 Visiting local farmsYr 3/4 Visiting local farms Maths trails around school groundsMaths trails around school grounds Yr 5/6 Viking experience Cannock Chase Yr 5/6 Viking experience Cannock Chase Whole school visit to Father ChristmasWhole school visit to Father ChristmasPlus many more Plus many more

Thank YouThank You

Excellence in Provision – SecondaryDavid Exeter, Macmillan Academy

The Macmillan Academy Adventure Learning Curriculum

Outdoor Learning


Outdoor Learning

David J Exeter

Senior Leader, Macmillan AcademySchool Designer, Adventure Learning Schools

[email protected] on twitter : davidexeter

mailto:[email protected]

The Academy Journey

City Technology College to Academy in 2005

Inner city school, all ability, 1450 students

Graded Outstanding by Ofsted in 2008

Specialist Status in Outdoor Learning, Science, Applied Learning

Training School (Future Teaching School Status)

High Performing School

National Support School

Consultant School

The Endeavour Trust

“Schools should be developing life long

habits not just creating skilful exam passers”

An outdoor learning specialism• We have created, developed and grown the specialism in Outdoor Learning

• Outdoor Learning is an integral component of the Key Stage 3 Curriculum

• We are the benchmark nationally for “outstanding” outdoor learning. Case studied within two recent books by Claxton & Hopkins in 2011

• Our mission is to develop our students into confident learners, who are resilient and resourceful, responsible and reflective

“Outdoor Learning is an experiential educational approach to learning that is practical, dynamic and exciting. The experiences are challenging and powerful learning opportunities.”

Director of Outdoor Learning

Our mission is to inspire every student to succeed

and to fulfil their potential through challenging outdoor experiences.

“Outdoor Learning is about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance. This is not only about WHAT we learn but importantly HOW and WHERE we learn.”

Learning Outside the Classroom

System redesign: outdoor learning•Adventure & Outdoor Learning•Character development•Learn to Learn into Mindset in 2011•Critical skills into Learning Habits in 2011•Lotc Provision in all year groups•Outstanding lessons•Facilities design•Staffing (Director & Instructors, Teachers)•Training, including NGB’s•Risk management •Timetable structure•Financial investment & challenges•Quality Badge , Adventure Mark & ALS•Specialism impact

The CurriculumInduction Days

Kick Start (YR7)

Service Challenge (YR8)

Evolution (YR9)

On the Water (YR8)

Challenge Week (YR 7&8)

GCSE PE Rock Climbing & Expedition

BTEC Sport (Outdoor Learning) Unit

Training School Provision & Skills Centre for NGB’s

“Outdoor Learning activities permeate the curriculum and

are the key components of the

innovative and well considered Key Stage

3 ‘Bookend’ curriculum.” Ofsted

Enrichment Opportunities

Learn to Climb Rock Improvers

Climbing Team (competition)

Water Sports: Canoe, Sail , Surf & Scuba

Mountain Biking

Expeditions

“Outdoor Learning is a major strength of Macmillan and the students willingly

engage in the exciting range of opportunities which are provided.”

Ofsted

Adventures further afield

Personal Development Course (YR7)

Inspirational Adventure (YR8)

Leadership Programme (YR12)

Skiing & Snowboarding (YR 9)

Water SportsRock Climbing Adventure

WeekendsCoast 2 Coast Charity Cycle

Canoe JourneysAdventure Races

The Impact!

“The outstanding curriculum has a range of innovative features which meets the needs of all

students exceptionally well… together with the extensive provision for outdoor learning, is a

special feature of the Academy.”

Ofsted

Enjoyment

Confidence

Self awareness & self esteem

Increased motivation and appetite for learning

Broadened horizons

The Centre for Outdoor Learning

The Centre for Outdoor Learning is the umbrella for the extensive range of outdoor learning facilities at

Macmillan Academy. It is an “outdoor centre” with a high standard of equipment, learning resources and

dedicated indoor teaching space. The centre is supported by a range of partners and organisations

providing high quality outdoor learning.

