Leading to outstanding teaching and learning

OUTSTANDING PERFORMANCE SERIES

Leading to Outstanding Teaching and Learning

By Peter Rushton

AMiE is ATL’s section for leaders in education

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AMiE is ATL’s section for leaders in education. We champion our members, influence education policy and provide bespoke expertise. We help members achieve their potential with our career development programme, while our information resources help them to understand how the latest issues impact on their working lives. Our team of legal experts is available to provide confidential advice, guidance and support for members in times of need.

If you are interested in joining an organisation that represents leaders and managers, visit our website at www.amie.atl.org.uk/join.

There are plenty of good reasons to join, as well as the support, advice and wide selection of publications and CPD – all free or at a reduced rate to members – AMiE also provides up-to-date news and views, discounts and offers on an array of products and services, and a first class website for instant access to a range of advice on workplace issues.

About the authors Peter Rushton is an accredited leadership trainer and an executive coach, as a well as a published author on school and college improvement.

He is a leadership consultant at Promoting Excellence and is a former college principal.

Contents

Foreword

ii

Preface

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Introduction

1

Section A Outstanding heads of department

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Section B Ten priorities for outstanding teaching and learning

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Section C Final reflections and conclusions

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Appendices

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i

Foreword AMiE, the leadership section of the Association of Teachers and Lecturers (ATL), constantly seeks to maintain a sensible balance between the ‘three Ps’ of trade union activity: protecting staff (when things go wrong), promoting members’ interests (a collective voice for change) and professional development (empowering members to have greater control over their careers). Our publications focus on the latter. They aim to build the capacity of both leaders and their staff, promoting job satisfaction while reducing the risk of members requiring the protection we offer as part of our representation service. This publication addresses an area of crucial importance for all those who occupy leadership or management roles in our sector: the leadership of outstanding teaching and learning.

The two most important critical success factors for a school or a college is the effectiveness of its teaching and how this is being led. Following McKinsey’s 2007 report on the world’s best-performing schools, it is now widely accepted that the ‘quality of an education system cannot exceed the quality of its teachers’. But good teaching cannot thrive without good leadership. The National College’s 2008 report, Seven strong claims about successful school leadership, found leadership to be second only to teaching as an influence on learning, demonstrating the vital importance of getting the leadership of learning just right.

Leaders and managers have powerful levers with which to improve teaching and learning, through their influence on staff motivation, commitment and wellbeing. The best results are achieved when staff are inspired with the confidence to perform at their optimum level and offered as much support as they need to do so.

Although the term ‘outstanding’ is used throughout the publication it relates, first and foremost, to the way in which effective leaders ‘stand out’, which is what we wish to foster. It is not a reference to ‘how to do what Ofsted will rate highly’, which ought only to be a by-product of giving your students the best lift-up they can have in life: a good education based on meeting their real needs.

This publication, which is part of our Outstanding Performance series, is full of useful tips, techniques and approaches based on research identifying successful practice in schools and colleges. We hope you will find it useful in refreshing and informing practice in your institution.

Mark Wright, Assistant director (leadership and management), AMiE

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Leading to outstanding teaching and learning

Preface “The important thing is not so much that every child should be taught, as that every child should be given the wish to learn” John Lubbock [1842–1913]

Before exploring the current issues and challenges facing leaders of teaching and learning, it is worth reflecting on how fundamental access to education, and to good teaching and learning, in particular, is. Most people believe it is a basic human right and entitlement.

Despite this, in most countries considered better-off, education continues to be used as a political football, for apparently divisive purposes, with little thought given as to the consequences. Policies over recent decades are indicative of an approach that is inconsistent, lacks a sustained vision and is inadequately resourced. Most of all, this approach has failed to fully recognise that a high-quality, well-regarded teaching profession is fundamental to highquality teaching and learning.

You might have thought the penny had dropped with the publication of the 2010 White Paper, The Importance of Teaching. The Prime Minister, the Deputy Prime Minister and the then Secretary of State for Education all re-affirmed the importance of teaching and agreed that teachers are the most important factors in improving learning and performance.

You would expect, given these commitments, that the priority and focus would be on developing and recruiting the best teachers. Instead, the emphasis, in terms of both policy and investment, has been on political ideology, structures and organisations. This has included a growth in the number of academies, a negative change in the pay and conditions of teachers, and the emergence of new types of organisations, such as free and studio schools.

Teaching as a profession is constantly undermined and remains undervalued.

Currently, 40 per cent of new teachers leave the profession within five years – a figure indicative of our failure adequately to value and support a crucially important profession.

Preface

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“It is a national scandal that around two-fifths of teachers leave the profession within five years despite massive investment in training” Sir Michael Wilshaw (quoted in The Guardian, 15/01/2014)

If we consider what has been achieved since the publication of The Importance of Teaching, or, indeed, in the decades that preceded it, we will find that very little has been done to: • improve the status of teaching; • reduce the number of good teachers leaving the profession; • improve the esteem in which teachers are held in society; or • promote a collaborative profession characterised by a sensible and intelligent balance of support and personal accountability.

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Leading to outstanding teaching and learning

Introduction Investing in the profession “Teaching is an attractive profession in all high performing countries.

Teachers are praised and prized for what they do. They are seen as builders of nations” Professional Capital, Hargreaves and Fullan (2012)

Good teaching inevitably leads to student success and promotes a thirst for learning. A sharp focus on the quality of the teaching profession and how it is recognised is essential.

“The reason for the impressive standards is the quality of teaching.

It is outstanding. Throughout the school, teachers have high expectations of pupils.”

Ofsted report, ‘Outstanding’ primary school

Introduction

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Food for thought Reflect on...  What are your views on these assumptions?

My thoughts?

1. Good teachers are well-qualified and have successful experiences of high levels of education.

2. Good teachers need to be valued and respected in society.

3. A good teacher grows over time through continuous improvement and professional development.

4. A good teacher is characterised by shrewd judgement, informed by objective evidence and experience over a period of time.

5. A good teacher thrives best in a nurturing, collaborative, sensitive and responsible environment.

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Leading to outstanding teaching and learning

If you generally agree with these statements you will be interested to note that the educational systems of top-performing countries such as Canada and Finland are characterised very much along these lines. In countries such as the USA and UK, however, the teaching profession is, evidently, far less wellregarded, with successful graduates discouraged from applying for work in an environment which they perceive as negative and persistently de-stabilised.

“Good learning comes from good teaching. More and better learning and greater achievement for everyone requires being able to find and keep more good teachers. Nobody seriously argues that we should fill our schools with low quality, unmotivated teachers who don’t like children, don’t know their material and can’t get it across! So let’s concentrate our efforts not on bigger budgets, smaller classes, changing the curriculum or altering the size of schools but on procuring and producing the best teachers we can get. It’s a simple as that, isn’t it?”

Professional Capital, Hargreaves and Fullan (2012)

“You can have the best curriculum, the best infrastructure, and the best policies but if you don’t have good teachers then everything is lost...

We provide our teachers with 100 hours of professional development each year... If you do not have inspired teachers, how can you have inspired students?”

Singapore education official, quoted in Barber and Mourshed (2007)

A question sometimes asked is, ‘Does a good teacher necessarily make a good leader?’ The answer is, ‘No. But it helps.’

In roles such as head of department, or curriculum or subject leader, there is a responsibility for the quality of teaching and learning within that area. If you are a good teacher and can act as a role model it is obviously a great benefit.

But being a good teacher may not be enough. Teaching and leading are two different roles and require skills and qualities which are sometimes similar but often different.

Introduction

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This booklet sets out to provide advice and guidance to leaders of teaching and learning. Current and recent case studies of proven and effective practice are provided to encourage fresh approaches, new ideas, or slight tweaks to established ways of working.

There is an emphasis on providing tools and materials to support the effectiveness of leaders by encouraging them to be self-reflective in evaluating their personal performance, with an emphasis on what it takes to be an excellent practitioner.

Section A explores the characteristics of outstanding heads of department and the extent to which they are aware of and strive to ensure outstanding practice.

Section B outlines 10 priorities and provides advice and guidance. Case studies are included in different areas to illustrate practical ways in which outstanding practice has been achieved and sustained.

Section C provides conclusions and more opportunities for personal reflection.

Leading teaching and learning is a vital role across the sector. Ultimately, if you are successful in this role you will give students the opportunities to experience a rich and diverse curriculum which will serve them well for the rest of their lives.

“Outstanding teaching inspires the children, and enables them to approach new learning with assurance, confidently building on their skills as they move up through the school” Head teacher, ‘Outstanding’ primary school

“Effective leadership of learning involves knowing and influencing what goes on in the classroom. Listen to your staff and students. Leadership should be flexible and encourage creativity” Promoting Excellence (2010)

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Leading to outstanding teaching and learning

Section A Outstanding heads of department In this section we will introduce and consider in detail the three important aspects of departmental leadership. Some of these ideas will be discussed in more detail in Section B. Each of these aspects is key to successful departmental progress; and each has to be considered a priority since, if implemented consistently and rigorously, each has the potential to make an immediate and measurable difference to student outcomes, enabling leaders to start to transform departmental achievement.

We will consider each of the three aspects/priorities of ‘impactful leadership’: a. The characteristics, behaviours and traits evident in outstanding heads of department. b. The quality-assurance systems evident both in a high-achieving school or college and in all top-performing departments. c. The institutional structures and processes which can and should be put in place within departments and curriculum areas, along with wider school and college structures, to inspire and enable consistently excellent outcomes.

a. The characteristics of an outstanding head of department Outstanding heads of department can, of course, develop their skills in a range of subjects and specialisms, and all bring a range of different prior experience to their role.

For some, this experience might have been gained outside the world of education, but most will have undergone the more traditional progress ‘through the ranks’ in one or more places of learning.

Whatever a leader’s personal history, every successful leader and middle leader has an authentic set of personal values and a consistent skill set.

Section A – Outstanding heads of department

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Values and skills • A determination to put the student experience at the heart of everything they do, and everything their departmental does.

• A passion for teaching and learning.

• An enquiring and open attitude to any new ideas that might improve the classroom experience of young people.

• A belief that there needs to be continuous improvement in everything they do and that an ‘end point’ will never be reached. There is a relentless ambition to improve and/or maintain the highest standards in everything that they and their department do.

• The ability to lead by example and demonstrate successes in their own performance.

• The skills to coach, mentor and inspire great things from other members of their team.

• An understanding that the route to ‘outstanding’ may require patience and that plans may often need to be amended. However, great leaders also understand that, for the sake of the young people in their care, the improvement agenda is not negotiable, nor can timescales be infinitely elastic. A ‘restless impatience’ for improvement and change is a quality that typifies many successful leaders.

Reflect on...

• How do you measure up to these seven values and skills?

• What evidence do you have to back up your assessments?

It is reassuring to note that these skills and behaviours are not innate traits, and that they can be learned, often developing at different moments in a career, depending on the environments encountered.

Personal qualities In addition to the skills and attributes outlined above, there are many personal qualities that should be considered prerequisites for those who aspire to be an excellent head of department and/or leader.

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Consider this: An interesting task at a team meeting, or at one of your regular headsof-department meetings, is to come up with a list of relevant personal qualities – and then consider where your own strengths lie on that list.

Some of the key phrases and words that are often used to describe outstanding leaders are given below.

According to research from Promoting Excellence, a great head of department should be: • Patient – this is always appropriate with young people, and often needed for other stakeholders within your school or college, such as your teaching colleagues, support staff, your line manager and senior leaders.

• Strategic – you are able to see the bigger picture and taker a wider long-term view of all aspects of school or college improvement and the challenges you anticipate along the journey.

• A good communicator – it is important that you keep all of your colleagues – including your line manager – informed of your ideas and plans –and, as a result, bring each of these groups along with you.

• Decisive – when there is a need for action the options are considered carefully before appropriate and timely action is taken.

• Empathetic – you understand ‘where others are’ – including both pupils and colleagues – and you take this into account in the interactions you have with others, and/or in any decisions and plans you make over time.

• Hard-working – a necessity for all levels of management and leadership.

• Brave – you understand that sometimes a radical and brave path may need to be taken, especially if a problem is particularly thorny, or longstanding.

• Sensitive, respectful and polite – as in all walks of life – especially vital if you want people to work with you as well as for you.

• Inspirational – with a clear vision of purpose and direction.

• Consultative – you listen to and consider the views of others before agreeing a way forward, understanding that sometimes this means being democratic, and other times, not • Ambitious – for your students, the department and your colleagues.

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• Knowledgeable and passionate – about your subject, your role, your colleagues, your students, the developing national agenda, the internal ‘politics’ of your organisation (but not the gossip!) etc.

• Positive – you acknowledge the talents of others, praise freely and appropriately, and look for solutions to issues, rather than dwelling on the issue at hand.

• Adaptable – working with people is by its nature unpredictable, which necessitates flexibility.

• Data-aware – you understand and you are comfortable with the wide range of data sources and analysis which exist and, despite the detail and the complexity, you are able to see the student’s story in the numbers.

• Self-aware – have a clear understanding of one’s own strengths and limitations.

• Emotionally intelligent – understand the impact that his/her own behaviour has on others.

Reflect on...

Why not rate yourself against each of these qualities?

Consider whether there are any areas in which you believe that your present skill set may still need to be honed or further refined – perhaps as you start out on your career in management, or progress into a new role.

Tip Many successful leaders recommend that they and their teams undertake 360° appraisals. It is this type of feedback that often leads to personal transformation and improvement, especially when associated with development rather than performance-monitoring.

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Leading to outstanding teaching and learning

Reflect on...

• Where will you acquire these ‘new’ skills?

• Which colleague can mentor and support you to achieve the priorities you have identified?

• To what timescales do you have to work?

Descriptions of less effective leaders might include, for example, words such as ‘hesitant and indecisive’, ‘won’t take responsibility’, ‘doesn’t listen’, ‘distant’, ‘lazy’, etc.

Might a few of these terms apply to you? If so, consider again who can help mentor and support you in your journey towards excellence?

Research undertaken by the National College for School Leadership highlights a range of knowledge and skills of specific use in leadership.

They include: • a clear understanding of the characteristics of good and excellent teaching; • the ability to process the results of observation, analysis and feedback; • data-handling and interpretive skills; • understanding of assessment; • monitoring and evaluation skills; • skills in progress-tracking and target-setting; and • the use of methods of support, challenge and intervention with both pupils and teachers.

This research also describes the characteristics of outstanding leadership in schools with outstanding teaching and learning, as below:

Section A – Outstanding heads of department

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Characteristics of outstanding leadership in schools with outstanding teaching and learning: • Modelling, leading by example, especially in teaching • Motivating, encouraging, trusting and valuing colleagues to do well • Providing an opportunity to undertake greater responsibility and undergo development programmes • Promoting professional development focused on teaching, learning and leadership, and keeping abreast of change (coaching is much in evidence) • Encouraging initiative and allowing people – students and staff – to experiment, confident they will be supported • Showing interest and being generous with praise, encouragement and help in moving forward • Being community-minded, involving, consulting and being engaged within the local community • Building teams and empowering them Peter Matthews (2009)

Reflect on...

