Butterflies for SIP

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Butterflies for school improvement

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“We need to prepare ourselves for the possibility that sometimes big changes follow from small events, and that sometimes these changes can happen very quickly!”

Malcolm Gladwell, The Tipping Point

“Change is the sum of a thousand acts of re-perception and behaviour at every level of the organisation.”

John Kao, Jamming. The art and discipline of business creativity

“Change comes from small initiatives which work, initiatives which initiated, become the fashion. We cannot wait for great visions from great people, for they are in short supply at the end of history. It is up to us to light our own small fires in the darkness” Charles Handy, The Empty Raincoat

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Contents Page Acknowledgements

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Foreword

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Definition of the Butterfly Effect

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The School Butterfly Effect

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The Seven Processes of School Improvement

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Butterflies and Quotes

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Bibliography

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Index

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Acknowledgements Our thanks got to the following schools who contributed to the butterfly collection, and to all other London schools who have provided some ideas for butterflies.

Brampton Manor School Bishopsford School Central Foundation Girls’ School Dagenham Park School Featherstone High School Glenthorne High School Kingsdale School Lampton School Langley Park School for Boys Lilian Baylis School Southfields Community College St Angela’s Ursuline Convent School St Michael’s RC School Stepney Green School The Compton School Park High School Waldegrave School

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Foreword This book consists of ‘butterflies’ and quotations. It is intended as a reference book to be kept within reach of the headteacher’s desk, but widely shared with everybody.

It may serve as stimulation both to change or abandon existing school practices, and to initiate new ones. It may prompt some schools to aim for a similar publication of their own. One school we know plans to introduce a butterfly at morning briefing once every two weeks – a department at a time – and have a butterfly board to display them.

The rationale is as follows: ’School improvement’ is in its infancy. After all, it wasn’t until Michael Rutter’s famous study of 12 London Comprehensive Schools ‘Fifteen Thousand Hours’ (1979) that there was any challenge to the previous widespread belief that schools – well, at least state schools – made no difference to children’s life chances. Since then, as with any new field of study, ‘school improvement’ has witnessed an enormous growth of research and writing as pioneers have mapped new territory.

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Most headteachers, when confronted by the sea of advice, are inclined to say “I recognise the territory. I find it helpful. But it’s messier than you make it sound.” That’s because it’s still the case that ‘school improvement’ experts deal in generalities. Some of them, of course, are helpful to practitioners. For example, although the new findings of the early researchers focused on the characteristics of effective schools (e.g. strong ethos, purposeful teaching), more recent research has analysed the daily processes of school improvement. So the exercise of leadership, the practice of management, the creation of an environment fit for learning (visual, aural and behavioural), the exercise of self-evaluation and critical review, the practice of teaching, learning and assessment, staff development and the involvement of parents and the community, are seven processes which cover pretty much all of the activities in school life. Using case studies, writers and researchers have illustrated our increasing understanding of all of these activities or some variation of words describing them.

All this has been helpful. But the most thoughtful and successful heads still furrow their brows and say “Yes but you make it sound too straightforward; it’s not like that, it’s still messy.”

We think, as a result of our work with a wide range of secondary schools across London both that such comments are justified and that there are good reasons for such criticisms.

First, context is crucial: to say all schools are unique is a truism, each is serving a subtly or widely different community. The variables include the background of the pupils, (race, socio-economic status, faith), the community it serves (in an affluent area, in an area of social challenge or on a good communication route so that it may draw its pupils from far and wide). The school may be at the top or

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the bottom of the pecking order of schools or be somewhere in the middle; in consequence it will have more, or fewer, pupils who have done well at their Key Stage 2 SATs. It may, or may not, suffer from excessive mobility of pupils and staff. It may have a financial deficit or falling numbers. It may, or may not, be able to draw on external sources of money or expertise. And of course, every school is at a different point in the trajectory of its journey; it may be on the way up or declining. Or, to confuse matters further, it may be a mixture of both according to the staffing in different departments.

Small wonder that heads switch off from the confident general analyses of experts, whether those experts are policy makers, policy implementers (at a local or national level) or researchers.

One more background point demands notice. To make matters even more complicated, this field of educational research and activity, like all of the social sciences, suffers from two disadvantages. First, unlike the social sciences and medicine, researchers in education tend not to ‘stand on the shoulders of giants’. Secondly, and one of the reasons why we don’t, is that we are so dependent on people whose behaviours are widely variable. So what works with one set of staff and pupils in one context will suddenly start not to work with the change of a few, or even only one key individual.

Prescriptions for school improvement, therefore, run the risk of either being so general as to be something to which we can all subscribe or at the other extreme of being so detailed and explicit that they don’t connect to a particular school’s context and can therefore be dismissed as ‘irrelevant to use’. No wonder practising heads say with a sigh, “It’s so much messier than you make it sound”.

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The London Challenge has been attempting to address this by drawing together practices which apply in certain London contexts.

In particular we’ve looked at schools in challenging circumstances at various stages of establishing ‘an achievement culture’ – that is to say where the majority view of the peer group is that ‘it’s cool to achieve’ and that achievement is realisable in many forms. In short we have looked at schools in various contexts and stages of development who would like to make the claims set below but, at the moment, with hand on heart, cannot.

A place where: • All talk of ‘our’ achievement and everyone is anxious to improve on their own and shared achievement; • All pupils are increasingly aware of their potential and that it is without limit if they make the effort; • Everyone feels fulfilled in what they do and contributes to the fulfilment of others; • The full range of success – sporting, academic, artistic, practical support for others, triumph over adversity – is celebrated; • All members of the school community are committed to their own continuous learning and support that of others; • Everyone is aware of the school’s collective past and present success and is ambitious to contribute to that collective legacy for future generations.

• Nobody is in fear of physical and emotional abuse; • The school is there to facilitate these aims and to promote the fun of learning and the pleasure of achievement.

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Imagery and Butterflies The researcher David Hargreaves distinguishes two kinds of practice or intervention. ‘Low leverage’ interventions are familiar – a lot of effort goes into the new practice and the pay off is paltry. The contrast is with high leverage interventions: relatively low effort to formulate or implement, but yielding extremely beneficial outcomes in terms of learning and ethos. All school leaders aim to avoid low leverage practices, and find high leverage alternatives. We believe all schools are capable, whether through helpful external consultancy and advice or critical self-evaluation, of turning from low to high leverage practices. Those that are successful in doing this are those that will improve.

But we are also vitally interested in two more elusive concepts which contribute to school culture, climate, and ethos. These are imagery, and what we have called ‘the butterfly effect’. We know that the stories, analogies, quotations, and imagery which teachers use can unlock the mind and open the closed chambers of the heart – or can have the reverse effect, according to the learners’ identity and interest. It is the same with leaders in schools. The language which staff and teachers agree to use can have a profound influence on consolidating the impact they have on pupils about what the school collectively stands for and aims to achieve.

The heads wistfully yearn for more ‘consistency’. They know that they must seek to achieve this so that all staff sing from the same song sheet, while at the same time leaving staff room for creative individuality. Where they choose to draw the line between consistency and staff freedom; and especially in teaching and learning (lesson plans etc) will have a powerful effect on whether the staff feel oppressed, adrift, or motivated.

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So the language used by headteachers, heads of department, teachers and support staff, who are all leaders in different parts of school life, is vital. So, too, is how they do the task, the time they give to it, and its relevance.

That’s where the butterfly effect comes in. In the spirit of seeking high leverage both in the important things in school life and in reinforcing how the important things are done, we believe that small interventions can have a disproportionate effect. We call them ‘butterflies’ after the chaos or complexity theorist’s story that if sufficient butterflies were to beat their wings in the Amazonian forest they could trigger a hurricane thousands of miles away. High leverage indeed – but sometimes, if you were to put yourself in the position of the butterfly, quite a lot of effort. Perhaps, too, an unintended consequence.

Nevertheless what we’ve assembled here is a list of butterflies.

They’re all to be found in London schools. If even one school finds one of them helpful we shall consider our effort in assembling them worthwhile. But to increase the likelihood of that being the case we’ve interspersed them with a range of quotations, since we believe that they, too, in the hands of school leaders can be butterflies of inspiration to those who encounter them for the first time, and for whom they have resonance.

If all else fails one of them might be used in an Assembly!

Indeed the analogy which is most appropriate for this book is that of the publications which contribute ideas for school assemblies. As with those publications we expect you will adapt the ideas to suit your context and purpose.

Tim Brighouse and David Woods October, 2005

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Definition of the Butterfly Effect The effect of a very small change in the initial conditions of a system which makes a significant difference to the outcome.

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The School Butterfly Effect Describe and define to the staff what butterflies are, and how they can effect change.

Design an appropriate pro forma to capture the essence of these small interventions, relating their effect to the seven processes of school improvement and their impact on changing practices.

Ask all staff for three contributions initially that may affect teaching and learning practices.

Publish these as a collection for dissemination and debate, and decide on those to be collectively implemented.