The Challenge Course

Climbing Centre

Expedition Unit

Mountain Bike Unit

Water Sports Centre

Risk ManagementOutdoor Learning has the capacity to influence students in an extremely positive manner.

A degree of risk is a feature of almost all outdoor activities and the way in which this risk is controlled and managed is central to the provision of these activities at Macmillan Academy.

Risk Management GoalMacmillan Academy aims to provide Outdoor Learning of lasting impact at a level of exposure to risk that is at a similar level to that experienced during classroom activities. As in any endeavour, and despite our constant efforts to minimise them, minor injuries can be expected to occur.

Safety CultureWe judge ourselves on what we do rather than merely on what we say. The Director of Outdoor Learning, the Academy Senior Leadership Team and all others working within Outdoor Learning are committed to the Risk Management Goal and to ensuring that all Outdoor Learning takes place in a climate where the proper balancing of risk and the opportunities for learning is in prominent view.

Leadership & Management

The Director of Outdoor Learning heads our Outdoor Learning provision at Macmillan Academy. He is a qualified Mountain Leader and Climbing Instructor and is a highly experienced outdoor professional. He is an Accredited Practitioner of the Institute for Outdoor Learning, an accreditation scheme for outdoor learning professionals. The Director of Outdoor Learning is supported by a team of experienced and qualified Instructors.

“We believe that every young person should experience the world beyond the classroom as

an essential part of learning and personal development, whatever their age,

ability or circumstances.” Learning Outside the Classroom Manifesto

“Outdoor learning works, adventure and challenge inspires.

This is a deep learning experience, it is learning that lasts a lifetime”

Director of Outdoor Learning


Outdoor Learning

AGMAnthony Thomas, Chair of the Board of Trustees, CLOtC

Ofsted Inspection Framework and LOtCRobin Hammerton, Ofsted

LOTC and the new school inspection framework

Robin Hammerton HMI

10 November 2010

CLOTC Annual Conference

A dilemma?

‘We’re under so much pressure to deliver percentages for GCSE or numeracy and literacy – especially phonics! And then there’s Ofsted accountability, not to mention health and safety. We’d really like to do all sorts of exciting stuff, but…’

Does this sometimes ring true?

Many schools overcome it

Ofsted judges outcomes not process and will continue to do so

Well planned, motivating and broad curricula correlate with high inspection grades and achievement

If that dilemma exists

The curriculum in successful primary schools 2002Ref. HMI 553 Led to ‘Excellence and Enjoyment’

The thirty schools achieved what some said wasn’t possible – a full and rich curriculum with high achievement and high standards

Rich curriculum supported teaching and encouraged positive attitudes to learning

Curriculum, and progression, a key means to achieve vision

Consistent approaches from well focused leaders

Subjects important

First-hand experiences important, often outside classroom

Two aspect surveys

Curriculum innovation in schools 2008, ref. 070097

Principal barriers included anxiety from staff about a possible negative impact on national test and examination results

But in 28 of the 30 schools visited, innovations led to clear improvements in pupils’ achievement and personal development

Staff frequently worried that inspectors would not understand or would be very critical of the changes they were introducing

The innovative schools

All different!

Often a rigorous, thematic, progressive approach to curriculum planning

Made confident choices based in evidence, not ‘diktat’

Met real, local needs

Ensured pupils had ‘real’ experiences, including significant learning outside the classroom and tasks with genuine outcomes and purpose

Often taught the basics ‘traditionally’ - quality not quantity - then applied the basics in innovative ways

Respected subjects even if not taught discretely

Learning outside the classroom 2008, ref. 070219

‘Hands on’ activities in a range of locations contributed much to improvements in:

achievement standards motivation personal development behaviour

The value of LOTC (1)

Memorable activities led to memorable learning

The place where activities happened often added to their value

It contributed significantly to ‘staying safe’

The value of LOTC (2)

Learning outside the classroom had positive benefits for all groups of young people, including those underachieving or not sufficiently motivated by mainstream provision

Schools (and some LAs) unsure of how national programmes, especially at the time the National Strategies, viewed LOTC

The most effectively led, managed and confident schools included LOTC as an integral part of a well-planned, effective curriculum

However, much LOTC is not, in practice, provided free

Importance given to LOTC: key findings

Self-evaluation of LOTC

Schools felt they knew the value of learning outside the classroom activity …

… but few evaluated this rigorously

little analysis of take-up, inclusion or quality of extra curricular activities

Primary and secondary differences

mixed practice in EYFS

primaries good at using their own grounds and the local area flexibly

secondaries good at promoting high quality integrated learning on day and residential visits.