Reflect on your own practice as a leader… How are you doing?

• What are the implications for leading your team to improve the quality of teaching and learning and the student experience?

• What can you do to further improve the student experience?

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“Leadership and Management are exemplary. All leaders, including governors, share a common purpose and view of the school’s future.

They are determined to maintain high standards and improve further.”

Ofsted report, ‘Outstanding’ secondary school

Tips • There should be a leadership programme for curriculum leaders • Leaders’ priorities should be solely about raising standards and not administration • Be the ‘champion of the student’ • Keep governors involved and informed of successes

b. Outstanding quality assurance systems Before exploring effective quality assurance try the following task to assess how well your area is doing. It is based on Ofsted (2012) guidance on outstanding features for teaching, learning and assessment. Is it consistent with your current evaluations?

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Task – Guidance on outstanding features for teaching, learning and assessment Read the following carefully and rate each feature for your team as: RED

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cause for concern

AMBER

needs monitoring

GREEN

A

Much of the teaching, learning and assessment for all age groups and learning programmes is outstanding and never less than consistently good. As a result, the very large majority of learners consistently make very good and sustained progress in learning sessions that may take place in a variety of locations, such as the classroom, the workplace or in the wider community.

B

All staff are highly adept at working with and developing skills and knowledge in learners from different backgrounds. Staff have consistently high expectations of all learners and demonstrate this is in a range of learning environments.

C

Drawing on excellent subject knowledge and/or industry experience, teachers, trainers, assessors and coaches plan astutely and set challenging tasks based on systematic, accurate assessment of learners’ prior skills, knowledge and understanding.

D

They use well-judged and often imaginative teaching and learning strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, the development of learners’ skills and understanding is exceptional. Staff generate high levels of enthusiasm for participation in, and commitment to, learning.

E

Teaching and learning develops high levels of resilience, confidence and independence in learners when tackling challenging activities.

Leading to outstanding teaching and learning

good or outstanding

F

Teachers, trainers and assessors check learners’ understanding effectively throughout learning sessions.

Time is used very well, and every opportunity is taken to develop crucial skills successfully, including being able to use their literacy and numeracy skills on other courses and at work. Appropriate and regular coursework contributes very well to learners’ progress.

G

High-quality learning materials and resources, including information and communication technology (ICT), are available and used by staff and learners during and between learning and assessment sessions.

H

Marking and constructive feedback from staff is frequent and of a consistent quality, leading to high levels of engagement and interest.

I

The teaching of English, maths and functional skills is consistently good, with much outstanding. Teachers and other staff enthuse and motivate most learners to participate in a wide range of learning activities.

J

Equality and diversity are integrated fully into the learning experience. Staff manage learner behaviour skilfully; they show great awareness of equality and diversity in teaching sessions.

K

Advice, guidance and support motivate learners to secure the best possible opportunities for success in their learning and progression.

Section A – Outstanding heads of department

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Reflect on...

• What are your main strengths from this assessment?

• What are your main areas for development?

“The process for checking the school’s performance is robust and accurate. This ensures that appropriate priorities are identified in the school development plan.”

Ofsted report, ‘Outstanding’ secondary school

What is striking about the systems and processes in place in outstanding departments is the considerable consistency between them. They all have much in common.

An excellent art department in a rural 11–16 high school, for example, will have almost identical strengths, systems, priorities and expectations as those evident in an outstanding engineering department in a large further education college, or an outstanding reception class in an inner-city primary school.

Actually, this is encouraging. It means that if you are in charge of an underperforming department, one that requires improvement or that is at the start of its improvement journey, there is no need for you and your team to start from scratch and try to put together a programme that no-one else has ever considered.

It means exactly the opposite – that your path to success will be achieved ‘simply’ by following a set of proven and well-tried processes and ideas which have worked for many others, time and time again.

So, your priorities will be to: • work with colleagues with a proven track record of success; and • share best practice with those expert practitioners who have gone before you – especially those who continue to excel.

Make sure that good practice is shared within departments and across the school – via continuing professional development (CPD), paired observations, and visits to other places where there is outstanding practice.

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Case study Working with others In response to requests from head teachers in local primary schools, BTEC sports students undertook community placements where they successfully ran sporting and healthy lifestyle classes. As a result, the school plans to recruit two trainee sports teaching assistants from this student cohort.

Some of the ideas you are exposed to might need a slight tweak here and there to suit the specific priorities identified by you, the age group or subject you lead, and the internal strategies established by the leadership team and governing body … but a ‘tweak’ to proven systems will be all that is needed.

So, what works?

The most effective systems of quality assurance are simple and coherent. They: • have the young person’s needs at their heart; • are part of a regular cycle of review and involve all departments and subjects; • work to a consistent agenda; • measure success against aspirational targets and have the highest expectations of all those involved; • include clear, useful, relevant and accurate data which helps to tell the story of the student experience, and acts upon the insights this gives you; • always conclude with an action plan for improvement, which is kept ‘alive’ throughout the academic year, and is owned by all your colleagues within the department; • are honest; • encourage ownership of results, and demands that teachers, managers and leaders take personal responsibility for the data; • include systems which acknowledge successes (from colleagues and students) and yet address concerns and challenge negative behaviour in an open and positive way; and • involve the students’ feedback on their experience in a number of positive ways – for example, via regularly held focus groups, or input from student subject reps, or after consultation with the student council.

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“Self-assessment clearly identifies key strengths and areas for development with a maturity of judgement that demonstrates a sound, self-critical approach.”

“Self-assessment arrangements are exceptional. Teachers use different sources of evidence, and include views of students and partners very successfully.”

Ofsted report, ‘Outstanding’ sixth-form college

Tips Heads of department need to: • Be aware of what evidence and analysis needs to be in a course review.

• Know what an excellent action plan looks like, and how to put together an outstanding self-evaluation report.

• Ask others to show you best practice if you are new to this process.

Reflect on...

One key question that is always worth reflecting on, in every department, is: ‘If your students (and/or their parents) were shown a copy of the priorities identified in your subject/departmental action plan, would they recognise their own experience (or the experience of their son/daughter) in the document they were reading?’

Or, phrased another way: ‘Would the priorities that most students might identify in light of their own experience be different to those identified by the head of department?’

They should not be different.

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Of course, there are many good reasons why the actions from each department’s annual quality assurance action plan might not be shown verbatim to students and parents. But an anonymised strategic summary could easily be constructed and shared with students and parents and other stakeholders.

There are a few examples of this. However, not enough organisations take the opportunity to share these details with their partners. Examples might include a strategic plan being sent to colleagues within partner schools; or a sixth-form action plan being shared with parents and students.

Reflect on...

• What do you think?

• Would you share action plans with stakeholders?

• What would be the benefits?

An effective annual cycle of quality assurance Monitor and evaluate data Celebrate success

Course review Outstanding teaching and learning

Effective performance management

Good CPD Aspirational targets

Section A – Outstanding heads of department

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An effective cycle of quality assurance in a school or college should always include the systems described below. Some of these are described in more detail later.

There should be: 1. Monitoring and evaluation: A process which evaluates the quality of teaching and learning, which runs in parallel with clear and well-planned teaching and learning improvement strategies. These processes should be embedded across the institution.

• This process will include lesson observations and perhaps grades awarded at the end of a lesson observation… but there will be much, much more to evaluating the quality of teaching and learning than observing, grading and filling in the various paperwork and any other pro forma involved (see later).

• Given a positive and accountable climate, peer observations without grading can also be considered as effective practice, providing it is not too cosy and lacking in constructive feedback.

Please note: The quality of teaching and learning is inextricably linked to student outcomes. Any department or subject area can only claim to evidence excellent teaching and learning if the outcomes within that department (preferably measured by value-added or progress indicators rather than just by raw data) are also excellent.

2. Course review: There will be formal, structured and carefully timetabled course review meetings with the leadership team which review the effectiveness of every subject and every course – not just the ones causing concern. The first of these meetings will almost always take place in September, with a standard agenda prioritising the previous summer’s outcomes. In addition, there will be others throughout the year.

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• The first review meeting of the year to review summer outcomes is a crucial one and, more often than not, is an occasion to celebrate successes. Just as crucial, though, are those meetings held later in the year – for example, ones held around February or March – especially for those subjects offering external exams at different Key Stages, since there is still time to make a significant difference to the students’ outcomes. Careful, detailed and honest action-planning at these meetings will reap great rewards.

• The head or principal should be present at every one of these meetings, since their most important role is that of leading teaching and learning across all subjects. The leader of teaching and learning is responsible for the students’ outcomes. Every review meeting is in effect a meeting on the effectiveness of the head teacher’s or principal’s leadership.

• Plan these review-and-challenge meetings carefully and ensure that there is sufficient time to consider all aspects of your department’s work. A one-hour maths department review in an 11–18 school will, inevitably, not do justice to all aspects of work at KS3, KS4 and KS5.

Three separate meetings are obviously needed in a case like this.

See Appendix 1 for more detail on a suggested quality cycle and on good practice in departmental reviews.

3. CPD: There will be a well-planned programme of continuing professional development which focuses on classroom practice and improving learning, and considers the teaching and learning, developmental and training needs of your colleagues.

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Case study CPD focused on learning and teaching A sixth-form college in Birmingham has a comprehensive annual CPD programme called Learning and Teaching. Sessions are varied, and cover topics such as:

• motivating learners; • managing group work; • stretch-and-challenge strategies;

Assessment for learning, including:

• classroom management including challenging behaviour;

• formative assessment;

• promoting equality and diversity in lessons;

• feedback and marking; • learning objectives and sharing criteria; • introduction to questioning; • advanced questioning techniques; and • peer- and self-assessment

• monitoring student progress; and • value-added measures.

Additional learning support [ALS], including: • managing support in the classroom;

• effective plenaries; and

• meeting the needs of all learners incorporating hearing and visual impairment and those students with support; and

• accelerated learning.

• safeguarding.

Support for learning, including:

Each session has clearly and succinctly explained purpose and rationale and is offered three times a year, one in each term, delivered mainly by staff.

Lesson design, including: • effective starter activities;

• promoted independent learning; • promoting maths in all lessons; and • developing students – writing, reading and oral communication skills.

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Teaching strategies, including:

Leading to outstanding teaching and learning

Other CPD options to consider: • Alongside the necessary annual training, in child protection or data protection, for example, consider arranging a departmental day which focuses on excellence in mathematics teaching, or best practice in GCSE geography fieldwork, or reflects on effective able-and-talented initiatives which have proved successful at schools elsewhere.

• Why not take the opportunity in these sessions to look at action-planning ways in which you might move pupils one grade higher in GCSE English?

Or a course preparing colleagues to consider the special needs of those young people who are at risk of missing their sixth-form place due to their maths grade? Or upskilling vocational tutors through visits to industry, or by inviting key speakers from the local FE college to present to teams.

These opportunities can be offered by organisations themselves since, often, it is colleagues within other departments, or those at neighbouring schools, who have the most to offer, and bring with them recent and relevant experience.

4. Targets are set in most organisations across the country, but the best departments and the best organisations set aspirational targets. These aspirational targets are set and shared not only with the students, but also with colleagues.

The best organisations set stretching targets for themselves, their students, their teachers, and their departments.

• You would not expect your own child to be challenged to be ‘average’ at school; so raise the bar for everyone!

Research has shown that setting challenging rather than merely attainable targets is one of the most effective ways of improving outcomes – although, of course, this is about more than just setting an ambitious target and then leaving well alone with fingers crossed for a guaranteed first-rate outcome at the end of the year!

Targets must be kept alive – for example, by ensuring that each piece of homework relates to the subject target; that there is support for those young people who have still to meet their target; that the institution celebrates the achievement of those who exceed their targets; and that letters and reports to parents always refer to progress against the target.

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These processes serve as a reminder of the target and its aspirational nature, ensuring that there is ownership at every level and that targets are kept alive!

5. Performance management: There must be an effective staff performance-management system which makes a difference to students, with measurable, time-bound and ‘achievement-focused’ targets.

(See Improving Performance through Critical Conversations, AMiE, 2013) • An excellent example of a target which might be shared at appraisal is: ‘To improve the proportion of grades A* in GCSE geography by 10 per cent’.

Another might be • ‘To increase the numbers studying A-Level geography by 30 students’.

Note: a less good one might be: • ‘To attend training in Excel’ or ‘Research other exam board offers.’

6. Celebrate success: There will be initiatives which celebrate and reward progress and achievement in addition to those which challenge.

• Remember! The overwhelming majority of teachers and students work hard and do well – their achievements should be recognised and their talents (and needs) should not be forgotten or go unrecognised.

There are many ways to celebrate success, for example: • Certificate presentation evening each year – for all levels • Student of the month awards; • Letters home (to staff and students); letters of congratulations to those students who have exceeded their target grade, or improved their attendance, or made most progress • Lunch with the head teacher and/or chair of governors, etc for staff and students It is worth repeating – there are many ways to celebrate success!

And remember, a letter or card always makes a better impression than an email.

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7. Monitor performance: This takes us back to the beginning of the cycle.

Ensure that there is a cycle which monitors performance indicators regularly and which looks at key internal and external data returns, including important details such as attendance, punctuality, internal test results, modular/coursework results, and the performance of ‘at risk’ and other groups of students.

• It is of real importance that the data collected and reported on is accurate and that you are measuring the ‘right’ things.

• Of all the indicators you collect, attendance and achievement are the two key ones. They impact on outcomes, they tell the student’s story of their experience, and they shine a light on what might be happening in the classroom. Attendance and achievement measures are inextricably linked – it has been shown that each 10 per cent fall in attendance results in a shortfall of one grade compared to target. This message needs to be relayed constantly and positively; and actions put in place to support those students who are falling behind.

• Make sure that the loop is closed. For example, if you identify that three students are responsible for the attendance in Year 8 falling below target, consider how this information is used after it has been passed to the head of year and the relevant form teachers. Ideally, these colleagues should report back with the agreed actions, and keep managers and leaders updated on the progress being made by these students against agreed targets for improvement. The same issues cannot continue to be reported and rolled over, month after month.

c. Structures and processes for excellent outcomes Outstanding departments flourish in organisations with a positive and enabling climate. They are highly effective and show the following three characteristics: • All colleagues within the department prioritise what happens in the classroom, thereby ensuring excellent teaching and learning (teaching and learning).

• There is outstanding leadership at all levels within the department, which makes a difference to the student experience (leadership).

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• Effective systems of pastoral care have been established which are timely; anticipate solutions rather than react to problems; and offer support and care focusing on the achievement of learners of all abilities and needs (pastoral care).