Build the collection of butterflies into the culture of the school by starting all staff meetings, and occasional morning briefings, with the description of a butterfly, and asking for further contributions on specific themes such as raising achievement and promoting a positive ethos.

Extend the process to include governors and the wider school community.

Evaluate the cumulative effect of these many small interventions on the effectiveness of the school.

Continue to publish and disseminate collections of new butterflies whilst reviewing, and if necessary modifying, those that are already being practised.

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The Seven Processes of School Improvement The Exercise of Leadership The Practice of Management and Organisation The Creation of an Environment most fit for Learning The Exercise of Collective Review and Self-evaluation The Practice of Teaching and Learning and Assessment The Practice of Staff Development The Involvement of Parents and the Community Tim Brighouse and David Woods How to improve your school (1999)

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Transforming attitudes towards achievement Description The headteacher was explaining to the assembled lower school the importance of effort and achievement. It was the beginning of a school year. “When you look at your work in any subject, your teacher wants you to be making progress as well as consolidating what you know already. Of course it’s important to practise… but the real prize is when you make the next step forward in your skill, whether it is at sport, or in your understanding of academic work.

But it is up to you to set targets for extending your skills in your subjects and, of course, your knowledge and understanding.” The headteacher then went on to explain how she and the three deputies would be helping children to do just that. At lower school assembly on Tuesdays, Wednesdays and Thursdays throughout the year, the four of them would be giving the names of four youngsters who would then bring their books – all their books – to them at break times on that particular day. “So it is important you think about where you are in your subjects, and that you pick out one thing which you are really proud of in your progress, and another you would like to improve on with help. A sort of obstacle you can tell us about”.

Of course the school accompanied this initiative with some careful planning among the tutors in Years 7, 8 and 9 and the year heads so they too, spent some time in tutorials preparing youngsters for the sort of discussions they might have with the Senior Management Team.

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Comment on impact The virtues of this initiative include the head and the three deputies showing interest in ‘teaching and learning’. It was also shared leadership because the suggestion for the move had come from their form tutors who wanted work on day books (or Records of Achievement), to be given higher profile. It is hard to escape the conclusion that the school’s marking policy would be given greater emphasis. Indeed the Senior Management Team said it was a less threatening way of establishing an assessment consistency in that respect than the time honoured one of heads calling in whole class’s examples of books and marking. Moreover during the year the SMT would engage in meaningful conversations with 360 children in a lower school of 500. The school says it intends to keep it up to see if the outcomes at 16 plus would be affected. They believe they will. A further extension of the scheme was being considered – namely to send a personal letter, hand-written to the parents of the particular children concerned to reinforce home/school partnerships.

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Using data to raise attainment Description Determined to establish an achievement culture, many schools try to establish ways of identifying youngsters in various categories to see which are causing concern regarding the ‘predicted’ outcomes.

(They are of course careful to avoid using ‘predictors’ (whether of SATs or CATs) as ‘ceilings’ of what might be achieved.) Some use the Fischer Family Trust data for this purpose and produce lists of youngsters requiring extra attention.

One school took this a stage further by preparing for the end of Year 9 a quadrant analysis of pupils, with the vertical axis as rate of improvement since entry, and the horizontal axis for the actual pupil score in Key Stage 3 tests. In the four quadrants there were four categories: 1. Low rate of improvement, low scores.

2. High rate of improvement, low scores 3. High rate of improvement, high scores 4. Low rate of improvement but high scores The school claim that this has led to a debate and agreed intervention strategies for Groups 2 and 4 in particular with intensive support for Group 1.

Comment on impact This is a fascinating use of data, inspired by an idea (and all the analysis!) from the data manager. The school claims it has helped identify the ‘achiever group’ (Group 3) and what to do with the others.

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Using High Achievers to reinforce a culture Description Establishing an achievement culture is high on every school’s priorities.

One school decided that each term, each department across the school should select, at a department meeting, 8 to 12 students who had done particularly well the previous term. Individual photographs were drawn from the school management system and ten printed off in colour and mounted on card with names and reasons for the award. Heads of Year and their tutors did the same.

The photographs were mounted on a huge achievement board in the hall. Citations were for different reasons and shown for everyone to see.

All pupils were included in the programme and presentation at the Awards Evening.

The outcome has been an ever-changing display, tutors and teachers having their own similar and extra systems of display in their classrooms, and pupil pride in being on the lists.

Comment on impact Trying to reinforce an ‘achievement culture’ is the aim of all schools but particularly urban schools where constant attention to the issue is needed given the sometimes turbulent and anti-achievement culture outside school. This particular school’s initiative did that by ensuring all staff were involved, and, of course, the environment improved as result.

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Personal tutoring Description As part of an overall strategy to raise achievement in Key Stage 4 it was agreed by all the staff that they would share out between them all the Year 10 and 11 pupils so that each would have a personal academic tutor. Form tutors and year heads further explained to the pupils how the scheme was intended to work and listened to their suggestions. A booklet was produced explaining the role of the personal tutor with the emphasis placed on help with planning, presenting and organising work, motivation and encouragement, and facilitating other forms of assistance. Some time was allocated during the school day for consultation and this was supplemented by time after school.

Comment on impact The scheme has worked very well, with most pupils appreciating their personal link to somebody who can give them advice and help. It often works best when the member of staff does not actually teach their tutor pupils. Teachers have identified closely with their group of students and taken particular pride in their achievements. Some have agreed targets with students from the outset and are thus able to monitor and evaluate progress.

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Teaching ’Before I stepped into my first classroom as a teacher, I thought teaching was mainly instruction, partly performing, certainly being at the front and centre of classroom life. Later, with much chaos and some pain, I learned that this is the least of it – teaching introduces a more splendorous range of actions. Teaching is instructing, advising, counselling, organising, assessing, guiding, goading, showing, managing, modelling, coaching, disciplining, prodding, preaching, persuading, proselytising, listening, interacting, nursing, and inspiring.

Teachers must be experts and generalists, psychologists and cops, rabbis and priests, judges and gurus. And that’s not all. When we face ourselves, we face memories of our triumphs and humiliations, of our cowardice and bravery, our breakthroughs and breakdowns, our betrayals as well as our fidelity. When we characterise our work – even partially, even incompletely – straightforward images and one-dimensional definitions dissolve, and teaching becomes elusive, problematic, often impossibly opaque.

One thing becomes clear enough. Teaching as the direct delivery of some pre-planned curriculum, teaching as the orderly and scripted conveyance of information, teaching as clerking, is simply a myth.

Teaching is much larger and much more alive than that, it contains more pain and conflict, more joy and intelligence, more uncertainty and ambiguity. It requires more judgement and energy and intensity than on some days seems humanly possible.

Teaching is spectacularly unlimited.

William Ayers To Teach: The Journey of a Teacher (1993)

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Coursework Description Concerned that the completion of coursework was consuming much staff time in chasing youngsters, a school decided to introduce ‘achievement days’ for Year 11 when coursework could be completed, learning blockages overcome with coaching, and revision work undertaken.

Part of the school was set aside for the whole day. Youngsters didn’t wear uniform; ‘dressed down’; and refreshments were provided.

Attendance was higher than the normal days.

The school reported a significant improvement in the completion of coursework and subsequent results.

Comment on impact The scheme originated from a suggestion from the Head of Year and had the strong support of tutors and leaders of departments.

The senior leadership team facilitated the success with a ‘budget’.

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Revision Classes for Parents and students Description In Year 10 and 11 the school runs a series of after school workshops for parents and students on study skills, revision techniques, examination techniques, moving from grade D to grade C. Members of the Leadership Team and outside providers run workshops in the most active way possible. Workshops are short and very specific. Students are encouraged to bring their parents, and often more parents than students attend.

Comment on impact It is always difficult to assess the impact of any initiative on examination outcomes, but one thing this scheme achieved was a measurable increase in parental involvement and in an area of learning and teaching where there are not too many examples of success.

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Mock Exam Results Day – a rehearsal for the real thing Description Do you want to raise GCSE performance? Schools have scores of ideas on how to do this. One school swears by its latest initiative.

It holds ‘mocks’ in late November and follow it with a very special ‘results’ day. Deliberately modelled on the real thing in August, students are given brown envelopes containing their results.

Tutors and mentors are on hand to deal with the ‘roller coaster’ of emotions as students react to their ‘mock’ grades. “We find this works well for different groups of kids” said the head. “In our first year nobody did worse as a result and some significantly improved on predictions”.

When GCSEs start, this school, as in many others, gets the pupils in for an hour before the exam starts – to revise, to refresh techniques in the exam hall – with classical music as a background.

Comment on impact So often the devices used to improve exam results are open to the charge that they violate principles of ‘equity’. For example, there’s always a debate about ‘revision classes’ and ‘academic tutoring’ for the C/D borderline candidates. (Schools which do this properly counter this argument by pointing to other ‘extra-attention’ initiatives for other pupils with different expectations). This scheme however is ‘universal’ and touches all pupils.