Outstanding schools

12 Outstanding Secondary Schools2009, ref. 080240

Culture encourages innovation and experimentation but never allocates blame

Headteachers: a good curriculum does much to reduce behaviour problems and drive improvement

Curriculum personalised to provide as much choice as possible

Rich provision in and out of lessons; substantial LOTC. All feel gains in learning fully justify the time on such activity

20 Outstanding Primary Schools2009, ref. 090170

Interesting, stimulating curriculum fundamental to effective schools

Know pupils well and shape curriculum around them

Subject leaders take strong whole school role

If pupils learn well, no need to teach to the test

Schools confident to reject national materials, based on evidence

12 Outstanding Special Schools2009, ref. 090170

Schools lead in personalising learning

Example:

Tier 1: What the pupil actually needs to learnTier 2: Breadth and balance

Learning and progress are monitored microscopically, guiding the curriculum and teaching by analysis of what has been learned

Pupils have a thirst for excitement which is provided: ‘Children have got to want to be here.’

A relevant subject survey

Mathematics: understanding the score (2008, ref. 070063)

Attainment scores have risen; but the rate of improvement has slowed in Key Stage 2 and stalled in Key Stage 1

Based on the gains at Key Stage 3, more pupils should reach higher GCSE grades

Gains not matched by identifiable improvements in pupils’ understanding of mathematics


Much of rising scores comes from interventions

Interventions and teaching focused on tests narrows experience and is at the expense of understanding underpinning concepts

Learning by ticks without problem solving can be built on ‘conceptual sand’


‘Working with someone else helps you understand, especially if they ask you questions.’

‘Every lesson, you have to answer questions from the textbook. It gets boring.’

A 2010 survey

Learning: creative approaches that raise standards (2010, ref. 080266)

Findings

No conflict between the National Curriculum, high standards in core subjects and creative approaches to learning

Confident leaders key

Success comes from careful curriculum design putting ‘prescribed’ content in a flexible framework with key skills

Questioning, debate, experimentation, presentation and critical reflection ensures pupils enjoy the challenge, grow in confidence and sense personal achievement

Above average achievement and standards or a marked upward trend


Curriculum Components 1

Well-organised cross-curricular links that allowed scope for independent enquiry

Inclusiveness, ensuring that it was accessible and relevant to all pupils

A focus on experiential learning, with knowledge, understanding and skills developed through first-hand, practical experience and evaluation

Well-integrated use of technology

Effective preparation of pupils for the next stage of their learning, training or employment


Curriculum Components 2

Broad and accessible ‘enrichment’ programmes

Clear and well-supported links with the local community and cultures, often drawing on local knowledge and experience to enhance pupils’ learning

Flexible approach to timetabling to accommodate extended, whole-school or whole-year activities

Partnerships that extended pupils’ opportunities for creative learning.

From this came high levels of enjoyment for both staff and pupils.

Curriculum grade descriptors

Outstanding curriculum now – current framework

Memorable experiences… rich opportunities for high quality learning… may be at the forefront of successful, innovative curriculum design…customised to changing needs of individuals and groups… highly tailored programmes… highly coherent and relevant… promoting outstanding outcomes

Good curriculum now –current framework

Well organised, imaginative opportunities for learning… broad range of experiences… adjusted effectively to meet needs… activities have a high take up across groups and are much enjoyed

A new inspection framework – inspection methodology and the evaluation schedule

Raising standards, improving livesKey changes

In judging the quality of the school, inspectors will make four key judgements:

achievement the quality of teaching behaviour and safety leadership and management

In judging the school’s overall effectiveness, inspectors will take account of the four key judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development.