Reflect on...

How does your organisation compare with these three key features?

(i) Prioritising teaching and learning Within an outstanding department there will always be a profile of consistently strong teaching.

There cannot be one without the other.

In a department which is struggling, it is likely that a significant part of the solution will involve improving classroom practice.

And so...

There have to be processes in place that reflect upon the most important aspect of the students’ experience – that is, what happens to them within the classroom.

There have to be processes which consider students’ experience of teaching and learning, and their attitudes towards them Although these processes often can only give a snapshot of the classroom experience, they must be: • robust and honest; • capable and honest enough to give an insight into the day-to-day experience within a department; • capable of confirming the strengths and excellence evident in classrooms; and • able to accurately identify areas for development where these might be necessary.

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Improving classroom practice should be the number one priority… …but rising to this challenge involves much more than simply establishing and administering an annual lesson-observation programme. There are benefits to this but also risks. For example, the process could develop into a club with which to batter colleagues, or conclude with a box being ticked by a senior leader to reassure (or, more likely, mislead) governors that all is well!

Ensuring classroom excellence is a complex challenge which is best solved when a range of processes and initiatives come together.

There might be, for example: • regular CPD focused on classroom excellence, as shown in the earlier case; • forums for teachers and leaders to share, consider and undertake the latest educational research; • time given and created during the year for colleagues and teams to observe expert practitioners, wherever these might be; • groups that focus and reflect on teaching and learning – perhaps even separate groups/forums for newly qualified teachers, sixth-form teachers, those supporting learners with severe learning difficulties, or teaching ableand-talented groups, or those working within pastoral teams, etc; • mentoring support for those who ask for it, and for those whose outcomes suggest they would benefit from it; • peer group support and challenge; or • lesson observation, though, again, only as a part of this bigger process.

Too often, the quality of teaching and learning within a school is assessed solely on the basis of one grade delivered in judgement on just one carefully planned (and often artificial) lesson, which is considered at the same time of year, each year.

Of course, there is a point and a purpose to lesson observations, but, it is worth repeating, only as a part of a wider process and a wider commitment to classroom innovation and excellence. Using lesson observation grades on their own to assess the quality of learning, would be as relevant as judging the performance of your GP solely based on a consideration of the neatness and the legibility of their handwritten prescriptions!

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It is good to remember, too, that learning does not just take place during timetabled lessons. The opportunities for learning to take place in other ways should be carefully considered and judged.

The following areas of learning opportunity might also be considered: • homework • other methods of external assessment • revision for exams • enrichment opportunities • tutorials • plenaries • work experience • stretch-and-challenge initiatives • pastoral and other tutorial sessions • coursework and projects • part-time work Each of these will be considered later. (ii) Leadership duties The role of leadership You can’t divorce the quality of teaching from the culture of the institution, and the culture of a school or college is determined – more than anything else – by its leadership.

The best leaders understand that you can only improve teaching if you combine a strong vision of what you want to see in a classroom with a common sense, flexible and pragmatic approach to school organisation.

Our research has shown there are seven key responsibilities which outstanding leaders carry out effectively.

They are: 1. Ensuring a clear vision 2. Building a successful team 3. Ensuring high standards

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Leading to outstanding teaching and learning

4. Developing colleagues 5. Effective planning, preparation and assessment 6. Effective use and interpretation of data 7. Relentless focus on the student experience, development and progression Task  On the table below, identify the key skills you will need to implement each of the key responsibilities. In each case, one has been done for you.

Key Responsibility

Skills and Qualities needed

1

Ensuring a clear vision

e.g. communication skills

2

Building a successful team

e.g. good team player

3

Ensuring high standards

e.g. high expectations

4

Developing colleagues

e.g. good coaching skills

5

Effective planning, preparation and assessment

e.g. good time management

6

Effective use and interpretation of data

e.g. analytical skills

7

Relentless focus on e.g. passionate, aspirational the student experience, development and progression

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What does ‘outstanding’ look like?

• Outstanding leaders build outstanding teams, and focus on those things that make a difference to their students and their colleagues.

• Outstanding leaders understand that their role is primarily about teaching and learning, not about administration.

• Outstanding leaders are innovative and imaginative in the way they look for solutions to the hurdles that inevitably come their way.

Outstanding departmental leaders...

• Are excellent practitioners themselves and have a passion for their subject/course. For example: • They want young people to choose their course at GCSE options evening and see this as a key indicator of success.

• They inspire students to love the subject too.

• They do not put barriers in the way of students – for example, by inflating their subject entry criteria for the sixth-form. In fact, again, they see sixth-form enrolment as another key indicator of success.

• They understand that progression into higher education in their subject is another important indicator of success.

• There will be many other examples... and, in addition, they will have developed innovative strategies to ensure these challenges are met head-on and there is year-on-year improvement.

• Always challenge under-performance • And do so honestly and openly, even though conversations with students and colleagues might be difficult.

• This is one of the key roles of the departmental leader – it is not about administration, ‘running a tight ship’, looking after the budget or ‘keeping everyone happy’. Rather, the role is that of being a ‘champion of the student’, putting their needs first, and being a person who is genuinely acting in loco parentis.

Never ignore underperformance – whether by students, subjects, teachers or leaders. Challenge it honestly and positively, and look for solutions to release the potential in everyone.

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Reflect on...

• What are your grade-three departments?

• What has been done to improve them in a positive way?

“The new Principal has taken decisions and swift action to make improvements in the very small number of underperforming curriculum areas.”

Ofsted report, general FE college

• Look for solutions to the challenges they are set • This may well take imagination or advice from other departmental heads, or, on occasion, the need to experiment or take risks. The one certainty is that, as a departmental head, you will face challenges along the way. These might involve a long-term staff absence, or erratic short-term absences. It might be that you need to restructure because of the loss of a valued teacher to another organisation. It may be the need to act on the poor performance of a difficult student or group of students, or on reduced budgets, or disappointing exam results. Or, more likely, a combination of all of these every year.

• It is not the disappointments or challenges that make a leader, rather how he or she reacts to them and ensures that mistakes and disappointments are met head-on and not repeated.

• Are data-aware, and use data as their friend, both to prioritise and to plan • They understand and can interpret external data analysis conducted on behalf of the department, using Panda, L3VA, Raise Online FFT, Alps, 4Matrix or another system. They are able to translate the important messages within these analyses.

• Great leaders also analyse and welcome any meaningful, internally generated data which will make a difference to student outcomes – such as homework records, mock exam results, proposed/draft coursework results, enrolment figures, attendance data, as well as statistics on the impact of student behaviour and/or disciplinary records, or the effectiveness of enrichment opportunities.

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Tips • Use the exam board’s ‘Results Plus’ system – every board has one, and they are invaluable • Use the grade boundary and uniform mark scale (UMS) information that is there to share with your students to improve their grades • Are confident and comfortable in having difficult conversations with students, parents and colleagues when they need to; and can do so with honesty and empathy • They think carefully about the outcome they want from any proposed meeting. They prepare well, ensuring that they do not stray from the agenda. They are aware of all the facts associated with the meeting.

They do not spring surprises or allow themselves to be sidetracked.

They listen and try to put themselves in the other person’s shoes, remembering that it is their meeting.

• Are not afraid of asking for help and advice when it is needed • A regular timetabled meeting with your line manager, or (preferably) your experienced colleague or mentor, is an excellent way of giving you the time to share your successes and ask for guidance in other aspects of your role.

• Are excellent communicators • They communicate well with their own line manager, meeting regularly both formally and informally.

• They meet regularly with their team and with individuals within that team.

• They communicate successes with pupils and parents via school/ college publications (or via their own internal departmental system – e.g. the school maths magazine, which can be emailed to all) Most of all, your quality and effectiveness as a leader should be measured on the difference that you have made to the young people in your charge.

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Preparing for inspection Good leaders ensure that their department or organisation is always prepared for inspection. The approach is confident and relaxed, but not complacent. Being on ‘Ofsted alert’ for long periods of time drains staff, causes unnecessary stress and sends the disempowering message that the regulator leads rather than you.

Ofsted’s view Currently, inspection focuses on how effectively leadership and management at all levels promote improved teaching, as judged within the context of the organisation, and enable all pupils to overcome specific barriers to learning.

Inspectors must also consider the impact of teaching on pupils’ learning and the effectiveness of leadership in improving the quality of education or in maintaining already high standards.

Inspectors should focus on the effectiveness of leadership and management at all levels in promoting improvements within the context of the organisation.

The effectiveness of monitoring and evaluation and the extent to which it is shared with governors is another important factor. This includes the monitoring and evaluation of: • the quality of teaching and the achievement and progress of all groups of pupils, including those supported by the pupil premium, relative to other organisations nationally; and • the use of performance management and the effectiveness of strategies for improving teaching, including the extent to which the organisation takes account of the Teachers’ Standards, which set minimum requirements for teachers’ practice and conduct. This is demonstrated through: • the effectiveness of procedures for monitoring the quality of teaching and learning and the extent to which underperformance is tackled; • improvements in the quality of teaching over time or the maintenance of good and outstanding teaching; • rigorous self-evaluation, which underpins actions and plans that are focused accurately on the areas requiring improvement; and • the quality of middle leadership in the organisation.

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N.B. Academies are not required to apply the Teachers’ Standards as part of their performance management arrangements. However, inspectors should examine closely how the academy promotes high-quality teaching through its performance management and professional development arrangements.

Good leaders…

• ‘Demonstrate passion in their own classroom if they happen to teach’ • ‘Have a sense of what is going on in the classroom’ Reflect on...

How do you really know what is going on?

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Leading to outstanding teaching and learning

Task Try this practical approach Key to grades

A Exceeds expectations

What do you do?

B Meets expectations

How do you do it?

C Fails to meet expectations Grade

Monitoring and evaluation Scrutiny of work Lesson observation, including peer observation Planners checked Coaching and mentoring – individual discussions Open discussion about teaching and learning Performance management Drop-in Monitor behaviour Data analysis Anything else?

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Reflect on...

What do I need to prioritise?

(iii) Pastoral care and support The links between organisations with an outstanding reputation for timely and effective pastoral systems, and those which are high performing, is well established.

One never occurs without the other.

The reason is a simple one. Those organisations with a deserved reputation for excellent pastoral care and support have earned it because the individual needs of all the young people they serve are clearly being met – whether this is a youngster on a foundation programme in a general further education college, a pupil in reception class of a primary school, or one who achieves grade A* in all their external examinations in a high-performing secondary school.

Outstanding pastoral care prioritises the needs of all young people, putting in place flexible and responsive systems which meet the needs of all learners.

The key in moving towards excellence at departmental level is to see pastoral support, curriculum improvement and student outcomes as parts of the same challenge. One cannot get in the way of the other, and all must be linked to outcomes and achievement in some way.

Where there is outstanding pastoral care and support, there will be: • Clear links with departments and clear lines of communication – for example, there will always be a pastoral representative at a curriculum group meeting and vice versa; there will be a well-trained team of tutors chosen because they are specialists in their roles; there will be training arranged specifically for the pastoral team; and each member of the team will be data-aware.

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“Communication between subject teachers, support staff and students is excellent.”

Ofsted report, ‘Outstanding’ sixth-form college

• An ethos that supports and ensures that the pastoral programme is not seen as a timetable-filler by students, or the eventual destination for colleagues who have performed less well in the classroom.

• Targets set at appraisal for all pastoral staff across the year groups, and for heads of year – these targets might be set around class attendance, student outcomes, pupil punctuality, value-added results, or quality of reference or report writing.

• Anticipation of the needs of all – from the most able in a year, to those who might be struggling in their subjects, or when progressing from Year 6 into ‘big’ school. All will benefit, from those who join the sixth-form from elsewhere, to those whose prior attainment suggests that they will need extra support in a subject, or year, or in a series of exams.

• Understanding of the cycle of the academic year and the challenges that young people face, particularly at certain times.

• Understanding that the role needs to be a mix of the tough and the tender, and that it should never be seen as the barrier to academic progress.

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Section B Ten priorities for outstanding teaching and learning Having considered what effective leaders do to ensure they are closely in tune with the student experience and with their departments, we now consider in more detail 10 priorities and drivers of change which have the potential to transform departments and improve student outcomes:

1. Outstanding classroom practice Under the 2012 Ofsted framework, the quality of teaching is one of only four key judgement areas. Moreover, it is the limiting judgement (i.e. if teaching is not judged to be ‘good’ nor can leadership and management).

The number one priority for any head of department should be to ensure that there is excellent teaching in each and every classroom, thereby creating the culture and ethos for outstanding learning to take place.

Tip CTBG – ‘catch them being good’: Informal comments, drop-in and listening to student feedback can be as important as formal observation Encourage your colleagues to: • watch others teach; • pop into each other’s lessons; • be open to suggestions that will improve their practice; • share successes and challenges openly; • deliver jointly with others at times when this might be appropriate; • observe great practice taking place across the department; • watch you (and other experts, perhaps from different subjects) teach; and • teach with the door open or ajar (if this is possible) so that others can hear the excellence that is taking place and begin to understand the culture that is prevalent in the best classes.

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“The Head is very visible, and has strived successfully to develop the culture of the college by adopting a challenging but supportive leadership style, which have resulted in a culture of academic success and accountability at all levels.”

Ofsted report, ‘Outstanding’ high school

There are many other ways in which you, as head of a department or curriculum grouping, can gain an insight into the practice that is taking place on a daily basis in your classrooms. This approach should be modelled by senior leaders – who should also walk the corridors, check on punctuality and ascertain that learning is taking place.

• Establish a peer-observation programme.

• Set up mentoring/coaching sessions for your colleagues – led by you and by other expert practitioners.

• Institute a formal lesson observation programme (the head of department should play a key part in the evaluation and feedback to colleagues as part of this process. You may well need to be trained to do this, so do not be afraid to ask for help here – most excellent institutions have systems in place to ensure consistency across internal observers).

• Don’t just talk to your students – listen to them!

• Ask them about their experience in the classroom and how it might have been improved ... and listen to their ideas.

• Ask them about the things they love about their classes and your/ their subject … and ensure that you take into account their suggestions.

• Don’t forget to ask them about the things that they are not so keen on ... and listen to their replies.

• Involve pupils/young people in the plans you have agreed to move the department forward ... and then tell them how they have helped.

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• Check: • Student files – whether they are neat, tidy, organised, up to date and structured • Notebooks and any examples of work they have done in class • Homework • Examples of pieces of extended work, or projects, or the coursework tasks that the pupils have produced • Check staff mark books. These are legal documents which should be audited. They are not private note books. You are looking for evidence of excellent performance from students, as well as of students who are submitting work late. You are checking for the frequency with which work is set. Does it meet the agreed standards within the school/college and department? Look for indicators that will confirm the time taken for marked work to be returned to the class.