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Preparing for public examinations Description The school’s aim was to minimise stress at public examinations, in the knowledge that it can adversely affect performance. Study skills sessions and last minute revision sessions are held in the exam hall and students are encouraged to visualise and locate their learning in the hall itself.

At the beginning of every exam, calming music is played as they enter the hall and settle down. There are positive, affirmative, celebratory and uplifting posters on the walls and banners over the doorways.

Bottles of water are available, although many students bring their own water, as is already normal practice in the school. Bananas are also distributed for anyone who wants one. In addition, any student who feels he/she would benefit is given a little essential oil on a tissue (normally peppermint or lavender).

Comment on impact The feedback from the students has been very positive, they feel that the atmosphere is calming and conducive to thought! They feel looked after and cared for. It is also a much more pleasant atmosphere for staff in which to spend an invigilation hour.

The school feel not only does it help the students during exam times, but it also helps model them for the lesson that, with a little forward planning, some of the more obvious and predictable stress inducing experiences in life can be sailed through!

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Celebration of success Description Every August, as students come to the school to pick up their examination results, staff are there taking photographs (joy, hugs, tears etc). This is done for both ‘A’ level and GCSE results.

The display co-ordinator then sets to work to ensure lively displays of both students and highlights of the results are mounted in a prominent display ready for the first day of term. Another, very important and permanent display, set up by the end of September, is that of the destination of all Year 13 Leavers to Higher Education – this includes a photograph of the students, plus university and course. Assemblies, from Year 7, set an aspirational tone with reference to these displays.

Comment on impact The displays are a source of great pride for both students and staff.

They are a focus for all students, whether to see pictures of themselves or friends, and are studied in great detail by young and old, and visitors to the school. They are lively and colourful and set a very clear and aspirational tone contributing to a very positive environment (visual, aural and behavioural).

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A Teacher’s Inspiration I was supposed to be a welfare statistic… It is because of a teacher that I sit at this table. I remember her telling us one cold, miserable day that she could not make our clothing better; she could not provide us with food; she could not change the terrible segregated conditions under which we lived. She could introduce us to the world of reading, the world of books and that is what she did.

What a world! I visited Asia and Africa. I saw magnificent sunsets; I tasted exotic foods; I fell in love and danced in wonderful halls.

I ran away with escaped slaves and stood beside a teenage martyr.

I visited lakes and streams and composed lines of verse. I knew then that I wanted to help children do the same things, I wanted to weave magic.

Evelyn Jenkins Gunn, English teacher from New York From evidence submitted to ‘The National Commission on Teaching and America’s future’, 1996

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A weekend in Paris – the way to improve exam results Description One of the difficulties secondary schools face is that in a weak subject area the teachers may themselves be unclear of the difference between a Grade C and a Grade B or D – or what distinguishes the A* answer.

To avoid getting themselves in that position one school offers a free weekend in Paris for 2 for any young member of staff to sign up for a year as an examiner for a GCSE board in their subject. The school offers two ‘Paris Excursions’ a year. (That’s in addition of course to the examiner’s fees… and they try to help with time to mark and encourage the winner not to do it too often!)

The school claims that in this way every subject area keeps abreast of what the examiners are looking for – and it shows in the results.

Comment on impact So often a struggling urban school is let down not by the energy or good intentions of staff, but more by the lack of experience or knowledge of what examiners are looking for. This device clearly helps.

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Dance Partnerships Description This started with a telephone call after our OFSTED report of 2001 when the school came out of ‘serious weakness’. The headteacher asked The Royal Ballet School if they would engage in a dance partnership with the school through the Independent State School Partnership scheme.

The school organised the following: KS3 dance workshops, at The Royal Opera House, at the school, Covent Garden and White Lodge (www.royal-ballet-school.org.uk) in Richmond.

KS4 and KS3 students visited both the Royal Ballet School and The Royal Opera House.

Staff were invited to the KS5 GNVQ Royal Ballet School (RBS) presentation at Covent Garden.

Dance and drama staff were involved in workshops for the RBS outreach programme.

The programme expanded in the second year to incorporate KS2 ballet as part of the Saturday School every week.

Three dance shows showcased the work of the students in both schools and all primary schools in the borough have had the chance to attend these shows.

At the request of the DFES the school initiated an expansion of this scheme which became the Dance Inclusion Partnership Project (DIP) involving schools in York, Nottingham and Andover.

Comment on impact The impact of this scheme was huge. As a consequence the school successfully applied to be a Performing Arts College and has acquired a reputation for encouraging dance. They offer a wide range of dance styles and take dance workshops to their partner schools in Cornwall.

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Learning Mentors working in feeder primaries one day a week Description A school bid for additional funding to pilot learning mentors who would spend one day a week working in Year 6 in primary schools with the aim of improving transition to secondary schools. Each member of the learning mentor team works in one or two primary schools. Primary pupils are referred by the school. The mentors work with individuals and groups on conflict resolution and behaviour strategies to aid transition to secondary school. At the end of Year 7 the same pupils spend a week on a residential trip working on team building collaborative activities.

Comment on impact The scheme resulted in greatly improved integration into the secondary school for the mentored pupil and greatly improved relationships with the primary schools. It enabled the school to establish earlier contact with parents, helping communication.

There was also increased roll in Year 7 in September 2004.

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Mobile Phones Description Confronted, as most schools are, by how to deal with mobile phones a school decided to accentuate the positive. All Year 11 mobile phone numbers were collected (plus some invented by the ten youngsters who didn’t have phones).

There was a raffle every half-term with £50 for the first out the hat.

The school used the mobile phone numbers for text messages and getting in touch about completion of coursework, reminders about exams etc.

Comment on impact The scheme originated with a suggestion from the Head of Year and had the strong support of the tutors. It reinforced the school’s policy about mobile phones – i.e. that they should not be used during the school day. The senior team supported the scheme.

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Employing Meal Time Supervisors all Morning Description A school introduced a system of staggered breaks and lunchtimes where only a quarter of the school was on a break at any one time.

This meant there were students on a break or lunch throughout the morning. They decided to employ Meal Time Supervisors to cover the bulk of the duties throughout the morning.

MTS arrive at 9.30 and prepare for the first tranche of students on break. They work until 10.50 and then have their own short break.

They do other work e.g. clearing up the staff room or staff kitchen until lunch time starts at 11.30. They then work as MTS until 1 p.m.

Comment on impact Recruiting staff to MTS roles had always been difficult – for many the hours were too short so it wasn’t worthwhile. The longer hours attracted a much wider field and appointments of high quality staff have been possible. The MTS staff enjoy feeling more a part of the school and remain in post for much longer. There is also less absence – and more commitment than before. Staff are in school long enough to receive training and to take part in staff support meetings which are held during the day – this, in turn, is highly motivating. Fewer staff have to be responsible for duties during the day – or staff duties are for a shorter period than before. Student behaviour is improved in break times and in lessons after breaks because a larger, more effective team of MTS staff are working effectively to help supervise the students in their breaks.

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Lunch Time Arrangements Description A large school population combined with ongoing building work meant careful consideration had to be given to lunch and breaktime arrangements. Therefore the school day was spilt into two ‘halves’ separated by a 30 minute break for lunch. There was no morning break. A split lunch system was introduced to enable student meals and hygiene to be completed in the reduced time.

Years 7 and 8 ate first, followed by Years 9, 10 and 11.

The school utilised two canteen spaces. Choices Café for year 7 (1st lunch) Year 9 (2nd lunch A & H Hall for year 8 (1st lunch Year 10 (2nd lunch) Year 11 students were allowed to use either facility during 2nd lunch and were granted priority access.

Comment on impact The school reported a reduced number of breaktime incidents such as fights, reduced number of instances of bullying as a result of separating year groups, and increased capacity use of outside ‘play’ space. An early finish (!) allowed safe scheduling of after-school clubs even during winter months.

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Organisational Success The e’s of organisational success are the things which trigger energy, excitement, enthusiasm, effort, effervescence and enterprise. Everyone is full of ‘e’ in all its forms. The trick is to release that ‘e’ – the excitement as well as the effort, the enthusiasm as well as the energy. The more organisations can match these personal ‘e’ factors and bubble with them the more successful and fun they will be.

Charles Handy Inside Organisations (1999)

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A staffroom teaching and learning noticeboard Description A special notice board is allocated in the staffroom just for articles, comments, cuttings, book reviews, butterflies etc related to teaching and learning. In one primary school all the staff take it in turn to provide materials for the notice board (which are changed every two weeks) and to talk about this during a staff meeting. In a secondary school, subject departments provide the material on a fortnightly rota, but on general teaching and learning issues, not just their subject discipline.

Comment on impact The noticeboard generates interest and discussion about teaching and learning informally and formally as it is in the staffroom.

These noticeboards usually highlight key articles from the Times Educational Supplement, education magazines and other sources, as well as books that would aid staff development. Sometimes there is also a ‘butterfly of the week’ displayed.

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Supervising the Sixth Form Common Room Description The Sixth Form common room is in a detached building at the edge of the school campus. Here the Sixth Form can relax informally without any emphasis on academic work. The facility is run by the school’s catering contractor and is popular with students and well patronised.