Raising standards, improving lives

Key changes

There are no graded ‘sub-judgements’ or ‘contributory’ judgements.

There will be no separate graded judgments for the Early Years Foundation Stage or the sixth form; inspectors will continue to evaluate these areas as part of the overall school provision.

Value added (VA) measures rather than contextual value added (CVA) are used as a measure of progress in previous years.


Key changes

There is an even greater focus on:

narrowing gaps in performance for groups of pupils

quality of teaching and its impact on learning and progress

reading and literacy behaviour and safety.

Inspectors will expect to use a summary of a school’s self-evaluation in a form chosen by the school.


We will retain and build on the strengths of the current framework by:

focusing on pupils’ outcomes, including outcomes for different groups of pupils and how well the school promotes those outcomes

promoting improvement: inspectors will continue to make specific and detailed recommendations based on their diagnosis of the school’s strengths and weaknesses


Achievement

There will be a single judgement on achievement in which inspectors will consider current pupils’ progress together with attainment, and trends in attainment and progress in recent years.

The quality of teaching

The most important role of teaching is to raise pupils’ achievement. It is also important to SMSC.

Teaching includes teachers’ planning and implementing of learning activities across the whole curriculum, as well as marking, assessment and feedback. It comprises activities within and outside the classroom.



The quality of teaching Greater priority given to: inspectors gathering evidence in addition to

lesson observations to provide information about what impact teaching has on learning over time, for example:

discussions with pupils about their work analysis of school records, including LOTC scrutiny and analysis of pupils’ work.


Behaviour and safety

This judgement takes account of a range of evidence on behaviour and inspectors have more time to look at these issues in more depth:

behaviour in the classroom and attitudes to learning

behaviour around school attendance and punctuality a focus on freedom from bullying.


Behaviour and safety

Remember that LOTC can contribute much to good behaviour and pupil safety.


Leadership and management

A focus on how effectively leaders and managers at all levels, in the context of the individual school:

lead on and improve teaching promote improvements for all

pupils and groups of pupils enable pupils to overcome

specific barriers to learning.



What is similar to current arrangements?

The focus on:

improving outcomes and improving teaching self-evaluation capacity for improvement.

The requirement to evaluate the school’s compliance with statutory requirements on safeguarding remains.



Key differences

One single judgement on leadership and management

No separate judgement for capacity to improve

An evaluation of the provision of a broad, balanced curriculum that meets the needs of all pupils

A greater emphasis on engaging with parents and carers in supporting outcomes for pupils

Raising standards, improving livesOverall effectiveness

This takes account of the four judgements and how the school promotes the pupils’ spiritual, moral, social and cultural (SMSC) development.

A key aspect of judging overall effectiveness will be weighing the four judgements together with the evidence for the school’s promotion of the pupils’ SMSC development.

Changes to other aspects of the inspection framework


The timing of inspections

The current Education Bill has proposals which allow some schools to be exempted from section 5 inspections.

Risk assessment will be key.

Subject and survey visits continue.

There will be monitoring for many satisfactory schools and all inadequate schools.


The views of parents and carers

Ofsted remains committed to gathering the views of parents and carers between inspections to help decide when schools should be inspected.

Ofsted has launched a web-site - Parent View - where parents and carers can answer a series of questions about the school.

New grade descriptors

The school’s curriculum provides highly positive, memorable experiences and rich opportunities for high quality learning, has a very positive impact on all pupils’ behaviour and safety and contributes very well to pupils’ achievement and to their spiritual, moral, social and cultural development.

Outstanding leadership and management

The school’s curriculum provides well organised, imaginative and effective opportunities for learning for all groups of pupils including disabled pupils and those with special educational needs, promotes positive behaviour and safety and provides a broad range of experiences that contribute well to the pupils’ achievement and to their spiritual, moral, social and cultural development.

Good leadership and management

Outstanding overall effectiveness

Teaching is likely to be outstanding and together with a rich curriculum, which is highly relevant to pupils’ needs, it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving.

Thank you for your attention

Workshops

Closing Remarks