• Ensure that there is regular enrichment for all year groups – enrichment which is fun, and enrichment which makes a difference to the student’s attitude to study and the eventual outcome.

• Departmental meetings should: • have the student at the heart of most of the discussion; • include time to reflect on learning and how the course is progressing; and • give colleagues an opportunity (in turn) to present to the rest of the group about a piece of relevant educational research into teaching and learning, or action research that they have come across. There is much out there.

• Make sure that you agree regular individual meetings with each of your colleagues and take the time to listen to them as they describe both their challenges and their successes.

• Check student files and look at the quality of the written feedback that is evident on returned homework, as well as the quality of their classwork and the notes they take. A regular ‘file/notebook’ check of student work (involving pupils of all colleagues from across the whole department) will be of immense benefit.

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Two key questions that you will need to consider in your role are: • Is teaching and learning consistently good/excellent across all classes and with all colleagues?

If not, think of ways in which you might ensure that the excellence evident in the best lessons is shared across the department, and, more importantly, that the excellence which is identified is shared and established across all classes.

Remember...

• You should be happy to have your own son or daughter study in every single class under your charge.

• A teacher should not be disadvantaged by the room they teach in, or the behaviour of the students they have, or the resources made available to them, etc.

• A student cannot be disadvantaged by the choice of teacher(s) in their class, or by the time of day the class is held, or by the behaviour of fellow students in that class, or the rooms the class is taught in, etc.

• It is your job to ensure consistency of experience for colleagues and students alike.

• Is there triangulation between (i) the grades awarded (by you?) at lesson observation, (ii) the outcomes of that class in external exams, and (iii) the quality of the students’ work?

Triangulation

(i) Lesson observation grade Evidence for excellent T&L

(iii) Quality of student work

(ii) Outcomes e.g. exam results

Section B – Ten priorities for outstanding teaching and learning

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• Lesson observation – best practice This is a process that should consider and evaluate the learning that is taking place, looking at ways in which the teacher has created a positive culture – one that will inspire learning and get the very best from the class. Note: A lesson observation should not be seen as an opportunity to look at the teacher’s subject knowledge or style of delivery.

Consider the things that you currently expect when observing a colleague’s lesson. Perhaps some or all of the following factors are key. Try to minimise bureaucracy at every opportunity.

• A detailed lesson plan • A scheme of work • Key skills indicators • A class register and/or seating plan • The mark book • Any exam results the class might have taken • Student files • An opportunity to talk to students • A seating plan • The exam board specification • A classroom health and safety assessment • Other risk assessments Task Discuss with colleagues whether all of these are really necessary.

Consider: • Which would you prioritise and which would you consider to be the most important?

• Which would best tell the story of the student experience in the classroom?

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Case study AS mathematics lesson: constructive feedback on lesson observation “Clear aims and objectives were shared with students at beginning of session linking with prior learning. Right from the start the pace of the lesson was quick, but was suitable for the needs and level of most learners. You need a little more awareness of the one or two who may get left behind.

There was a clear structure which identified resources, and a range of activities, linked to the different learning styles/needs.

The use of ICT enhanced the learning experience and allowed pupils to learn independently. Reference to ‘having done presentations in GCSE English’ and the mini brainstorm on those communication skills was used effectively in the peer learning session without taking away from the maths content.

You showed good subject knowledge and passion in your teaching.

Assessment for learning was evident throughout the lesson, good questioning was used to enhance and check learning throughout.

Assessments in books could be a little more constructive with feedback on how to improve.

Students were engaged and enjoyed their learning; evident through their enthusiasm, active participation and good behaviour.

You have high expectation of students and they respond well to this, it was clear that the majority of students made good progress.”

Constructive and perceptive feedback is an essential responsibility of an observer of a lesson. For many teachers, being observed is a stressful experience and they are entitled to feedback which is professional and informative.

Reflect on...

How effective are you in giving constructive feedback to colleagues when observing a lesson?

Section B – Ten priorities for outstanding teaching and learning

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Case study Minimising bureaucracy A sixth-form college in the South of England was concerned that the administrative demands placed on staff when preparing for their annual observation were becoming onerous.

After consulting with colleagues, the college decided to try out a pilot with several large departments – the leadership team agreed that the only paperwork that they would require from a teacher prior to a lesson observation was a lesson plan; and that this lesson plan would outline only the learning aims that the teacher intended to achieve by the end of that lesson.

This decision meant much less preparation for the teachers involved.

Previously, they had been required to produce a key skills analysis, an up-to-date scheme of work, classroom seating plans, and a two-sided lesson plan which documented (almost minute by minute) what would occur, when it would occur and how differentiation would be ensured and different learning needs met. These areas were not ignored in the new pilots, but judgements were instead made either by the observer during the lesson, or by a different process not linked to lesson observations.

At the end of each lesson there was a student focus group lasting 10 minutes or so – the first question of this conversation always being: ‘Have we just seen a typical lesson?’

These changes resulted in a much more positive attitude to lesson observation within those departments and among the teachers involved.

It became clear that, for some teachers, over-preparation had been getting in the way of learning. Teachers felt listened to, and believed that the observation process did not get in the way of other sessions planned around that time.

The pilot was judged a success and these new streamlined processes were implemented across the whole college the following year.

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Student perceptions – examples from a college What students like

What students dislike

Approachable staff who are enthusiastic/caring

Being patronised

A good working atmosphere in the classroom

Having their learning disturbed by other students

Lessons that have variety

Lessons that are too slow/boring

Being set work that is challenging but achievable

Being set work that is too easy

Regularly marked homework with positive comments to motivate

Lessons that are cancelled or not covered when the teacher is absent

Being told that they are doing well

Homework not collected, not marked or returned late

The opportunity to interact, debate and work with others

Minimal or only negative feedback given on work

“Students say that teaching is always good and lessons are fun. They say that their teacher gives them work to do that makes them think, and is not always easy. Students are confident to ask their teachers questions when they find some concepts difficult to understand.

Teachers are quick to work with struggling students so that learning is able to continue and they progress at the same rate as their peers.”

Ofsted report, ‘Outstanding’ secondary school

Section B – Ten priorities for outstanding teaching and learning

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2. Outstanding teaching and learning Too often, teaching and learning are considered as separate entities, rather than as integrated factors, each of which has influence on the other. Consider this model of ‘excellent learning’, in which the skills and attributes of both teacher and student combine to create a climate for learning: The excellent learning model Teacher • Personality and background • Skills and attributes • Attitude and mindset Climate for learning

Excellent learning

Student • Personality and background • Skills and attributes • Attitude and mindset

• Staff and student personalities and backgrounds set the context for effort and performance.

• Staff and student skills, attributes and attitudes profoundly influence their learning.

• The key to effective learning is how the teacher, support staff and student develop their own individual attributes and expectations to enhance the learning process.

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Teacher and student skills and attributes include: Professionalism

Planning and assessment

• Personal values

• Setting high expectations

• Challenge and support

• Drive for improvement

• Confidence

• Intellectual curiosity

• Trust and respect

• Initiative future focused

• Discipline

• Varied activities and learning

• Time and resource management

• Future focused

Relating to Others

Leading

• Empathy

• Adaptable and flexible

• Approachability

• Clear direction/motivated

• Teamwork, sharing and co-operation

• Encouragement and enthusiasm • Positivity

• Impact and determination Taking Responsibility

Passion

• Setting clear parameters and goals • Drive and commitment • Holding others to account • Independent learning

• Ability to develop confidence and independence in learning

As discussed in the introduction, teaching is a critical profession. Teachers need to be well-qualified, supported and given regular opportunities to update their skills and knowledge. Their leaders must ensure this happens.

Section B – Ten priorities for outstanding teaching and learning

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Every university offering education sciences in Finland is closely linked to a school, in which prospective teachers undertake classroom teaching practice under the constant guidance and supervision of experienced teacher trainers. These schools act as a link between teaching and the latest academic research and innovation.

One such school is Jyvaskylan Normaalikoulu [the Jyvaskyla teacher training school] in central Finland. According to Jyvaskylan Normaalikoulu’s head, Kirsti Koppi, ‘by training highly motivated and skilled teachers who are able to make educational decisions based on theory and research – in addition to intuitive argumentation – we best fulfil our duty towards Finnish pupils and students.’ (https://www.norssi.jyu.fi)

It is clear that a leader responsible for the quality of teaching and learning must take into account three key elements: • The quality of teaching • The quality of learning • The quality of lessons The quality of teaching Great teaching is critically important in promoting great learning. The Hay Group undertook a significant piece of research into teacher effectiveness.

This established the key skills and attributes of highly effective teachers, and the excellent learning model above is adapted from this (see Research into Teacher Effectiveness, 2003, Hay McBer).

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Task Complete the excellent teacher self-assessment survey (in Appendix 2), individually and with your department.

Identify your main strengths and areas for development.

Lead a discussion about building on the strengths and making further improvements to your current practice.

How can you help each other to improve?

Your favourite teacher When asked to consider your favourite teacher or someone who inspired you to learn, the seven features outlined below are a typical spontaneous response from current practitioners.

Task From your knowledge of your team, how would each of these qualities be seen in action in their teaching?

Outstanding features

Evidence in action

Reflective Perceptive Resilient Flexible Inspiring Motivating Knows their students well

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Reflect on...

Can you think of any others? You may have included: passionate; knowledgeable; hard-working; creative; well-organised...

Strong leadership Strong leadership creates a climate in which effective teaching and student achievement flourish. It also involves effective leaders knowing their organisation well, having high expectations and setting ambitious targets for raising standards.

“Similarly, the quality of teaching is critical to securing good progress for students and we believe an overall judgement of ‘good’ for the organisation would require teaching to be good” Ofsted (2013)

The quality of teaching is focused on six key areas: • Teachers having high expectations and the ability to motivate pupils • Teachers setting challenging tasks • Teachers’ subject knowledge • Teachers carefully assessing pupils’ progress • Supporting the needs of all pupils, including those with SEN • The effective teaching of reading and skills in literacy

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Research: ‘The Seven Secrets of Great Teaching’ The Times Educational Supplement carried out research in 2009 looking at the key characteristics of highly effective teachers. The research, headed ‘The Seven Secrets of Great Teaching’, was similar to the approach of Steven Covey in his book The Seven Habits of Highly Effective People.

It showed that very good teachers could deliver outstanding lessons through the use of a variety of key skills: 1. Building confidence Effective teachers are very good at building students’ self-esteem, based on celebrating success and achievement.

2. Ability to make difficult decisions Outstanding teachers exhibited strength in being able to make difficult or unpopular decisions.

3. Developing others This behaviour is collectively the most prominent among teachers.

It’s about developing your own and others’ capabilities by providing opportunities, and it is the area in which successful teachers are most confident. An example is when teachers give up their own time to help other colleagues acquire new skills or deal with difficult pupils. An interesting quote from one of the teachers involved in the research was: ‘Everyone’s got their own strengths and, in the organisations that I’ve worked in, we always make the most of them by supporting colleagues.’

4. Good communicators The key skill of good communication was identified as a significant factor in analogies and multi-media displays to communicate with and engage pupils. One head had used the song ‘Proud’ by Heather Small to convey a message of confidence throughout the organisation.

5. Being nonconformists A large number of successful teachers were classified by the research as nonconformists, as they enjoyed trying out new ideas. This quality goes against the norm, as teachers are often faced with perceived timetabling restrictions and curriculum boundaries. The role of organisational leadership was considered vital in the creation of an environment where innovation is valued and encouraged to allow excellent teachers to succeed.

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6. They thrive in the company of others Good teachers enjoy the company of others, both teachers and pupils, and often have some extrovert personality traits. This links well with being a good communicator and indicates ‘fellowship’ towards others and that most teachers thrive on working with colleagues.

7. They see the ‘bigger picture’ The selected teachers in the project were strong at looking at the bigger picture, rather than the minute details of planning or administration. They were keen to see good practice in other organisations and were always proactive rather than reactive.

Reflect on...

• Reflect on each key feature in this article, and relate it to your own practice and/or area.

• Describe specific examples of these in action.

Research – ‘What do outstanding teachers have in common?’

(Fiore, 2007) • Outstanding teachers are masters at multitasking In today’s classrooms, teachers are faced with the daunting task of dealing with questions, adjusting the lesson to meet the various modalities of the students, being a coach, a mentor, ‘fitting in’ the curriculum amidst all sorts of distractions, and teaching character education. An outstanding teacher is able to handle all of these things at once, with patience and determination.

• Outstanding teachers are enthusiastic and knowledgeable about the subject matter When a student is able to observe a teacher speak passionately about the subject they are teaching, the students become enthusiastic about the subject and strive to learn. Outstanding educators have the ability to take the blandest subject and turn it into an exciting challenge and interesting topic.

• Outstanding teachers are able to adjust a lesson on their feet Many times, a lesson does not go as planned or the students do not

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seem to understand the material. An outstanding teacher does not let that faze him or her. He or she is able to come up with an example, an activity or a demonstration ‘on the fly’ in order to illustrate a point and further understanding. An outstanding teacher does not see the lesson plan as rigid, but as pliable and dynamic as the students tend to be.

• Outstanding teachers know practice makes perfect Outstanding educators allow students many opportunities to see the same material so that they can learn according to their own learning style.

They present the material in many different ways, with visuals, kinesthetic activities, and auditory learning. They also allow the students to teach each other. As every teacher knows, the best way to learn something is to teach it. They also tend to apply many different strategies, such as CRISS (Creating Independence through Student-owned Strategies) approaches and seminars, to help students organise information and vocabulary, and improve their reading comprehension.

• Outstanding teachers have procedures Outstanding teachers have procedures for everything. They have procedures on how to enter the room. They have procedures on how to dismiss the class. They have procedures for turning in work when returning from an absence. They have procedures on how to sharpen a pencil. Procedures make a classroom run smoothly. When students know what is expected of them, how to do things in the classroom, and the consequences of not following procedures, authentic learning can take place.

• Outstanding teachers listen to their students In order for students to become confident in the subject matter, they need to know that teachers will do all they can to help them learn. The object for educators is not to teach students, but to guide them to learn things for themselves. Outstanding educators know that they can only do this in an environment where they are free to ask questions and those questions will be honored, and answered.

Reflect on...

• Consider these characteristics of outstanding teachers • What can you learn? How can you strive to further improve your current practice?

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The quality of learning It is clear that great teaching and great learning go together.

Task What would you describe as the key characteristics of outstanding learning?

Here is a top 10 based on teachers’ views, academic research and Ofsted reports (from Visible Learning for Teachers, Hattie, 2012).