Five years ago the school faced a problem with inappropriate behaviour and low level vandalism, leading to the closure of the Sixth Form common room. Adult supervision from a teacher was too costly to consider and would have set too authoritarian a tone.

There are a number of supervised venues that sixth form students can use for private study. If they want to relax and talk to their friends they are expected to use the common room.

The school installed a small kitchen and did a deal with the catering company costing about £10,000 per annum – far less than teacher supervision.

A cook opens the common room at 8.30 am and serves sandwiches and hot snacks throughout the day. The catering company has rules for standards of behaviour, tidiness and food hygiene, and the cook has a telephone link with the Head of Sixth Form for use if there is inappropriate behaviour or intruders trying to use the facility.

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Comment on impact The Sixth Form common room has remained open under these arrangements for the last four years and is much appreciated by students.

The atmosphere is lively, informal and most importantly, safe and secure under the supervision of an adult whose presence is to provide a service rather than be authoritarian.

The school is able to provide appropriate adult supervision costeffectively and enjoys a 12% share of the net profit that the caterer makes.

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Movement Round the School Description A small one way system was implemented on a particularly busy staircase with minimum work prior to the change. Three teachers, as part of the National Breakthrough Project, looked at implementing and evaluating small changes to assess their effectiveness before moving on to larger changes. This team selected a particular bottleneck staircase and put a plan together with the support of the teachers who taught in this area. This was communicated to students via the teachers.

Comment on impact The success of this small project, and the discussions it sparked, led to the leadership team putting in place a one way system for the whole school, which improved the health and safety of all the students. The discussion of the one-way system encouraged our students to have a stronger voice (via the Student Council) and led to some amendments to the first few weeks of implementation. It raised awareness within the student body of their responsibilities towards each other and safety within the schools. It also contributed to the creation of a better environment (aural and behavioural).

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Distributed Leadership Description To spread leadership and avoid an ‘us’ and ‘them’ culture, the senior leadership team appointed both a middle leader and a young member of staff to their team, each for a term. Expectations did not involve extra responsibility, but just attending meetings and respecting confidentiality. Although the first participants needed prompting to volunteer, there was soon a steady stream of would be participants.

Comment on impact The school considered the ‘us’ and ‘them’ culture had been largely turned round, commenting that at least the ‘challenges’ they sometimes legitimately face from staff are better informed and come with a heightened respect for the long hours and hard work any senior leadership team has to accept. Staff get a better insight into whole school issues and strategic management.

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Leadership Leadership is to the current decade what standards were to the 1990’s for those interested in large scale reform. Standards, even when well implemented, can take us only part way to large scale reform. It is only leadership that can take us all the way.

Michael Fullan Change Forces with a Vengeance (2003)

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Improved communication between governors and staff Description Governing body meetings are held in different parts of the school as a way of communicating and celebrating the specific teaching and learning that goes on in departmental areas. The specialist staff host the meeting and explain the learning environment by conducting a tour of the facilities, making a short presentation and answering questions. This need only take thirty minutes before the meeting starts, and could be followed by a specific agenda item on the learning area concerned. Staff then attend the meeting as observers to learn about the work of the governing body.

Comment on impact Schools where this has been tried comment on the great gains it provides in helping governors getting to know their school and their staff, and appreciating different aspects of the curriculum and the processes of teaching and learning. It also affects accommodation and budget decisions. Teachers gain from getting an opportunity to meet all governors, explaining how they work and celebrating their good practice. It gives the governors a chance to be involved in a collective review process which strengthens school development planning, decision taking and school self-evaluation.

Communication and relationships between governors and staff improve considerably.

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Work shadowing key posts in the school Description Ensuring that other colleagues develop some expertise in particular key areas in addition to that of the member of staff who has a designated responsibility for that area, for example, cover, timetabling, school budgeting, examination procedures and administration. Areas in which this was already taking taking place would include work experience and certain pastoral positions.

Comment on impact In addition to ensuring a smooth transition in the event of collision with the proverbial bus, this would give colleagues an additional experience to contribute to their career development. It would allow the sharing of ideas and the benefit that always comes from having another point of view, thus developing a team approach. In time the ‘shadow’ may well take overall responsibility for that area and allow colleagues to move on to another area to develop a new expertise. In this way staff avoid becoming entrenched in one area, and new opportunities can be opened up as the cycle moves on.

This has implications for the way ‘job descriptions’ are written. They are often long lists of tasks with the ‘stomach sinking’, final one of “such other duties as may…” What this butterfly implants is a job description where there are ‘leading’ or ‘primary’ responsibilities with ‘secondary’ or ‘support’ responsibilities.

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Topping up a School Staff’s ‘Intellectual Capacity’ and Keeping a Lively Focus on Teaching and Learning Description One school has set aside one of their five INSET days to be taken in term time. They then arranged staff visits, in ‘twos’, ‘threes’ and ‘fours’, to schools chosen because of their interesting practice. The visits have both a ‘subject’ and ‘whole school’ purpose. So the Art Department, for example, might be working on vocational GCSE option courses but also on the visits they might look at, for example, the use of questioning techniques or interactive whiteboards. Science staff would also look at general issues but, for their own subject, be looking at the piloting in another school of the ‘Science for the 21st Century’ GCSE course. (These are just examples of course). The collective follow-up will be at Faculty meetings and the group looking at the learning, teaching and assessment policy of the school.

Comment on impact The school’s leadership team clearly made a key decision to introduce this rather large butterfly! They were anxious to top up the school staff’s ‘intellectual capacity’ and at the same time keep a focus on teaching, learning and assessment.

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The Passionate Teacher Of some of our teachers, we remember their foibles and mannerisms, of others, their kindness and encouragement, or their fierce devotion to standards of work that we probably did not share at the time. And of those who inspired us most, we remember what they cared about, and that they cared about us, and the person we might become.

It is the quality of caring about ideas and values, this fascination with the potential for growth within people, this depth and fervour about doing things well and striving for excellence, that comes closest to what I mean in describing a ‘passionate teacher’.

Robert Fried, The Passionate Teacher: A practical guide (2002)

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Subject Teachers and their Subject Association Description Keeping up-to-date is a really difficult task in teaching – especially when there are so many national initiatives to learn about.

One secondary school decided that a priority had to be to encourage teachers to keep up their learning in their first love – their subject area. So each new member of staff would have their subject association (e.g. ASE, ATM/MA, MATE, HA etc) membership paid for a year and the cost of attending the subject association’s annual conference/meeting in their first year – along with a senior colleague.

Additionally they were given a £25 book token to spend, they presented a review of the book at a faculty/departmental meeting.

Comment on impact Both the initiatives were designed to support professional development and encourage new members of the profession to keep up-to-date with their subject. A variation on this was a school which subscribes to teachandlearn.net – the professional development service of the Open University which holds on its website current articles by leading thinkers in each subject area.

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Teachers teaching teachers Description We have come across two variations on a single theme. Both are designed to encourage professional development discussion in the school.

The first school took three of their five INSET days and built the time into half-hour sessions from 2.30 p.m. to 9 p.m. (ending at 7.30 with a meal) for staff training. (They felt they could justify ending early on one day each half-term). The theme in Year 1 was teaching and learning. The other two days were used in visiting in pairs or threes (it is important to avoid teachers doing it as singletons) to observe closely practice in another school (e.g. questioning techniques, use of story, formative assessment etc).

The second school does a ‘late start’ (“Building Societies do it for staff training, so can we”) at 10.30 a.m. for pupils every fortnight and use the 9 a.m. to 10.30 training session for professional development.

Both schools claim this as the factor which has changed the school the most – and for the better.

Comment on impact One of the famous descriptions of a successful school (or department) is one where: • Teachers talk about teaching • Teachers observe each other teach • Teachers plan, organise, monitor and evaluate their teaching together • Teachers teach each other!

The schemes described in this butterfly clearly make sure that at least three of these criteria are met on a regular basis.

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Appointing New Teachers Description As part of the selection process, candidates are asked to teach a lesson before they are formally interviewed. They are told in advance what year and subject/topic they will be expected to teach and something about the ability range of the pupils. They are observed according to set criteria by one or two members of staff (not necessarily members of the interview panel) and the reports of the observer (s) are analysed and considered by the panel in the selection procedure. Feedback is also taken from the students.

Comment on Impact Recruitment of staff is one of the most important of management activities and is therefore worth investing more care and time to select the best. Asking teachers to demonstrate their craft would seem to be a more effective way than relying solely on interview and references. It also has the benefit of involving other staff in the processes of classroom observation and staff selection as well as pupils. Decisions taken on appointing new teachers are thus more widely shared and probably more successful. The interviewees also gain from the process in that is gives them a chance to find out more about what the school and its pupils are really like and to demonstrate skills that might not be revealed in the interview.

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The Teacher I have come to the frightening conclusion: I am the decisive element in the classroom.

It is my personal approach that creates the climate.

It is my daily mood that makes the weather.

As a teacher I possess tremendous power to make a child’s life miserable or joyous.

I can be a tool or torture or an instrument of inspiration.

I can humiliate or humour, hurt or heal.

In all situations it is my response that decides whether a crisis will be escalated or de-escalated; a child humanised or de-humanised.

Haim Ginott, Teacher and Child, A book for Parents and Teachers (1972)

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School Self-Evaluation Description In the latter half of a particularly hard term all staff within a secondary school department felt particularly disappointed with their teaching. Quite spontaneously they all took up the theme that teaching was harder than they had ever known it and that they were feeling insecure within the operation patterns which had, until now, stood the test of their own professional experience.

A departmental meeting focused on some honest and fundamental discussions around the topic of ‘why teach’? Staff wrote down, exchanged notes and discussed their genuine views and aspirations in teaching. Greater empathy between staff resulted and provided a crucial basis for discussion on ‘how we teach’? This process of selfreview resulted in some lively and active debate within meetings but also much private reconsideration of approaches to teaching and learning occurred which were shared with the whole group.

Comment on Impact Revised practices and approaches to teaching and learning have been introduced; the process of change and the key elements of changed practice have been carefully documented by the head of department. This document itself has made an important contribution to the staff’s professional development. The department has also shared its experiences with newly qualified teachers on a recent borough-wide INSET session.

Clearly, the perception of the need for change was unanimous.

Their sensitive and serious approach to overcoming the ‘problem’ of disaffection and disillusion is continuing and is having a major impact on their motivation and on the quality of learning and teaching.

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School butterfly collections Description During a Teacher Day staff were divided into subject departments and were asked to discuss ‘butterflies’ – little things that they had done that had proved really effective.

Each department was then asked to write up five butterflies on a set proforma, so they could create their own school ‘Butterfly Book’.

Another school publishes one butterfly per week in the Staff Bulletin particularly on teaching and learning strategies. Other schools are beginning to create their own collections based on specific themes and issues.

Comment on Impact This is a very successful aid to staff development with high leverage in terms of managing change. It leads to an even greater sharing of ideas on school improvement and school effectiveness and demonstrates that the school is a research community through publishing ideas that can improve teaching and learning.

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Sharing Good Practice Description We firmly believe in the maxim that “the biggest and most underused resource teachers have is each other” but realised that we had to do something more than merely exhort colleagues to share good ideas. We formally introduced, as a matter of policy, ‘Sharing good practice’ as the first item on the agenda of every departmental, middle management and staff meetings.

One member of the SLT was responsible for organising which teacher was to present, on what topic, at which meeting, thereby ensuring that there was a broad range of contributions, from different subject disciplines. All the slots were short, a maximum of 10 minutes and colleagues were encouraged to be as interactive with their peers as they would be with their students.

Many of the presentations are subsequently published in the staff bulletin, so that they are available to all teachers.

Comment on impact The impact has been very powerful indeed. Staff come away from meetings with a practical idea they can use in their lessons the next day and it has been an excellent way to initiate cross-subject and cross-discipline working arrangements.

Another remarkable development is that although it began with SLT and AST leading the presentations, now a second year teacher could be leading a session for 35 middle managers: in the school, everyone’s a learner!

High leverage in terms of staff development and the improvement of teaching and learning.

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Thinking Skills Description A one hour training session was set up for all staff on Thinking Skills. It consisted of a demonstration thinking skills lesson to be used in PSE, for all years and feedback from staff on the perceived value of such a lesson. It also included website references to recently developed thinking skills games (University of Cambridge) as well as some brief background in the area.

Comment on impact Almost all tutors delivered a thinking skills session which prompted discussion in the staff room about the lesson itself and associated issues. A number of teachers, Maths, Humanities and Science, explored this further, using a thinking skills approach to other topics with very positive outcomes. A number of teachers began to use the websites on interactive whiteboards as starter/plenaries in lessons, and student motivation in some lessons improved.

High leverage in the improvement of teaching, learning and assessment and the precursor of other training sessions.

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Shared Observations Description The new leadership of a school was keen to establish shared observation, by peers, of their work as part of an improved focus on teaching, learning and assessment.

The leadership team identified a strong department (in terms of results, pupil participation and added values) and a weaker department. The departments chosen, in this case, were geography and modern foreign languages. The senior team (deputies) then offered to ‘cover’, to enable mutual observations, but did not interfere. The two departments compared practice on the detail of teaching and learning and discussed what improvements could be made to the school’s learning and teaching policy and practice.

Comment on impact The leadership team identified data (exam results and pupil feedback from a survey) and separately asked the two departments if they would be willing to take part. The outcome appears to be a greater take up of modern foreign languages and better results.

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A good school We know we are in a good school when the four following things happen: Teachers talk about teaching and learning; Teachers observe each other’s practice; Teachers plan, organise, deliver, monitor and evaluate their work together; Teachers teach each other Judith Warren Little The Power of Organisational Setting (1981)

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Department meetings in secondary schools Description It was decided to rotate department meetings in the classrooms of different teachers in the departments. During the first 20 minutes the host teacher told us what they did in their room, something about how it was organised for learning, pupil grouping practices, display, resources etc followed by ten minutes of group discussions and questions. After that the meeting became the normal ‘business’ meeting.

Comment on impact While initially these parts of the department meetings were sometimes tense and awkward, the department grew more comfortable as both presenters and receivers at these sessions.

This rather contrived activity ‘primed the pump’ and legitimised talk about teaching and learning whilst encouraging teachers to make their practice accessible to other teachers. It also encouraged the department to be more reflective about its practices and contribute better towards school self-evaluation.

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Action Research Description As a training school, the CPD team has introduced in-house action research projects for middle managers. A high proportion of middle managers are following or participating in the ‘leading from the middle/key leaders’ programme’. Issues from the school improvement plan have provided action research foci. This motivates and encourages effective implementation of the school improvement plan.

Comment on impact Middle managers are very actively involved in school improvement and have the energy and ambition to do so positively. They have made a positive contribution to staff development and the practice of leadership. Some are writing up their findings as case studies which leads to a rich set of evidence for school self-evaluation as a whole and for the training school in particular.

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Review Meetings Description A school introduced action planning meetings between teacher, student and parent once each term. Sessions lasted 20 minutes.

Subject teachers provided tracking data for each pupil, with effort and progress made linked to the national curriculum levels on a regular basis so the tutor was well-informed for the meetings.

Comment on impact Parent and child were far more engaged in personalising learning and setting targets and goals.

High leverage in terms of involving parents in support of pupil achievement and far better than the traditional parent evenings.

90% of parents attended and the missing 10% were followed up.

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Learning through Action Research and Case Studies Description A school decided to try and promote learning by ‘action research’.

All staff were invited to form into six groups to discuss case studies of success in the school. Each group identified possible topics and volunteers wrote the first refinements of practice that might transform something already good into something even better. An editorial group then worked on the text and the results were published as a school booklet.

The school feels that the case studies are good evidence of selfevaluation in practice, and will commission further studies so as to be able to collect evidence on the way rather than retrospectively as preparation for an OFSTED inspection.

Comment on impact The school chose an activity that was likely to increase the store of intellectual activity among the staff believing that the process would release energy rather than consume it. It is very pleasing to have some rich case studies which celebrate their successes along the journey of school improvement.

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Pedagogy Whilst educators have always noted difference among learners, they have always been strongly inclined to believe that all students learn in similar ways. This assumption works out well‌ for those whose background and learning styles happen to be compatible with the teaching styles of their teachers, and for those who can learn in the way in which materials have traditionally been taught (say, for teaching or text books). But there are also casualties: students who are motivated to learn but whose own learning styles or profiles of intelligence are not in tune with prevailing instructional practices.

Howard Gardner The Unschooled Mind: How children think and how schools should teach (1993)

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Appreciative Inquiry Description We are currently working on an Appreciative Inquiry (AI), which has been running for the last two years. We aim to radically reform our school culture and the value systems that operate at the school. This has involved a values questionnaire for both staff and students, and a residential for students, staff, governors and parents to outline what the school was trying to achieve. A parents forum has been established and INSET carried out with students and staff.

Two members of staff have become official trainers of the AI project and the projects have been written up as a model of good practice.

The intention was that, having trained key people, the ideology of appreciative inquiry would permeate the school. There are signs that this is beginning to work but we have a way to go yet.

Certainly the teachers all know what we are trying to achieve and it has had a huge effect on the way that they speak to students.

Comment on impact This work is ongoing but the impact thus far is that there has been a change in the way that staff speak to students. Students themselves are far more likely to talk about issues in a sensible way rather than diatribes taking place when there are differences. This ties in with our peer counselling and conflict and change work.

High leverage on the creation of a positive learning environment and the exercise of self-evaluation and critical review.

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How Headteachers know all their pupils Description The Headteacher and Senior Deputy personally introduce Year 7 pupils in their first term to the school’s history and traditions through illustrated presentations. Every pupil is taught ICT by the Senior Deputy. In May the Headteacher leads Year 7 on their residential camp. In June the Headteacher and Deputy lead Year 7 and their tutors in African Dance Week.