1. All students are effectively engaged – ‘students are engrossed in their work and make better progress than expected’ 2. Students make excellent progress – ‘students play a strong part in making and recognising improvement’ 3. All students receive helpful feedback on their progress – ‘students ... helped to judge the success of their work and can set targets for improvement’ 4. There is clear evidence of accurate understanding – ‘students’ understanding of new ideas is checked in a range of ways’ 5. There is regular and formative assessment – ‘students have a clear understanding of where to focus their efforts to improve’ 6. Students are challenged – ‘students’ learning is promoted by a variety of questioning and discussion; they enjoy their learning’ 7. Students respond well to high expectations – ‘high student achievement reflects the high expectations of the teacher’ 8. Students respond well to learning that is enquiry-based and involves problem-solving 9. Relationships between the teachers and students are excellent, based on mutual respect and high aspirations 10. Learning is often creative and collaborative, with opportunities for students to work independently or in groups to develop new ideas and innovative approaches

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Reflect on...

• Is anything missing? What would you include?

• How do you see these characteristics evidenced in your students’ learning?

Additional information on influences on teaching/learning can be found in Appendix 3.

The quality of lessons As informed and sensible practitioners would agree, there is no single template for an outstanding lesson. There is an obvious ebb and flow of factors producing excellent learning. At the heart it will be challenging and developmental activities, being consistent, offering continuous support and developing relationships based on trust and belief.

The characteristics of an excellent lesson: • there will be structure • there will be evidence of planning • the students will be well behaved (you hope!)

• there will be a balance of activities • a wide range of learning styles will be accommodated Progress of all students is key.

• Students of all abilities will have made progress, whatever their starting point and whatever their ability or prior performance in the subject, from those able and talented in the class, to those needing extra help and support. All should demonstrate evidence that they have made some progress.

There is no such thing as an ideal lesson structure. There is bound to be variety, although most would agree that, in the majority of cases, a lesson should involve direction from the teacher at the start – perhaps by them initially setting the scene, establishing and reminding all where they are up to, and recapping the progress made to date, before introducing any new ideas.

In most cases the class will then be given the opportunity to fly, with the teacher’s role now redefined to circulating among students and checking the Section B – Ten priorities for outstanding teaching and learning

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their progress as they work, giving feedback individually or in groups, or setting new challenges if appropriate.

However, there are no rules, nor any template, for a lesson guaranteed to succeed.

The best teachers create time for individual feedback within a lesson, perhaps by: • expertly asking searching questions (differentiated by ability), and listening carefully to the responses; • feeding back on homework tasks; or • talking individually to students during the lesson while the rest of the class is on task.

Look out for this important aspect when you are visiting or observing a colleague – it can make a huge difference. Generally the more opportunities there are to listen to student feedback, the more positive the outcomes will be.

Features of outstanding lessons Key points

Outstanding characteristics

Expectations

Teachers’ consistently high expectations of students have a notable impact on the quality of learning in the lesson

Checking of understanding

Teachers systematically and effectively: • Check students’ understanding throughout the lesson • Anticipate where they may need to intervene • Intervene with notable impact on the quality of learning

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Characteristics in your subject or curriculum area

Key points

Outstanding characteristics

Characteristics in your subject or curriculum area

Assessment for learning

Constructive feedback from teachers and other students promotes learning and ensures rapid progress

Strategies for teaching that match students’ needs

During the lesson, welljudged teaching strategies, including sharply focused and timely support and intervention, match individual needs accurately so that students learn exceptionally well across the ability range

Work scrutiny

High-quality marking, assessment and testing are used to improve students’ Learning. There is a persistently high level of challenge over time and students’ response to feedback indicates a marked improvement in learning.

Progress in literacy and numeracy where these support learning

The teaching of reading, writing, communication and mathematics is well integrated within lessons and highly effective in extending learning

Climate for learning

Teachers and other adults generate high levels of engagement and commitment to learning in the vast majority of pupils

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Key points

Outstanding characteristics

Attitudes to learning and managing behaviour

Teachers are highly skilled in planning for and managing the full range of behavioural needs

Characteristics in your subject or curriculum area

As a result, behaviour is consistently excellent and there is a notable impact on learning

Homework that Where homework is set, it is contributes to well judged to match individual learning needs accurately, so that students make progress exceptionally well Task Use this check list of outstanding characteristics to compare and assess your current practice. Fill in the third column to accurately describe the characteristics in your subject or curriculum area.

Reflect on...

• What is going well?

• What would be even better if…?

Tip Never forget the importance of the student/teacher relationship.

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Ingredients of an outstanding lesson (taken from Matt J Bromley’s The ingredients of an outstanding lesson, 2009) What makes an outstanding lesson?

Engagement

Questioning

Challenge

Assessment

Independent learning

Progress

To ensure ingredients mix well together, leaders’ expectations in developing the knowledge and skills of their students are critical. These, combined with accurate feedback, and the pace and depth of learning, support and motivate students to create the potential for effective learning.

What does each of these characteristics mean in practice?

Engagement Students know what they are learning, how they are learning it and why (i.e. they are encouraged to connect their learning and see the bigger picture).

This, in turn, ensures students want to learn and to play an active part in the lesson. Students engage best with the lesson objectives when teachers ask open questions and provide a variety of learning opportunities (not only a number of different tasks and activities, but also a number of ways for students to demonstrate their learning and to have their progress assessed).

Challenge This is about students supporting each other and being encouraged to work outside their comfort zones. Students need to understand how to improve, which is why challenging feedback – verbal or written feedback which is positive and detailed but also guides students to make further progress – is important.

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Questioning Teachers should use dialogue to promote learning. Questions should engage and motivate students, foster curiosity and enthusiasm, as well as challenge students to think for themselves. Questions should be open and students should be given the opportunity to comment on, or add, to the answer.

Students should be afforded the time they need to reflect on and answer the question. Sometimes, silence is golden: allow thinking time and do not be scared of momentary silence in the classroom.

Independent learning This is not merely individual learning whereby students work by themselves, in pairs or groups. It is where students display effective research skills and higher-order thinking skills, and take responsibility for their own learning. Students are to be encouraged to extend their learning beyond the boundaries established by the lesson objectives, to think and learn for themselves.

Assessment Assessment should show students how to progress to the next level or grade. Ofsted describe this aspect of an outstanding lesson as follows: ‘marking and constructive feedback from teachers and students are frequent and of a consistently high quality, leading to high levels of engagement and interest.’ Progress There needs to be evidence of how the lesson allows progress and narrows the gap between the performances of different groups of students in your organisation, as well as the gap between your students and all students nationally. This is, in part, about using teaching assistants effectively. It is also about differentiating effectively, striking the right balance between challenge and support.

These ingredients are all important if you are to produce an outstanding lesson, but the recipe is only ready to taste when they are expertly blended with good behaviour.

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Reflect on...

Reflect upon these ingredients and features of outstanding lessons and learning • What is your own practice like in delivering or supporting outstanding lessons?

• How do you know what the quality of learning is in the classroom?

• What can you do to ensure that your awareness is up to date?

• How do you share good practice in lessons?

• What are you going to do to improve the quality of your lessons, and those of your staff?

Summary What does outstanding look like?

Promoting Excellence conducted a piece of action research with 50 current practitioners in schools and colleges and asked groups to explain their experiences of ‘outstanding’ in the following areas: leaders of teaching and learning; teachers; learning; lessons; and support for learners.

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This is a summary of the results, based on a top 10 for each (but not in rank order)

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Leaders

Teachers

1

Inspirational with vision

Inspirational with vision

2

Listen to students and staff

Adaptable

3

Excellent role models

Knows students individually

4

Aware and intuitive

Sense of humour

5

High profile

Supportive

6

Approachable

Enthusiasm

7

Ambitious for others

Caring and supportive

8

Humility (lack of ego)

Good listener – empathetic

9

Good discernment

Passion for subject

10

Calm

High expectations, ‘belief in me’

Leading to outstanding teaching and learning

Learning

Lessons

Support

Clear goals

Students on track and making progress

Proactive

Opportunities for Well planned – clear aims Problem solving and reflection and questioning and outcomes resourceful Well organised

Variety of activities

Meets needs of individual students

Well managed, including behaviour and punctuality

Good dialogue – questioning and discussion

Encourages independent learning

Learning and sharing with peers

Evidence of positive relationships

Characterised by appropriate and timely interventions

Committed learners

Good pace and depth

Empathy

Useful and constructive feedback

Builds on accurate and helpful assessments

Generous, kind and patient

High levels of participation and engagement

Active participation

Belief in the learner – high aspirations

Passion for subject

Opportunities for extended learning

Student initiated

Expectations of hard work, high standards

Support for individual students

Flexible to individuals and circumstances

Task Try this top 10 exercise with your colleagues.

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Top tips for outstanding classroom practice • Teachers being positive and encouraging to all from the very first lesson • Teaching getting off to a brisk start at the beginning of each lesson • Teachers regularly creating time for one-to-one discussions • Students can freely call on teachers in non-contact time • Teachers act in close conjunction with pastoral care and support staff • Students are challenged to achieve their personal best • Teachers share good practice with each other and work together on resources • Home work is regularly set, returned promptly, and gives students a clear idea of how to progress and improve • Teachers leave sufficient time within schemes of work to revise and consolidate learning prior to tests and examinations • Relationships between teachers and students are strong – based on mutual respect and individual dignity • Never forget the importance of the student/teacher relationship.

“The students say that teaching is always good and lessons are fun.

They say that the teachers give them work that makes them think and is not always easy.”

“Teachers have outstanding subject knowledge and use innovative activities to involve students and help them to learn rapidly.”

Ofsted report, ‘Outstanding’ secondary school

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Meeting the needs of all learners The role of the leader is to promote learning. An outstanding leader should ensure highly effective learning for all students in every lesson. This can be done by, for example, conducting interviews with students who are struggling, as well as with those who are performing at a high standard, and observing in lessons, both formally and informally.

The biggest challenge in the learning context is to ensure that the needs of all learners are catered for, from those able and talented pupils who have a thirst for knowledge and assimilate new ideas and concepts with ease, to those young people whose progress might take place at a much more modest pace.

Not only will there have to be variety and pace in lessons, but the planning and preparation of lessons will need to acknowledge the varying needs of the learners in the classroom. This might be evidenced by the way in which the teacher/lecturer questions the class (and to whom the questions are directed), or it might be seen in the content within the lesson and the assessment and homework set afterwards.

The skill required in the leadership context is the ability to assess in a regular and planned way, so that the challenges concerning differentiation are met in every class of which he/she has oversight. There must also be a process of support, challenge, mentoring, celebration and/or intervention – whichever is appropriate – in place which is effective and which makes a clear difference in terms of outcomes. As a leader, it is not enough just to know that there is (or is not) an issue. You must be able to react in a timely way to move the department, or a particular colleague, in a positive direction.

Reflect on...

• How are your ‘at risk’ students identified?

• Is it due to absence, dip in attainment, exam results, home circumstance changes, SEN needs?

• What do you do with this information?

• How is this monitored?

Similarly, what happens to your ‘very able’ list? Are they stretched and challenged appropriately?

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And don’t forget the ‘forgotten middle’ ability students...

“The school works with an array of specialist partners. This helps to ensure that disabled students and those with SEN achieve outstandingly well in teaching, writing and mathematics in relation to their starting points of ability.”

Ofsted report, ‘Outstanding’ primary school

Case study A school supporting all its pupils Pupil progress is measured against national expectations (now changing with the new National Curriculum), with both formal and informal assessment used. Pupil progress meetings are held three times a year, with the assessment leader, teacher and teaching assistants, to establish the effectiveness of any interventions and plan for new work.

Timetables of support staff are changed every term, as required. As a school we are constantly discussing and reviewing research into pedagogy and learning strategies; for example, not grouping children solely according to ability while ensuring that work is differentiated to ensure progress is made by all children at the appropriate level. Very high ability children are provided with extension work which allows them to apply their knowledge and understanding.

In order to provide emotional support for the few children who are in need we have developed a ‘nurture room’ and arranged specialist training.

Children now have a timetable for visits to this room and they work either individually with the teaching assistant or in small groups. Activities include baking, sewing, modelling and speaking and listening sessions, including social stories. There is time in the week for unexpected problems to be dealt with using this approach.

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Assessment Do not underestimate the importance of regular and effective assessment.

It creates an additional opportunity for students to give you feedback on the progress they have made, and enables you to refine your plans as to what might happen next in the classroom.

• A well-planned programme of homework also allows students to consolidate and extend the learning they started in the classroom As a leader within the school, either at departmental, pastoral or cross-school level, it is important to ensure that any assessment opportunities within your remit are: • Relevant, in that they are linked to the scheme of work and the skills that have been practised in class.

• Effective preparation for exams (for certain year groups), and that they are linked to improving the final examination outcome of the students.

• Set regularly and frequently.

• Marked and returned within agreed departmental deadlines.

• Structured to enable students of all abilities to demonstrate their talents.

• Structured to enable students to showcase the things they have learned, yet containing materials and challenges that will ensure learning continues.

• Graded in accordance with departmental policy, and related to the stretching target grades already agreed and shared with the students.

• Linked to exams and their requirements – for example, maths is best as bite-sized homework tasks whereas media may need more practical work, and history more essay-writing practice.

“Student work is marked regularly and thoroughly. It successfully advises them on how to improve and further develop their work and understanding.”

Ofsted report, ‘Outstanding’ secondary school

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Case study Improving assessment through collaboration Three primary schools in the North of England, each with new leadership teams, have joined together with a view to improving not only assessment practices, but also the capacity and experience of leaders and staff. The schools believe that this is timely because of unclear national expectations regarding consistent assessment in primary schools.

The project vision statement is ‘to work in collaborative teams, both smaller groups and as a larger pool of senior leaders, in order to develop exemplary practice in all aspects of assessment across the three schools’.

It will feature inclusion, and both core and foundation subjects.

How students learn As a head of department it is your role to understand that students learn in different ways, at different paces and at different times. You must ensure that each lesson and every scheme of work acknowledges these facts, and that the structure of the curriculum your department offers is put together taking heed of the complex learning needs of all those in your care.

Most importantly, you might want to share with your team the need to determine whether every lesson genuinely meets the needs of learners – for example, that there is enough pace to ‘satisfy’ the more able learners, as well as opportunity to reflect and structure learning with those who are progressing at a slower pace. Do not take for granted that the sixth form is exempt from this challenge – it often contains a greater ability mix than classes lower down the school.

The challenge for leaders is to make decisions having considered the following: Reflect on...

• How do you know that this ‘differentiation’ and structuring is taking place in classrooms?

• What processes are in place to monitor and check?

• What do you do about those situations in which the standards and expectations you have shared with your team are not being met?

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Case study Enhanced study programme A tertiary college has undertaken substantial work on its study programmes in order to enhance students’ main or core qualifications.

The additional elements are English and maths, at appropriate levels where required, tutorials, work placements and/or work related activities.

A typical programme offered by the college is the extended diploma in childcare. This will be made up of the core qualification, functional skills English, GCSE maths, tutorials, and a work placement in a real working environment. In order for the student to fulfil the numerous requirements to be work-ready, they would also have to undertake short courses in health and safety, equality and diversity, age development, socialisation, stages of development, and growth and safeguarding.

And finally... enrichment The role of enrichment in promoting and inspiring learning is a vital one – students might learn through visits to galleries or museums, or trips to literary festivals; they might be inspired by reading periodicals, or doing research on the internet.

Some are inspired to learn by being encouraged to undertake wider reading, or taking part in national music, poetry and science competitions; or by being asked to deliver a lesson on a particularly challenging aspect of the course.

Once you leave school, all adult learning takes place outside the formal structure of a lesson or class – and yet you still continue to learn. Students, too, should be able to develop their talents in a number of different ways and via a number of opportunities and experiences.

This becomes more and more challenging as schools and colleges are increasingly faced with cuts in funding. Creative ways to enrich the curriculum are vital.

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Case study Enrichment for all An 11–18 school in the North-East of England set a target that each subject area should offer at least one enrichment opportunity for each year group every half term, and that, in addition, there had to be regular departmental lunchtime sessions planned and advertised to the students.

Colleagues came up with a range of imaginative ideas – from ambitious trips and exchange visits involving travel abroad, to lunchtime clubs in chess, creative writing, science and sport, for example. The popularity of these sessions was reviewed as a specific agenda item at the end-of-year course review with the head of department, with an action plan which informed next year’s calendar. A member of the support staff collated all these sessions and opportunities, made a booklet and sent it to the parents of current students, and to the parents of prospective pupils in the partner primaries.

It raised great interest and generated much positive publicity for the school.

Some staff believed that there was a different and more positive feeling around the school and that behaviour improved as a result of this initiative.

3. Creating an effective annual cycle of review and evaluation We have already discussed in some detail the advantages of a well-planned and honest system of course review, which is well-established within the cycle of the school year (also see Appendix 1).

And we have already considered a number of strands that might form part of an impactful and effective system.

As a head of department or school leader, there are ways in which you can ensure the success of any review meeting with your line manager: • It is of great importance that you prepare professionally and thoroughly for these meetings.

• You must work to the agenda prepared beforehand.

• You should highlight any strengths or progress you believe that you have made since the last meeting.

• You must make sure that you bring the current action plan with you and that you go through it in a systematic way, stating the progress you have made against the targets you had been set at previous meetings.

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• Make sure that any claims you make are evidenced carefully and supported by relevant data.

If you do this, your head or principal will feel confident in your leadership, especially if you bring with you solutions to any issues which you and others have previously identified. Make sure that you have proposed and shared these solutions with your team beforehand and gained ‘buy in’ from them all.

These meetings are opportunities for you to demonstrate the leadership skills you have acquired in your role. Try to ensure that you act neither as an apologist for any issues, nor as an advocate of the staff. Be positive, but challenge any judgements you feel are unfair, remembering, again, that your role is that of a ‘champion of the student’.

Case study Excellent course reviews A medium-sized general further education college in the Midlands arranged two course reviews each year, one in September (to reflect upon the summer results) and the second at the end of January (to anticipate the following year’s results). The agenda for these meetings was circulated three weeks in advance, and all data was produced centrally two weeks beforehand with a request that managers check the accuracy and sign the data off before the meeting.

The principal and/or the deputy principal attended every meeting.

This sent out a hugely positive message to all involved. Every meeting concluded with actions which would inform the departmental Quality Improvement Plan. This plan was then considered and updated at regular meetings within the department throughout the year.

4. Understanding, interpreting and using data The education sector is awash with data, but don’t forget the same is true also of the health service, the police and local authorities.

The desire of government and leaders to measure and report on almost everything we do is simply a part of our lives, and the challenge is not to ignore it, or complain, or reflect wistfully upon simpler times, but to prioritise, understand and make the data work.

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Leaders need to ensure that systems are in place to provide accurate liveperformance data at all times of the year.

“Quality assurance systems and quality improvement process, including performance management reviews, are outstanding. A rigorous programme of lesson observations, combined with tailored and targeted staff development ensures that quality of teaching and learning is continually monitored and improved. The programme has been successful in raising success rates in areas that were underperforming.”

Ofsted report, ‘Outstanding’ general FE college

Top tips for outstanding classroom practice • Prioritise the ‘right’ measures and the relevant data (those measures/datasets that will have maximum impact on the student’s experience).

• Ensure that measures/indicators/data are considered regularly – for example, there should be monthly or weekly attendance reports produced for departmental heads, rather than an end-of-term review when it is too late to do much about any issues brought to your attention.

• Teachers need an awareness of data – they need to understand what the indicators mean and what is being measured; some will need to be reminded of why it is important to measure. This is a part of the role of the head of department, and opportunities to inform and upskill colleagues should be available.

• Never underestimate the positive impact to be gained from ensuring your students understand their own personal data. Let them know where their targets come from and why they are considered to be ‘aspirational’, work with them at departmental level to keep them informed.

• Ensure that both students and teachers know what their attendance data looks like, and what the impact of excellent or poor attendance might be.

• Calculate value-added scores – by teacher, by module and by class – and use the information in performance management and target setting.

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Case study Improving practice A school sixth-form was concerned that pupils were asking to drop and/or swap too many of their AS level subjects at the start of the lower sixth. They decided to record every request for a course change which was made over the first three weeks of the new term in September.

They data showed that (i) a disproportionate number of the lower sixth wanted to drop AS level biology; (ii) a significant number of students wanted to change course and start AS level maths; and (iii) 20 per cent of their students had dropped to three subjects within the first month.

The review also confirmed that the ‘system’ currently in place was haphazard, with no-one admitting to overall ownership of the course change process and inconsistency across departments in agreeing (or not) to a course change.

As a result, the school decided to centralise all requests for a course change. In addition, they introduced a policy which did not allow any students to do fewer than four AS levels; and leaders ensured that the best practice that must have been evident in the maths department was shared with biology and other departments.

5. Developing the right curriculum An important, obvious, yet sometimes overlooked, aspect of achieving departmental excellence is the need to ensure that there is a curriculum offer that matches the needs of all the learners in your department.

“Leaders ensure that while English and Maths are a high priority, much time is also given to develop students’ interests and skills in a wide range of subjects. The excellent curriculum is enhanced by many visits and visitors to the school. For example, the school’s rich tradition for music and arts is enhanced by an effective partnership with outside providers.”

Ofsted report, ‘Outstanding’ specialist support school

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It is worth stepping back, and putting yourself in the shoes of the student when considering this ambition; and then reflecting upon what this might mean in your school and college.

• At KS1 and KS2, the opportunities might be fewer and you may seem to have less flexibility, but there will still be occasions in the timetable when you might consider a new language, extension maths, literacy support, science clubs, etc – often, the partner high schools or the local college are invaluable resources.

Case study A creative curriculum In this primary school in the North-West of England, the curriculum presents an exceptionally rich diet of learning experiences for pupils.

It pays close attention to literacy, numeracy and ICT, but other subjects are also covered very well. The linking of subjects on a common theme has recently been introduced and is making learning more relevant to the pupils, while supporting their personal development. The curriculum has been revised to take into account the new National Curriculum (2014) but additional time has been found for more breadth and nonNational Curriculum activities, such as outdoor learning, making dens, attending football and rugby matches, local studies, field work, and musical opportunities.

Pupils are also provided with a wide range of opportunities to explore issues, for example, conservation. Residential visits, such as to the Lake District or to France, provide opportunities for them to become more independent and to take on personal challenges. Themed weeks such as Healthy Living and Arts Week create much excitement in learning.

Educational visits, to the theatre, for example, and guest speakers, such as local football and rugby players, also motivate and inspire pupils.

• At KS3 and KS4, this will mean a range of GCSEs for the more able (and perhaps additional courses for the most able); it will mean a vocational offer to meet the needs of a significant proportion of young people; and it will mean option blocks that offer genuine choice for all learners at the end of Year 9 and perhaps even during the early months of Year 7 for some learners.

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• The sixth-form curriculum should include opportunities to study not just the traditional mix of AS and A-levels, but also (if staffing expertise allows) a range of well-run vocational courses. There should always be opportunities for GCSE re-sits in English, maths and science – the fact that some young people do not have these qualifications should not be a barrier to sixthform entry (it is laziness to ask for these three GCSEs as part of entry criteria onto A-levels – there is no evidence whatsoever to indicate these are accurate predictors of AS/A-level success).

• There should be transition programmes between each key stage to ensure that young people are choosing subjects in full knowledge of their demands – these include Year 6 to Year 7 and Year 11 to Year 12/13.

Parents should be kept fully informed of the successes or otherwise of their sons/daughters in these programmes.

It is also worth reflecting on the barriers that schools and colleges put in the way of young people accessing certain courses. Asking for five grade Bs or above to get into the sixth form, or a GCSE grade A to do a science AS level, or only allowing exclusive groups to take the new psychology GCSE you are introducing, does no-one any favours.

Reflect on...

• What are the reasons behind these ‘barriers’?

• What could you do to remove them?

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Case study Removing barriers An 11–18 school in the Midlands restructured its options blocks (which were offered at the end of Year 9), after modelling them with a selection of the student body.

Previously, the pupils had been asked to choose four options, and for many this had meant a final choice between BTEC Engineering, BTEC Health and Social Care, GCSE Design Technology or GCSE Spanish.

The head agreed that there was not sufficient choice for all (perhaps the introduction of the English Baccalaureate had impacted on choice, too!).

As a result, a new timetable was put together.

This curriculum change also sparked a review of entry criteria into the sixth form.

After considering evidence provided by the Alps organisation, and reflecting on the FFT (Fischer Family Trust) targets that had also been used, the entry criteria was reduced to two grade Bs and three grade Cs (previously it had been four grade Bs, including maths and English), with an expectation that some key GCSEs would be re-taken in the lower sixth if these had been failed in the lower school.

6. Investing in leadership for all staff at all levels All too often, colleagues are promoted to their first managerial role as a result of an interview in which they rightly celebrate the fact that their classes have achieved outstanding exam results.

These colleagues are then expected to get on with it, and somehow absorb, imagine, or learn the skills of leadership along the way. It is little wonder that this system encourages managers and leaders who find management and leadership difficult. They often: • take too long to grow into the role, or take longer than might be necessary to acquire the skills they need; • see themselves as administrators, or representatives of their team, rather than champions of the student;

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• are uncomfortable challenging mediocrity; or • concentrate solely on the day-to-day at the expense of the longer-term strategic view.

In every institution there should be leadership programmes to support those colleagues who are new to curriculum and institutional management, and to challenge and develop those others who may have been in post for some time, but are less effective than they might be in their roles. Often, the most cost effective way of doing this is through a consortium of schools and colleges, or with local authorities or dioceses.

It is relatively straightforward to develop a programme that meets the specific needs of your institution. Most programmes will include sessions on strategic planning, excellent classroom practice, managing challenging personnel issues, and developing whole-institutional data awareness.

A mentoring system, not just for new staff, but also those new to post or newly promoted, is another good way to support new leaders.

Case study Effective collaboration A group of 11–16 schools within a Church of England diocese realised that there were weaknesses in curriculum leadership in several schools that were proving to be a barrier to improved student outcomes in mathematics.

Some of these schools had appointed a new head of mathematics in the past two years, while others had colleagues in place who were proving to be ineffective, despite being in post for several years.

Senior leaders designed a course entitled ‘Excellence in Curriculum Leadership’, which was delivered over 12 months, with senior leaders from each of the schools leading on certain modules.

The course was evaluated at the end of the year and it proved to be particularly effective for new appointees.

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Case study A ‘bottom up’ teaching and learning group Five years ago, a young IT teacher in a Catholic 11–16 high school established an innovative and successful teaching and learning group.

His energy, initiative and organisational skills have been critical. The teacher was undertaking a leadership development programme, and it was from the action research element of this that the idea and stimulus to form a group came. Over the past five years it has received consistent support and recognition from senior leaders but they have not led it.

Why has it been so successful? Why has it had a considerable impact on teaching and learning? It is voluntary and demand-led. It is focused on creative, enjoyable and successful practice. It is well communicated throughout the year by a lively, entertaining newsletter and video clips on the school intranet. And it originated ‘bottom up’ and is still led by teachers.

Sustained by a wide variety of individual and innovative contributions, the group now has a regular membership of more than 50 staff, including some support colleagues and trainee teachers. Presentations are kept light and pacey, usually in the form of five-minute bite-size contributions. It is a great example of practitioners learning from fellow practitioners.

Support Staff Leadership is most effective in those organisations where all staff are treated equally and valued as professionals who can contribute positively to the students’ experience. Development and training for all staff is seen as a priority. In many organisations support staff are undervalued and underused in promoting and developing outstanding practice and ensuring an excellent, holistic experience for students.

Support staff play a critical role in contributing to the success of highly effective schools and colleges.

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The Department for Education (DfE) has published research on the deployment and impact of support staff in education, defining their roles as: • Learning support staff, who work with teachers in the classroom, helping students progress with their learning. They include teaching assistants and higher-level teaching assistants.

• Administrative staff, who provide essential back-up services for the whole organisation, including finance, HR, office, exams and learning resources.

• Welfare and student support, who are responsible for the welfare of students outside the classroom, including during break, lunchtime and outside the organisation’s hours.

• Specialist and technical staff, who are on hand in education establishments to provide valuable know-how and resources that support teaching and learning.

• Site staff, who play an important role in organisations, ensuring that the environment is clean, safe and tidy, and that meals are available The Deployment and Impact of Support Staff in Schools, DfE (Institute of Education, University of London)

The DfE’s research found that: ... teachers felt that support staff had affected the learning and behaviour of students through taking on specific pupils; bringing specialist help to teacher and classroom; allowing differentiation; improving pupils’ attitudes and motivation to work; and having general positive effects on learning and behaviour ... ... teachers judged that support staff had led to a decrease in their workload mainly because the transfer of routine activities allowed more time for teaching and attending to students ... ... support staff had a positive effect on teachers’ level of job satisfaction ... e.g., being able to share their workload ... bringing specialist help, allowing more teaching, affecting curriculum/tasks/activities offered ... taking on specific students ... removing administrative and routine tasks, and allowing more time for planning and preparation ...

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Teachers’ comments regarding support staff included: • “She has given me many resources and suggestions for how to integrate pupils with no English.” (Bilingual support assistant) • “Able to have all the ingredients prepared/weighed out, cleaning of equipment and checking where the equipment is stored, helps with the organisational standard of the kitchen.” (Technology technician) • “Nice to have nurse on site in order to clarify medical needs of pupils.

Good to plan PHSE lessons with medical professional.” (Nurse) • “Without a lab technician, teaching chemistry would be very difficult.”