To promote this smooth transfer the illustrated presentations consist of an ongoing photographic record of the school’s history and achievements. We make a photographic record of each year’s main events, for example, junior and senior concerts; drama and the school show; outdoor education, with Key Stage 3 tutor group visits to Derbyshire, the Headteacher’s Year 7 Lake District Camp, the Year 9 Dover Camp and Summer School, Sports tours and curriculum competitions. Each year, the most powerful images of these activities are selected and printed on canvas in the form of banners which are displayed in the main corridors of the school. After each activity a selection of images is played for the next few days on the video screen in the school foyer.

Comment on impact In all schools the senior pupils are generally known by the Headteacher and Deputy and the senior pupils know them.

However, in this school this is achieved by the end of Year 7. This also means that the Headteacher and Deputy know the whole school of 1507 students.

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Pupils and staff are proud of their school, their friends and their colleagues. Year 7 pupils are proud to raise the school flag each day.

Pupils, staff and visitors like the large scale images. They create a positive achievement culture where pupils are pleased to see their family and friends taking part in the school’s activities.

Staff remain committed to school trips and journeys despite a climate of legal threat and negativity. Last year 80% of the staff were involved in a school visit of one kind or another.

Year groups and individuals are regularly reminded of the legend they are creating.

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Art across the school: Music too Description The school art department started the idea. At a Heads of Department meeting the Head of Art offered to frame a reproduction of every staff member’s favourite piece of art, outlining its provenance and some information about the artist.

So it was decided. One summer holiday each tutor made their nomination and in the tutorial rooms on the first day of the autumn term the tutors’ favourite works were duly hanging on their classroom walls.

The first tutorial was taken up with discussion of their favourite artwork. Not to be outdone, the music department asked that each half-term the tutor play an extract of their favourite music with similar explanations. This led to ‘top of the tutors’ pops sessions each half-term.

Comment on impact This is an example of a school capitalising on the ‘energy creators’ in their school – that is people who see the glass as ‘half-full’, a silver lining for every cloud and ask ‘What if?’ (as opposed to energy consumers who see the world as ‘half-empty’; find clouds for every silver lining and gloomily greet every suggestion for change with the comment “We’ve tried this before and it doesn’t’ work”). Of course energy creators can be infectious. Here the school used lively Heads of Art and Music to change the environment for staff and pupils.

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What’s in a Name?

A lot when it comes to naming forms Description Amid the prevailing talk of ‘personalisation’ and the need to return to a pastoral system based on virtually grouped ‘houses’ to encourage it, the following practice may commend itself.

The school decided that it was too impersonal to continue to use the teachers’ initials when it came to naming the different tutor groups. After all 7TS becomes 8JR when Tom Smith leaves and Janet Rudge takes over. So the staff decided that every year the Head of Year 7 and the tutor team should pick the names of famous people – excellent role models such as Albert Einstein and Mary Seacole that straddle the gender and ethnic groupings and highlight achievement as being possible from all backgrounds. The tutors then explained to 7AE and 7MS the achievements of the role models and the tutor group kept the name through the school.

Comment on impact Part of ‘personalisation’ in schools should enable the school to say that every youngster has a worthwhile/meaningful relationship with at least one member of staff (“otherwise they are not really at school” – as one Victorian headteacher once said). Therefore affirming ‘identity’ is a key issue. Many youngsters in urban schools have multiple identity and finding ways to celebrate that is important. This school’s simple device of identifying ‘achievers’ across a wide range of cultures appeared to do that.

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In Praise of Difference Each child’s resources and strengths must be the deciding factors in establishing an educational programme. Rather than look for weaknesses we would do better to look for strengths and recognise that these will be different for different children. Differences offer hope because they provide the possibility of alternative routes for development, educational and personal fulfilment. We should rejoice in them and capitalise on them. They are, after all, the very stuff of life.

Connolly, K.J. In praise of difference (1999)

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Starting the Day Well Description The ‘morning’ – and how it starts – sets the scene for the whole school day. How teachers and students greet each other (indeed making sure they do!) on the way into school in the corridor and the tutor group greatly affects the youngsters’ learning during the day.

Of course breakfasts for youngsters are a well-known innovation in inner city schools.

Some schools make sure that the staff briefing goes well. So they provide free toast and coffee – made by support staff on Mondays and, at the end of the day, on Fridays. Attendance and atmosphere are very good as a result.

Comment on impact These are ‘tiny’ butterflies with very little cost. In the same vein, one headteacher says she stands at the same place each morning close to the entrance so that she has many positive but casual interactions with arriving pupils and staff.

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Singing from the ‘same song sheet’: The Seating Plan Description One school realised that consistency is crucial and also that new or weaker teachers are often ‘tested’ by pupils who are trying to establish whether they will stay for any length of time or are ‘here today and gone tomorrow’. One of the time-honoured ways that some pupils do this is to try to sit where they want. So the school decided ways that “learning to work with a full range of fellowpupils” was to be a feature of their declared school policy. In the first week of each half-term therefore, at staff briefings Heads of year are asked to remind their year group assemblies that in the following days they will be asked by each teacher to take their new seating positions. And at each staff briefing for the following week colleagues are reminded so that everyone on the staff make a formality of establishing the seating plan of each class they teach.

In this way they claim that weaker staff are not left so isolated.

Comment on impact Deciding exactly where to draw the line in ‘singing from the same song sheet’ is one of the most difficult for leadership teams. Get it too tight with no room for individual freedom of teachers and you lose creativity. Allow it to be too loose and the school’s ethos in terms of pupils’ behaviour suffers. The school which introduced this scheme discussed that issue every term in respect of lots of issues.

It claims the ‘seating plan’ theme is one they’ll never change even though clearly experienced teachers know they don’t need it.

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Music – the Essential Ingredient of the Successful School Description Making music a vibrant part of school life is something the wise head never takes for granted. The arrival of a lone and precious music teacher, for example, who has a host of wandering minstrels as acquaintances some of whom may then be employed on an occasional basis, can transform school life.

One school decided to make music more secure by forging a link with undergraduates and postgraduates from local universities.

For music this means seven animateurs – three postgraduate composers, two undergraduate musicians interested in jazz and two others – an African drummer and pianist. They attend the school on Wednesdays between 1 p.m. and 5 p.m. and are paid on a casual basis. They run lunchtime clubs, provide music options for the sixth form in the afternoons and run groups after school.

Comment on impact The ‘Workforce Reform’ agenda has spawned many innovative approaches to the use of the staffing budget. This is one example.

Clearly the Music department was very appreciative – but all the staff recognised the benefit it brought to the ‘ethos’ of the school.

Outcomes include improved pupil confidence, new teaching approaches (there are two full time music teachers) and a growing number of whole school music extravaganza. The school uses the same device for dance and is planning the part-time employment of a magician which it mischievously suggests it will loan to the DfES.

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‘Quid for a Quote’ – a cost-effective way of improving the environment Description The headteacher believed that pieces of prose and poetry as well as snappy epigrams and other quotations are often an opportunity to stir the mind of the passer by into profitable thought. He discussed his idea of ‘quid for a quote’ at a staff meeting. It was adopted enthusiastically.

So at the start of the school year in each year assembly, the Head of Year and one of the school leadership team each did a piece about one of their favourite quotations. This was followed up in the tutor group. The first homework of term was for each pupil in the school to go home and discuss with the family or carer five favourite quotes. (“We chose five because we thought it would be ok”). Then on completion at least one from each pupil was simply framed and displayed as for example: “This is the true joy in life; the being used for a purpose recognised by yourself as a mighty one; that being part of a great enterprise rather than a feverish selfish little clod of ailments complaining that the world won’t devote itself to making you happy …I want to be thoroughly used up when I die, for the harder I work the more I live… Life is no brief candle to me. It’s a sort of splendid torch which I’ve got hold of for the moment and I want to make it burn as brightly as possible before handing it on to future generations”.

George Bernard Shaw: Man and Superman (1903) Presented by Jude Smith Year 9

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Then the school sent £1 home with the pupil for the parents to give to a charity of their choice.

Comment on impact The visual, aural and behavioural environment of the school plays an important part in the likelihood of a school’s success. Ensuring the visual environment is stimulating is always a problem. This scheme provided a simple way to raise awareness of the issue right across the school. (It is worth mentioning that the school in question is in a ‘rotting’ 1960s/70s building but internally is now a visual delight.)

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Making Walls Talk Description Schools are always looking for easy ways to improve the environment.

One school decided through professional development and performance management interviews and a review of application forms to find out the private interests and hobbies of all staff.

Discovering a keen amateur photographer among the technicians they commissioned her for a £500 sum and the cost of materials to take an extensive and representative range of photographs of school activities – lessons, playtimes, sports workshops, drama, music, lunchtimes and staff meetings. They then paid £500 to another support staff colleague to mount and display the results throughout the school. The total cost of the scheme – materials etc was £3,500 but the outcome is a much appreciated exhibition of school and faculty life. The scheme is to be renewed each year.