(Science technician) • “Can plan for whole class, with knowledge that less able will have support. Can concentrate on remaining 26 children.” (Higher-learning teaching assistant) • “Frees me up to spend more time educating rather than sorting out socio/ economic problems.” (Learning mentor) • “I can now usually start the afternoon teaching, not having to spend the first 20 minutes sorting out disputes and upsets.” (Midday supervisor) • “... allowed me to enter data (reports) more easily, giving more time to lesson-plan and make tasks.” (Data manager/analyst) • “I can spend more time with my form group without admin taking over.”

(Finance assistant) • “My time is cut down preparing resources/materials.”

(Technology technician) • “Allows me to focus on teaching – she deals with all phone calls to parents.” (Home-organisation liaison officer) • “Photocopying/preparing letters ... saves time. Fantastic support ... taken all menial tasks off teachers’ shoulders and supports work to a very high standard – very reliable.” (Administrator/clerk) • “Enables me to spend more time planning and marking instead of setting up the practicals and tidying them away.” (Science technician)

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“Learning support assistants make a very valuable contribution to learning. They work closely with the class teacher to ensure that support is provided for individuals and small groups. They provide the correct level of support and challenge.”

Ofsted report, ‘Outstanding’ primary school

The effective deployment of classroom staff can be critical to ensuring that every child and young person has the opportunity to reach their full potential.

This is particularly the case for pupils with special educational needs.

For teaching assistants and higher-level teaching assistants, the effective deployment of classroom staff means: • more involvement in lesson planning • more recognition and status in the classroom • greater impact on the lives of children and young people • a chance to have professional development accredited and linked into national occupational standards and the Qualifications and Credit Framework • a chance to have skills recognised and to maximize the benefits of those skills • a chance to have continuous professional development and performance management needs taken seriously • clearer roles and lines of responsibility for teaching and learning • greater job satisfaction The Inspection Framework for Quality of Teaching in schools and colleges mentions how ‘teachers and other adults’ create ‘a positive climate for learning’ and ‘generate high levels of engagement and commitment to learning across the whole organisation’, noting the importance of discussion about teaching and learning with teaching assistants and others in evaluating the use made of support staff.

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“The success is a real team effort with the leadership team, governors, teaching staff, administrative staff, students, parents and wider community all playing an important part.”

“The best are excellent at developing their staff and are highly effective in using continuing professional development as a way to help bring about improved standards ... The teachers and support staff benefit from high-quality training and support.”

Quotes from ‘Outstanding’ organisations

Leaders create a climate and culture in which teaching and learning can thrive. The following are key characteristics of a positive culture: • Enthusiasm, a ‘can do’ philosophy • Praise and encouragement • Valuing staff and students • Great learning environment • Punctuality • High expectations • Supportive staff and good resources • Collaborative working • Enrichment is the norm Tips Your staff are your most important resource in ensuring a high-quality student experience • Take every opportunity to thank and reward staff • Ensure that they feel valued • Consider an annual staff wellbeing day – with options such as head massage, fell walking, canoeing, aromatherapy, etc

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7. Raising expectations and maintaining high standards In every walk of life, targets and challenges are set for us.

There are a number of these which you have control over and, as has been proved in many large-scale case studies and in educational research, the more aspirational and challenging the target, the better it is for all concerned – whether this is measured in student outcomes, or in terms of staff feeling valued for the job they have completed.

And so: • For students – set subject targets that match the performance of that achieved by the best organisations in the country. This might mean using Fischer Family Trust or Alps targets in the lower/upper school ... but never believe for a minute that average is good enough for any one of the young people you serve. It is not. You would not expect or want ‘average’ for your own child or for you. Do not expect it of others.

• For teachers/departments – set achievement targets which match those achieved by the best in the country.

Everyone will respond best to the challenges set for them if these are shared in a positive way, with clear support and direction. Any milestones which are achieved on the road to success should be celebrated appropriately.

Case study High aspirations Senior leaders in a high-performing (selective) 11–18 school agreed that in the lower school celebration of an A* to C pass rate at GCSE was not appropriate and that, given the calibre of the young people in their care, no student should be expected to work at a level below grade B. It was agreed, after consultation with colleagues, that students would all be set targets of at least grade B, and that the majority would be set targets to achieve A and A* grades. Departments and the school itself would, in future, measure performance solely by the proportion of A* and A grades achieved. Furthermore, these had to be significantly above the national averages. The school eventually decided that it would measure its success against national targets set at the 90th percentile in all of their subjects.

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Target setting...

For students • Should be aspirational not average • Should be set as early as possible in the school year • Should be reinforced and revisited regularly For personal tutors and pastoral staff • Should include retention and attendance targets For curriculum areas and staff • Should be based on value-added not pass rates • Should include attendance (e.g. 95 per cent minimum) • Should include retention in sixth forms/colleges • Should include enrichment – both offer and take up • Should be reviewed regularly

8. Pastoral care which makes a difference One of the key roles of the personal tutor is to support achievement – an annual CPD session with them to investigate and develop this responsibility would be of value.

The links between the pastoral and curriculum teams within a school must be clear, straight-forward and direct. There cannot be academic excellence without outstanding pastoral support. An organisation cannot claim to be meeting the pastoral and wider needs of its young people, unless the academic achievement of every learner has been met and maximised.

“The achievement of pupils from minority ethnic groups and those who speak English as an additional language is outstanding.”

Ofsted report, ‘Outstanding’ primary school

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Reflect on...

How clear are the conversations between the pastoral team and your department?

There should be: • Consistency in terms of the outcomes expected of students and the priority given to these outcomes. For example, is the priority a ‘pastoral one’, to keep someone happy and on course, or to get them to pass at the end of it (the priority should be that both occur and that teams work together to achieve this)?

• Clarity about the characteristics of an effective pastoral tutor (are they written down anywhere and are they considered when form teachers and/ or personal tutors are appointed?).

• Performance targets set for all in the pastoral teams.

• A clear process for effective communication between colleagues in the organisation.

• Data shared with pastoral teams that is effective in ensuring that they can do their job.

Tip All students should be given the best possible chance. The quality of their education is vital for their life chances.

“Care, guidance and support for students are outstanding. All students are assigned a personal tutor, and have regular personal and social development lessons. Students are fully aware of their learning goals and the extent of their progress. Excellent support, advice and guidance ensure that students are well informed and prepared for their next steps.”

Ofsted report, ‘Outstanding’ primary school

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Case study Effective pastoral communication As a result of concerns expressed by some parents abut the timeliness and regularity of reports and other forms of pastoral communication, managers at an 11–18 school in the South-West of England reviewed both the job description and the personal skills needed for pastoral tutors in the sixth form and for teachers lower down the school.

They consulted with parents, teachers, and governors about what might be needed, and visited schools elsewhere, as well as the local college. As a result, each job description was amended, all those inpost committed to the demands of their ‘new’ role, and changes were implemented. Performance measures were introduced for the timeliness of communication with others, for example, and key measures put in place to monitor performance.

The annual parental survey was much more positive, complaints were reduced significantly, and the pastoral team ended up spending much more time working with the students, where previously they might have been called out to meet with parents, or respond to phone calls or letters.

9. Listening to the student voice Every teacher will be able to give examples of young people who proved to be difficult, who hated school, and who didn’t care about their time in the classroom. However, these are a minority and a positive attitude relating to students is essential for success.

Fact: Most students care about their learning Fact: Most students want to be involved in their learning Fact: Most students want to be involved in developing and improving their school experience And all students should be given the opportunity to do so.

If they are given the chance, young people will often come up with imaginative and surprisingly positive suggestions. When they believe they are being listened to, and taken seriously, their attitude to learning also improves.

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Students and their parents/carers quite rightly expect that they will have a say, that they will be taken seriously, and that their suggestions will be considered.

Involve them in your department. It will reap huge benefits.

Involve the students in their learning • Meet with representatives from each year group and from each key stage as part of your role • Let them set the agenda • Hold meetings regularly • Let your students know how you have followed up on their suggestions, and, if some have been ignored, tell them honestly the reasons why • Use the information you glean to inform self-assessment and evaluation, as well as the action plans you produce and work to Some colleagues will find it a challenge – you might even find this part of your role challenging yourself. It may well mean that there is a training need for staff who need to improve their listening skills.

Keeping in touch with your students • Use text, email, Facebook, Twitter etc to keep in touch with students • Check students’ mobile numbers and email addresses each term • Hold a welcome social event for students when they start and a leavers’ ball when they leave • Invite them back after they leave to talk to present students about ‘big school’, university or employment

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Case study Really listening An 11–18 school in the East Midlands has established an annual cycle of student focus groups with elected representatives from each year group. Once a year these reps stand up in front of the whole staff to share with them their thoughts (and those of their classmates) about the things they liked/disliked in their lessons and the things that helped them learn.

In most years, and across most year groups, the lists were strikingly similar, and had much in common.

Typical likes: being able to get on with your work; teachers who ‘cared’; interesting lessons; teachers who ensured that there was no disruption or talking in class; teachers who teach you like an adult.

Typical dislikes: bad behaviour in class; teacher boring and talking too much; teacher being absent and class covered; work that is too easy; never getting your homework back; work that is too slow; being treated like a child.

Reflect on...

What would your students say about their experiences?

A few key questions you might wish to consider: • Do you talk to the students as part of the process of lesson observation?

An important first question might be: ‘Was that a typical lesson?’

• Does the student voice inform the departmental assessment policy?

• Do the students want more work? Or less? Are they happy with the time it takes for work to be marked and returned?

• What about things that are not significant to you, but to students might have a great significance – such as who they sit next to; or who looks after the notice boards and displays; or the lay-out of the desks in their classroom. Delegating these decisions might make a real difference to their self-esteem.

• Do you personally choose the enrichment opportunities in your subject area, or do you involve the students?

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Reflect on...

How loud is the learner’s voice in your organisation?

It should be deafening. There should be one student representative per subject, they should regularly meet the head, be on self-assessment panels, be open evening ambassadors, act as guides on induction weeks, help with recruitment of new staff, etc..

• Can you think of any more?

Task Have this discussion with your team/department.

How can we obtain more feedback from our students?

How will we act on this feedback?

What opportunities are there for oral as well as written feedback?

Task Have this discussion with your students What five things do you enjoy about this subject/class?

What five things do you dislike, or hamper you from making progress?

“The college listens to and makes very good use of student views to improve the quality of the teaching learning and assessment to enrich the overall experience of college life. Students are well informed of the college’s responses to their comments and suggestions in a process known as ‘you said – we have…’ College managers take great care in evaluating the impact of the changes made.”

Ofsted report, ‘Outstanding’ general FE college

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Finally...

How can you ensure that there are more of the things they like and need?

How can you ensure that the barriers and problems they identify are removed?

10. Creating a culture of success (and celebrating it) Strong leaders and governors recruit and retain good teachers by ensuring effective support for new teachers in their first year of teaching.

They create a culture in which good teaching can flourish – orderly and welcoming schools that insist on high standards, where teachers routinely challenge students to do better. These leaders reward good performance and never ignore inconsistent teaching nor poor behaviour” Ofsted Annual Report on Schools, December 2013

Be positive about the possibilities your colleagues can offer in moving the department forward and about the potential that lies within every student.

Expect positivity in turn from all those who work in your department and the students who study there. Challenge any opinions, statements or comments that you feel are contrary to the culture you wish to develop.

Establish a clear set of ground rules and expectations that you want all your students to observe. A start might be the ones given below: • All homework/coursework must be handed in on time • Every student must turn up on time and be ready to work for every lesson • Expect them to respect the opinions and achievements of others • Respect the classroom and work environment • Do your best at all times • Ask when you are stuck or if you aren’t making the progress you would like to

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Reflect on...

What others might you wish to add?

Make sure that you celebrate any milestones that you or others make on your journey, recognising the impact that staff and students have had along the way.

The classroom environment The environment in which you work can make a big difference to the culture within the department.

It is part of your responsibility to ensure that the school environment can be a part of the development of a positive culture.

For example, you might: • ensure that rooms are neat and tidy; • keep displays neat and updated regularly; • make sure tables and chairs are in a good state of repair and laid out nicely; • ensure litter bins are emptied regularly; • insist that there is no food or fizzy drinks taken into classrooms; • check that white boards are cleaned at the end of every lesson; and • work with support staff to ensure that the carpets are cleaned, that the classroom walls are maintained and not chipped and peeling.

The students might wish to take this on as a key part of their role within the school or department. Involving them will make them feel good and save you and your colleagues an enormous amount of time.

It isn’t only the the classrooms that should stimulate learning. The corridors, halls, performance areas, reception and waiting areas, and common rooms should too. Use posters, learning materials, student work, success stories, press cuttings, student of the month, high-grade celebrations, sporting achievements, photographs of events , artwork, letters of commendation, certificates and awards gained, and so on, to showcase your school.

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Case study  Classroom designed by children A small primary school in South Wales asked pupils to come up with a design for each of their classrooms. They did this with every class at the start of each academic year.

They also asked the children to agree a seating plan for their class. In doing so they had to observe strict rules – including that no-one could be isolated or left out, that the teacher had the right to ask questions about the proposed layout as it developed, and that if the teacher wanted to veto a particular pairing/grouping, that they would clearly explain to the children involved why this had been done.

Teachers believe that this has made a difference to the learning environment and to the culture within the school.

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Section C Final reflections and conclusion Fifteen Reflective questions Consider these 15 reflective questions, and the summary, to inform and further develop your current practices. Discuss them with you colleagues.

1. Teaching and learning – personal thoughts • What would your classroom/department/ support team ‘look like’ if you had no restraints?

• How can highly effective teaching and very successful learning be best achieved?

2. Leading teaching and learning What are the key aspects of the role of a manager of staff and students in: • Leading a department, course or subject area?

• Developing and monitoring outstanding teaching and learning?

• Supporting staff to make a real difference?

3. Current assessment • How would you describe the quality of current teaching and learning in your area or in the subjects/classrooms which you support?

• What needs to be prioritised to improve teaching and learning?

• How would/do you assess the quality of your teachers?

4. Improving teaching and learning • How should/do you use lesson observations and feedback?

• How should/do you use peer observations, department meetings and sharing best practice? Give specific examples.

5. Support staff • How can/do support staff enhance the student experience?

• Ofsted are very keen on teachers and teaching assistants working well together. How do you feel this could be further developed?

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• Best practice is when interactions with students are about understanding not task completion. How can teaching assistants best achieve this?

• Reducing dependency on adult support helps pupils become independent learners. What strategies could be used to achieve this while still giving support?

• How can we be sure the skills and talents of support staff are best utilised? If you work in support do you consider your skills and talent are used to the full?

• Do you consider that all staff fully understand the roles and responsibilities of their colleagues? Would you, for example, know the rules, restrictions and pressures a finance manager or member of catering staff are working to? Think of some of the staff you work with.

6. The role of curriculum leaders/managers in leading teaching and learning • Outline briefly what you see as the role of a leader, in terms both of staff and students.

7. Valuing staff “People who believe their jobs are valued channel their discretionary effort into their work” Hay Group

• How can leaders show in a meaningful way the value of their staff?

• How do you show in a meaningful way that you value your staff?

• When/how do you feel valued?

8. Highlighting best practice Describe an aspect of teaching and learning you have experienced, or observed, that has developed to become best practice.

• What evidence have you got to show that it has made a real difference?

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9. As a leader are you ‘on top of the job’?

How do you know that an area, subject, teacher or support staff are ‘doing the business’?

• What documentation is used to measure/assess how well staff are performing?

• What documentation do you think would enhance your role?

10. Student feedback • How should/do you use student feedback?

Student feedback can also help to provide a complete picture of a subject area or department.

One typical way to gain insight into standards is for students to provide feedback at the end of induction via questionnaires, or at the end of the year.

Focus groups and ‘student voice’ meetings with chosen class representatives can also provide information – perhaps on previously agreed questions.

What student feedback techniques do you use or have you seen in use?

Does anyone ask classes to feedback on lessons?

Example of a feedback form (these can be anonymous): Subject:

Class:

What went well?

What could be improved?

This is a non-threatening way to ask for teacher feedback as it encourages constructive criticism.

Another way is to ask students to complete an online student learning survey.

Here are some examples of what students might say about their teachers:

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Students were asked to identify things that already help them to learn

Students were asked to identify ways to improve their learning experience

• Gives clear instructions • Good at explaining

• Separate into different groups of skill

• When he gives examples

• Listen a bit more

• High expectations are set

• Less shouting

• Helps us if we are stuck

• Listen more to struggling students

• That we know that our behaviour has to be good

• Continue to push us to do our best

• He is a very good teacher, who can motivate pretty much anyone in his class

• Try to realise people’s abilities

• Good teacher and provides support to us

• A bigger range of activities, more fun ones

• Give everyone a chance, not just those who are good at it

Reflect on...

How would YOU deal with this student feedback?

11. Sharing good practice Peer observation is a way to let staff see how others manage classes and use support assistants efficiently. It can provide an insight into ways to improve – especially if the staff being observed are carefully chosen for their area of expertise.

Do the staff being observed know what the observer hopes to see?

Do your staff/assistants know what areas they need to improve?

Task Design a pro-forma to use when watching your peers

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12. Managing meetings Department meetings need careful planning: These are an excellent vehicle for sharing best practice to keep staff motivated and feeling valued.

This is especially good for new staff and newly qualified teachers. Everyone can learn something new, through, for example, suggestions for using electronic whiteboards more effectively.

• What are the features of an outstanding meeting?

• What does an outstanding chair do?

• What are the features of a poor meeting?

• Is there sufficient emphasis on teaching and learning?

Features of an outstanding meeting

How would you improve your meetings?

Describe your style as the chair of a meeting, with examples of your actual practice.

How would you assess the effectiveness of your meetings?

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13. Relationships How can relationships affect and improve teaching and learning?

What is the importance of relationships between teaching staff and support staff?

Give some examples below...

Examples of good relationships

Examples of poor relationships

14. Managing performance management What are the key features of an effective performance-management system?

What is the importance of the professional teaching standards?

How could national occupational standards aid the process for support staff?

See Appendix 4 for additional guidance on teacher standards.

The full Teachers’ Standards can be found on the DfE website: www.education.gov.uk/publications

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15. Last thoughts ... IMPACT Describe in a concise and jargon-free way: 1. How your role directly impacts on the student experience?

2. How your area/team impacts in a positive way on the student experience?

“The sole unifying and overarching purpose behind all levels of leadership in education is the student. The challenge for everybody is to provide the best for students. The task for the leader is to inspire and develop their team in rising to this challenge.”

Jim Fogarty, How to Survive at the Top, AMiE (2009)

Conclusion It is top-quality leadership that makes the biggest difference. Here are three final quotes from different eras and cultures. They are all relevant to those with responsibility for teaching and learning in the educational sector today.

“The greatest leader must be one who, having extracted from his colleagues the highest performance, ensures that they believe they have done it alone, delivering to them the most important tool of leadership for themselves, which is self-esteem.”

Attributed to Confucius

“The quality of a leader is reflected in the standards they set for themselves.”

Ray Kroc, 1902–1984

“A leader shapes and shares a vision which gives point to the work of others.”

Charles Hardy, 1989

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If you have a passion for ensuring your students get the best learning experience possible, and a belief in yourself and your ability to do a good job, don’t let egos and negative attitudes get in the way. Rely on your personal humility and professional determination to succeed.

Six hallmarks of success 1. Ambition and high expectations 2. Relentless focus on improving teaching and learning and achievements 3. A student-centred curriculum which promotes and sustains a thirst for knowledge and a love of learning 4. Leaders who are role models and demonstrate respect for colleagues and students 5. Leaders who are genuine, sincere and prepared to do the right things in the interests of their students 6. Strong, well informed and supportive governance “Governors are extremely knowledgeable of the school and supportive of the leadership team. They have a high profile around the school and take an active part in school life. They hold teachers to account for pupils’ progress, ensuring that high standards are met in the classroom. Ambitious targets are set for teachers which are linked to pupils’ progress.”

Ofsted report, ‘Outstanding’ primary school

“In the best schools, strong leaders and governors routinely challenge low expectations and mediocre teaching” Ofsted Annual Report, December 2013

Good luck! As you know, good teaching, learning and support for students changes their lives for the better. There are few careers that can have such a positive impact on the future of society and individual lives.

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Appendices Appendix 1 A suggested quality cycle September

Identify ‘gifted and talented’ and ‘at risk’ students – ongoing monitoring

October

Self-assessment reports produced by each department/ area with an action plan to address improvements

October

Check attendance data (then once a month afterwards)

October

Teaching observations begin (especially for new teachers)

November

Annual appraisal/performance review cycle begins

December

Teaching and learning – sharing good-practice activity

January

Assessment month – external exams and/or mocks

February

Lesson observations/peer observations

March

Results from January mocks – shared with parents, second course review meeting, individual student action plans agreed

April

Additional mock exams and focus on course work, as necessary

May

Focus on revision sessions

June/July

Third course review meeting – consider retention, attendance and support

June/July

Staff development sessions, focus on teaching and learning and leadership training for heads of department and aspiring senior staff

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Departmental/course reviews In high-performing organisations, senior leaders meet with heads of department or areas at least twice a year (September and March minimum).

The agenda for meetings should include discussion of the following (note that some of these will only be appropriate for post-16 organisations): • Subject achievement measured against national benchmarks by class • Achievement in modules as appropriate • Value-added score, by class, subject and teacher • Student exam results and relationship with their target grades (calculated from prior achievement) • Moderator’s reports • Retention data by subject and compared with benchmark and targets • Leavers and reasons for leaving • Progression data – to sixth form, from 1st year to 2nd year, 6th year to higher education, to employment etc • Attendance and punctuality data by class • Predicted outcomes in external exams/tests/coursework • Recommendations for rewards and awards • Action plans for ‘at risk’ students and high-achieving students, e.g. Oxbridge But it is crucial that any data used is accurate.

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Appendix 2 The Excellent Teacher Self-Assessment questionnaire Self-assessing your teaching (adapted from research into teacher effectiveness by the Hay Group) Answer the following questions about your classroom practice.

You should use ratings of between one and five.

After each three questions, total up your score, divide by 3 and enter into section total column.

1 = Never

2 = Rarely

3 = Sometimes

4 = Usually

Question

5 = Always

Rating Section (1-5) total (รท3)

1.1

I thoroughly plan, deliver and evaluate my lessons

1.2

I always set high standards and challenging targets

1.3

I give detailed and accurate feedback to students to help them improve Subtotal 1

2.1

I use a wide range of sources in planning

2.2

I regularly use a good range of questions

2.3

I show intellectual curiosity Subtotal 2

3.1

I have a creative and innovative approach to teaching

3.2

I anticipate problems/issues and opportunities

3.3

I initiate actions to improve individual student performance Subtotal 3

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Question

Rating Section (1-5) total (รท3)

4.1

I am passionate about my teaching and inspiring others to learn

4.2

I make effective use of a range of stimuli to appeal to all learning styles

4.3

I actively promote personalised learning Subtotal 4

5.1

I can change tack effectively in response to student needs

5.2

I am willing to try new ideas and approaches to bring about incremental improvements

5.3

I use a range of strategies to improve individual student performance Subtotal 5

6.1

I get and keep students on task and focus their attention throughout the lesson

6.2

I remove barriers to learning for all

6.3

I motivate every student to reach or exceed their potential Subtotal 6

7.1

I make expectations of behaviour and performance clear

7.2

I hold students accountable for achieving their personal goals

7.3

I always confront poor and mediocre performance Subtotal 7

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Question

Rating Section (1-5) total (á3)

8.1

I am optimistic, confident and have presence in class

8.2

I express a strong personal and professional view

8.3

I take on new and difficult challenges willingly and positively Subtotal 8

9.1

I build self-esteem in students

9.2

I show drive and persistence in obtaining the best educational outcomes for all

9.3

I always challenge poor or disruptive behaviour and control behaviour in my classroom effectively Subtotal 9

10.1 I quickly establish a positive culture in my classes 10.2 I always act fairly and consistently, and apply rewards and sanctions appropriately 10.3 I consistently act in accordance with my own values and beliefs Subtotal 10 11.1

I actively listen, and appreciate others’ viewpoints

11.2 I value students as individuals and respect equality and diversity 11.3 I create a sense of community in class, where students feel safe and respected Subtotal 11

Appendices

103

Question

Rating Section (1-5) total (á3)

12.1 I break down problems into key parts and see them as opportunities 12.2 I prioritise effectively and work well under pressure 12.3 I always analyse implications and consider contingencies Subtotal 12 13.1 I make effective comparisons and links with other topics/areas 13.2 I creatively adapt and apply concepts, ideas and best practice from elsewhere 13.3 I make the complex simple Subtotal 13 14.1 I work effectively with others in order to achieve high grades 14.2 I value and use feedback from others constructively 14.3 I am proud to be part of the team/department Subtotal 14 15.1 I can sense individual students’ feelings and concerns 15.2 I have the judgement to refer students when appropriate 15.3 I have the ability to assess strengths and weaknesses of individual students objectively Subtotal 15

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Question

Rating Section (1-5) total (รท3)

16.1 I always make learning vivid and memorable 16.2 I am strongly focused on achieving excellent results 16.3 I have a positive impact on the performance of students as individuals, including value-added grades Subtotal 16

Appendices

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Assessing your own teaching – Score Sheet Transfer the total scores (which you divided by three) on to the following graph, putting X in the appropriate place.

1 Planning 1

Drive for improvement

2

Information seeking

3

Initiative

Leading 4

Passion for learning

5

Flexibility

6

Managing students

Professionalism 7

Holding people accountable

8

Confidence

9

Challenge and support

10

Creating trust

Thinking 11

Respect for others

12

Analytical thinking

13

Conceptual thinking

Relationships

106

14

Team working

15

Understanding others

16

Impact and influence

Leading to outstanding teaching and learning

2

3

4

5

Interpreting your data A score of 4 or above is a key strength.

1. In light of this assessment, what would you consider to be the three main strengths of your teaching at present?

2. How will you use your strengths to further improve your teaching?

3. What are the main areas you need to work on to improve your teaching?

4. How will you address these?

5. What kind of support and/or training would help you to improve?

Appendices

107

Appendix 3 Influences on teaching and learning From research undertaken in primary, secondary and tertiary education in both the UK and overseas by John Hattie (adapted from his 2012 book, Visible Learning for Teachers).

108

High influences

Medium influences

Low influences

1. High expectations for each student

10. Peer influence on achievement

19. School/college finances

2. Formative evaluation of teaching

11. Influence of home environment

20. Individual instruction

3. Providing better/ good feedback

12. School/college size

21. Reduced class sizes

4. Teacher-student relationships

13. Integrated curriculum

22. Extra-curricular programmes/activities

5. Students taught to be Independent learners

14. Computer-assisted teaching

23. Matching teaching and learning styles

6. Accelerated learning/stretch and challenge

15. Decreasing disruptive behaviour

24. Ability grouping and tracking

7. Teaching study skills

16. Enquiry-based teaching

25. Male and female achievement differences

8. Problem-solving teaching

17. Homework

26. Multi-age classes

9. Ways to stop labelling students

18. Teaching testtaking and coaching

27. Open versus traditional learning spaces

Leading to outstanding teaching and learning

Appendix 4 Extract from Teacher Standards (2012) The full Teachers’ Standards can be found on the DfE website: www.education.gov.uk/publications Preamble Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Part One: Teaching 1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well-structured lessons 5. Adapt teaching to respond to the strengths and needs of all pupils 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities: • Make a positive contribution to the wider life and ethos of the school • Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support • Deploy support staff effectively • Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues • Communicate effectively with parents with regard to pupils’ achievements and well-being.

Appendices

109

Part Two: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements describe the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: • Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position • Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions • Showing tolerance of and respect for the rights of others • Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs • Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

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References Bromley, M. J. (2009) ‘The ingredients of an outstanding lesson’ Department for Education (2010) The importance of teaching, Schools White Paper Department for Education (2009) The Deployment and Impact of Support Staff in Schools, Institute of Education, University of London Research Report, DCSF-RR148 Fiore, C. (2007) ‘What do outstanding teachers have in common?’

Fogarty, J. (2009) How to Survive at the Top, ATL Hargreaves, A. and Fullan , M. (2012) Professional Capital – Transforming Teaching in every School, Routledge Hattie, J. (2012) Visible Learning for Teachers, Routledge Hay McBer (2003) Research into Teacher Effectiveness Matthews, P. (2009) How do school leaders successfully lead learning?, National College for School Leadership Rushton, P. and Morris, P. (2013) Improving performance through critical conversations, ATL Times Educational Supplement (2009) ‘The Seven Secrets of Great Teaching’, 8 May 2009

Appendices

111

Acknowledgements Thank you to my colleagues at Promoting Excellence, Pauline Morris and Helen Jerstice, for their help in researching and editing this booklet.

Our thanks also go to our friends in schools and colleges across the UK who have shared their experiences and case studies with us.

• St John Rigby Sixth Form College, Wigan • St Augustine’s RC High School, Billington, Lancashire • St Marie’s RC Primary School, Wigan • Joseph Chamberlain Sixth Form College, Birmingham • All Hallows Catholic High School, Preston • Brighton and Hove Sixth Form College • Piper Hill Specialist Support School, Manchester • Harwood Meadows Primary School, Bolton • Christ the King College, London • Rochdale Sixth Form College • Walsall FE College • Blackpool and the Fylde College • Macclesfield College • St. Thomas Canterbury RC Primary, St. Helen’s • New College Pontefract • South Sefton Sixth Form College • Aquinas College, Stockport • Salford City College • New Fold Primary School, Wigan.

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