A variation on this scheme would be to get pupils with similar hobbies to run the schemes – again suitably rewarded.

Comment on impact The leadership team came up with this idea, but arranged for each faculty team to discuss it so that they could decide which area of display should be used, and whether the display could have a ‘faculty’ slant. This butterfly also puts one in mind of the sampler which Alec Clegg (former CEO of West Riding) said was on his aunt’s wall: “If now thou of fortune be bereft And of thine earthly store have left Two loaves, sell one and with the dole Buy hyacinths to feed the soul” The school in exploring staff’s private interests was keen to identify ‘hyacinths’.

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My Ideal School My ideal school could never exist. There is no reality in idealism.

I dream of happiness and learning united. I dream of no interruptions.

If I went to my ideal school I wouldn’t wake up every morning and dread the next day, the next week, the next year, and the rest of my life. In my perfect school we would only have the teachers who knew and understood what they were talking about, they would all be passionate about their subjects and help us to unleash our passions. In my perfect school there would still be rules, but they would guide us, not confine us. Teachers and children would mesh harmoniously. There would be no grading, praise only for working hard not for your mental capability. I wouldn’t have to try to compete with my friends and they wouldn’t all want to better than each other. We would not be concerned about whether we did the best in the class, but only about whether everyone was happy with what he or she was doing and how he or she was progressing. There would still be punishment, but these punishments would matter to the student. They would have to miss their favourite lessons for a week and have to take double lessons of their worst subject instead.

We wouldn’t be confined within walls of stone; we would go outside and experience the weather. We would travel and experience other pleasures. We would gain an understanding of the way of the world.

Exams would be abolished, people would work together and alone, they would use other people’s knowledge to enrich themselves and others would do the same with them. In my perfect school there would be no bullies, there would be no insecurities. We would discuss our opinions in every lesson and everyone would listen and respect each other. Teachers and pupils would be equals, no privileges or disadvantages; everyone would be in the same boat.

In my school the only things they would ban would be unhappiness and pain, no room for lying, revenge and deceit.

But to have my perfect school you need a perfect world, and if the world were perfect there would be no room for dreaming.

Competition entry on the subject of ‘My Ideal School’

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Learning Environment Description The environment of a large secondary school’s dining area left a lot to be desired. It had a high dull roof space. The school decided to fill the space with a display of national flags (full size) – a display which was changed every half-term (15 displayed each half-term).

This provided a topic for Year 7, 8 and 9 assemblies, with a competition, and was part of the school’s determination to promote an international dimension to the curriculum. This was followed up through tutorials.

Comment on impact The scheme was agreed with each Head of Year and the tutors so that the follow up took place. It was viewed by the Head as part of the tutorial programme – something she took a keen interest in with each Head of Year.

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Noticing Children: Overcoming the invisible child Description The school was alarmed by research (NFER 1992) which confirmed that many secondary school children went through a term or more without having a serious conversation with a teacher about their progress. The school decided on a scheme, announced at the daily staff briefing… ‘today’s children are Dean Sheffield in 7R and Ann Riley in 8S. You know the drill’. Teachers who taught 7R or 8S were to complete a report on what Dean Sheffield and Ann Riley did or didn’t do during the lesson, on an agreed observation sheet. If anyone who didn’t teach them saw either of them during the lunchtime in the corridors and noticed who they were talking to, what they were doing or not doing, then they were expected also to scribble a quick note. Completed forms and notes were to be given to the form tutor at the end of the school day. Reports on all children to be so identified were then to be passed on to year heads and to the heads and deputies, who planned a follow-up review.

Comment on Impact The perception of need for the scheme had arisen in a staff development committee. The school was familiar with John Gray’s measurements of school success: – academic performance – pupil commitment/attitude and satisfactions, including a child having a worthwhile relationship with at least one member of the school staff.

They were anxious to notice children who might be ‘slipping through the net’. So the children studied were not chosen at random but were those whom form tutors believed that people knew least about.

This initiative draws attention to the need for everyone to be known, and is particularly relevant in a large school.

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One hundred The child is made of one hundred.

The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking.

A hundred, always a hundred ways of listening, of marvelling, of loving, a hundred joys, for singing and understanding, a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream.

The child has a hundred languages (and a hundred, hundred, hundred more) but they steal the ninety-nine.

The school and the culture separate the head from the body.

They tell the child: to think without hands

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to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas.

They tell the child: to discover the world already there and of the hundred they steal the ninety-nine.

They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together.

And thus they tell the child that the hundred is not there.

The child says: No way. The hundred is there.

Loris Malaguzzi (1993)

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Matriculation Assemblies and AGMs Description Every year just before the late May holiday, each year group matriculates. They celebrate the achievements of the students in that year, and prepare to start the next year of their course after the late May holiday. I.e. Years 7, 8, 9 and 10 move up then, in May rather than waiting until September.

To reflect on and recognise each year group’s progress, and to prepare for the challenges in the year ahead, each year group has an Annual General Meeting with the Head in the first week of June.

The Head does a special power point presentation which deals with the year group’s three big achievements. For example, in the new Year 10 AGM these were: • improved SATs results and therefore increased GCSE expectations; • improved quality of learning through staff raising their game; • improved study support; and • improved ICT facilities, and extensive work with arts groups to broaden their offer.

The key concerns they had raised with the Head at the previous AGM were also discussed (healthy food in the canteen, improved library and ICT facilities, improving PE facilities, fixtures with other schools and after school clubs, students having a say in selecting staff, and students being in charge of the student questionnaires).

The Head explained how the year/school council and staff had responded to those issues. Finally he set out his vision for them as a year group and his key priorities for their progress over the next year.

This then, in good AGM style, becomes an open forum of issues raised by, and questions from, the student body (roving mikes used as in an adult AGM) and a response from the head. The students 73

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raised issues which covered specialist technology status – what did it mean for them, why did they get punished in school for poor behaviour out of school, the 8 o’clock letter home about exclusions, the need for more residentials, why they could not study Spanish, why were African languages not taught, why some teachers applied the behaviour warning system differently from others, and so on.

The Head answered all these questions fully and sometimes the Head of Year or another teacher responded. Each of these key issues will be dealt with at the next AGM. Comment on impact It visibly built recognition and celebration of their achievements as a year group in a very structured way. It powerfully strengthened the student voice by providing a strong framework within which student views could be developed. By reporting on progress over the key concerns they raised last year, and the Head responding there and then to the issues raised during the meeting, it emphasised the accountability of the Head and staff to students. It ensured the students were reminded about the significant progress they had made in attainment and achievement over the past year and through the Head’s vision, reminded all of them of the high aspirations the school had for them, and the high outcomes expected the next year.

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Pupil Awards for Staff!

Description Pupil ‘voice’ is all the rage these days. How to enable pupils to develop their leadership, to listen and to act on their views – is something all schools consider. School Councils of course are part of this, and commonplace, but not always genuinely consultative.

One school cracked this. The School’s Council has a budget and a development plan that is reviewed each year. It is part of the governors’ committees structure, has an elected leadership team, produces the student news sheet each week and takes part in staff appointments.

Their latest initiative I enjoyed most. They are giving 6 awards to staff who ‘walk the extra mile’. These awards are presented in front of the whole school, at the annual awards ceremony.

Comment on impact Ways of involving pupils in school, and shouldering real responsibility has always been difficult. Time devoted to training and talks for older pupils giving peer support for younger pupils (whether as peer tutors, peer mentors, peer counsellors, or community workers) is time well spent. This school does all of those and as a result of its growing positive ethos was able to introduce this unusual scheme.

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Prefects Description The school decided to give the prefects more power and responsibility in contributing to running the school. They were remorselessly positive and gave every student the opportunity to become a prefect. A free school sweatshirt, a different colour from the school uniform, denoted prefect status. The school trained them and briefed them about the kind of impact that they wished them to have.

A team of about 100 was recruited, a third of Year 11. They were given duty positions at break and lunchtime and also privileges, e.g. no queuing for food at lunchtime. They were expected to report incidents of poor behaviour to staff if they felt unable to deal with them satisfactorily and were encouraged to befriend vulnerable students. The scheme gained a momentum of its own and expanded, with some prefects volunteering to work in the SEN department with individual students.

Comment on impact The prefects enjoyed the work, status and responsibility of their role and a significant number of students developed significantly through their prefect role, and began to realise their potential as individuals. The culture of the school markedly changed for the better as a result of this scheme.

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Private Tutors – for all pupils Description Most secondary schools now arrange Easter revision classes, residential and study skills sessions. They also have ‘after school’ or ‘lunch hour’ voluntary extra lessons in Years 9 and 11 and ‘academic tutoring’ for every youngster.

One school decided that ‘familiarity’ was a problem. Naturally the youngsters know their teachers really well. So they co-operated with another school in a different part of the city and offered ‘private tuition’ to Year 11 students. The private tutors came from the other/partner school. Participating students’ parents were asked to pay £10 for 8 lessons with the deal being that they would get the £10 refunded if pupils attended all the sessions. (They forfeited £3 if pupils missed one; £6 if they missed 2 and all if they missed more than that.)

The students were hugely impressed by their new ‘tutors’. The head comments “After all, the well-off parents get private tuition anyway… why shouldn’t we arrange it for our youngsters…the parents liked the scheme”.

The school reckoned it raised the performance by at least one grade over the school’s predictions.

Comment on impact The financial arrangements ensured that the legal requirement to provide free education for every child was observed, while capitalising on the idea that what people pay for is specially valued. The school was also aware that some staff were giving private tuition to pupils from other schools in their spare time anyway, and this made sure that all their pupils could benefit from the ‘private effect’.

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Extending pupils’ vocabulary Description Led by the Head of Year 8 after consultation with all Heads of Department a secondary school decided to introduce a weekly ‘vocabulary’ competition.

Each department took it in turns to announce at the Friday and Monday briefings, the three words which all teachers of Year 8 classes during the week had to incorporate into one of their Year 8 lessons with appropriate definition. So Science, for example, chose ‘analysis’, ‘hypothesis’ and ‘investigation’. Then, each teacher, in addition to posting the words and definitions on the board, promised to add two more words of their own choosing.

The subsequent competition involved all Year 8 students at the end of Thursday putting their selection of the three common words in the ‘Vocabulary Box’ – with the first correct solution drawn at Friday’s year assembly winning a prize.

Comment on impact ‘Singing from the same song sheet’ – or achieving consistency is a perennial issue for urban secondary schools in particular. This is an example affecting the curriculum.

What the butterfly achieved was simple but impressive co-operation between the Head of Year and the Head of Subject Departments over a whole-school issue – extending language competence and understanding, without which youngsters have less hope of success in exams and life generally.

Heads of Year and Heads of Department were considering similar but different awareness-raising, co-operative efforts and competitions for other year groups and other common issues e.g. mathematical challenges.

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Teams For Success: Pupils competing together for exam success Description One school decided to reinforce the push to accelerate progress in Year 9 when youngsters can mark time, by introducing a team approach as follows.

The five form entry school was five tutor groups each of 30 pupils.

All are mixed ability as tutor groups although they are taught mainly as setted groups. So the school decided to break each tutor group – still with one tutor – into two teams of similar ability. They then brought in sixth formers as ‘managers’ for each team. Hence there are ten teams in the Year Group. Each ‘team’ is trained by the tutor, and the two sixth form managers, in the team approach. The ten teams compete in attainment. Suitable ‘points’ are devised for each – with Key Stage results an obvious one for attainment.

Each manager negotiates expert coaching from other members of staff for their team – with the obvious ones for attainment making demands on English, Maths and Science. At the end of the year there are prizes for each team for each of the five aspects and leagues tables are published.

Comment on impact It is obviously crucial to make sure each team has a fair crosssection of abilities and motivations. This approach may have the spin off of encouraging good behaviour by splitting up potential troublemakers.

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Stars and Battles The teacher who treats their groups as stars will have as many stars as they wish, and the teacher who believes that they are working on the front line because they are working in a multi-racial inner-city school will have as many battles as they could wish for.

Pauline Lyseight Jones General Inspector, London Borough of Ealing

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Making the School Personal Description One secondary headteacher learnt of a scheme run by a local feeder primary school. The headteacher of the primary school and the staff had discussed in staff meetings how the head could extend her acknowledged strengths with people, especially pupils. They hit on the device of her writing one handwritten letter a day to each of five of her pupils each week. She would be prompted as to whom to write to by the class teachers, in rotation, so that the letter could refer to something that the teacher had reported was good about the pupil’s progress. The pupil was invited to reply in writing after which the head talked with the pupil and followed up with a letter home.

The staff claimed that it boosted their standing, improved the pupil’s writing and helped relationships with parents. Learning of the scheme the secondary head decided to do the same for Year 7 intake. In consequence she got to know all Year 7 really well. The school is thinking of extending the scheme with the Deputy heads in Year 8.

Comment on impact With all the talk of ‘personalising’ the curriculum this is a practical example of how to do something at little cost. The secondary head confirmed her Primary colleague’s assessment that the scheme took about one and half hours of her time each week.

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Rewarding and Incentivising Pupils – The Study Grant Scheme Description A school introduced a study grant scheme which cost £8,000 and was aimed at all Year 9 and Year 11.

The aim was to give pupils more responsibility for making decisions about particular study enhancing packages.

Year 9 pupils could use £5 towards the purchase of additional study material for Key Stage 3 SATs, production of evidence upon purchase releasing the cash to the parents. The other £5 was contingent upon attendance at ‘extra coaching’ sessions laid on by staff and took the form of a retail voucher.

Year 11 could use £20 towards the purchase of study guides for GCSE, received £20 incentives for full/high percentage attendance at revision sessions and a bonus of £10 off the cost of a Year 11 prom ticket.

The whole scheme is run by the Head of Year and admin staff. The outcome is very much higher than predicted SATs and GCSE scores.

Comment on impact One of the tricky issues is the debate over the extent to which success ought to be its own reward. Most of us succeeded in our youth on that principle. This particular school identifies ‘Deferred Gratification’ as the big obstacle to most of their white working class pupils. They introduced this scheme as a way of encouraging pupils and their parents to see the importance of exam success to their future prospects. They accompanied the scheme by emphasising the availability of Educational Maintenance Allowances post-16 and bursaries for university studies since all their students were like to be eligible for them.

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Proximal Learning Description The school agreed that it was more effective to have one whole school focus for lesson observations undertaken by members of the middle and senior team. Structured talk in pairs or proximal learning was an early focus. Training on what made the proximal work effective was provided for all staff at a whole school INSET. It was then agreed that every lesson, in every subject for the term would have a slot for paired talk. All observations would only focus on proximal work so teachers could really get this right. For example proximal work could form part of a starter or plenary – e.g. talk together for 2 minutes on 5 effects of tropical storms you learned in the lesson – or a longer exercise, discussing a talk first and then completing a written element often on a shared piece of paper.

Giving a set amount of time for the proximal task is key. Students experienced this approach across the school and all soon became skilled at taking part.

Comment on impact All students could do this. It worked powerfully as it was developing oral work across the whole school. Having one whole school focus for observations ensured the initiative – small as it was – became quickly and very effectively embedded into the school. All staff now talk about ‘putting some proximal into the lesson’. Staff share proximal activities that work particularly well. New staff observe lessons to see proximal work in action as it is such a key feature of the way staff teach. As a development it cost almost nothing and had a major impact. For boys (and reluctant writers) it enabled action first and writing second – it gave even weaker students things to say. Working in pairs and not small groups meant no student could ‘hide’ and opt out. All had to be engaged in the task.

The quality of speaking skills improved very significantly in a very short time across the age, gender and ability range.

High leverage in improving teaching and learning.

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Praise postcards/ Birthday Cards Description When a pupil has done a piece of work that demonstrates improvement or merit, a teacher fills in the details on a school postcard which the headteacher signs and posts to the parents.

These are timed to arrive at the weekend so that the family can receive them together. One school also sends a birthday card to all its Year 7 pupils as a way of making them feel part of the school community.

Comment on impact The use of these praise postcards has done a great deal to raise the self esteem of many pupils. Parents and carers have very much enjoyed receiving them and some have commented that when they previously received communications from the school they always expected them to be bad news. Staff have found the cards very easy to complete as the format is already established.

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Key Stage 3 Description A school decided to focus on Key Stage 3 where among other things there is a need to help youngsters in early adolescence not to get distracted by issues external to the school and their own learning. (Two of the problems of this age group is that they find ‘deferred gratification’ difficult and can’t bear to be revealed as anything other than expert in front of their peer group.)

The school decided to change the school day. They introduced a Day Sheet for Key Stage 3 – with columns for behaviour, homework, punctuality and equipment – to each class. Registration/Tutorial was moved to the end of the day so the tutor could feed back at the end of the day – with positive and (privately) negative points so each youngster is likely to start with a clean sheet and a better attitude the next day.

Comment on impact All Key Stage 3 teachers had debated and agreed the scheme. The leader of the Key Stage monitored the outcomes and fed back information at their half-termly meetings where ‘at risk’ pupils were identified and steps taken to improve these pupils’ ‘resilience’. This helped to establish the base line of ‘all staff singing from the same song sheet’ – i.e. the elusive issue of consistency.

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Alternative Curriculum in Years 10 and 11 Description The group includes students with statements and students with poor motivation and/or behaviour. The group is taught mainly by senior staff and has a full-time LSA attached to it.

Students in Year 9 are selected for a special programme in Years 10 and 11 which provides a reduced GCSE programme i.e. English, Maths, Science, Drama or Dance or Art, P.E. In addition, they follow a course of Citizenship, Personal Development and Careers. They also take the Duke of Edinburgh Bronze Award which involves producing a CD of their own making in the Music Technology Suite.

Another school runs a Vocational Access Programme for a group of pupils in KS4 using a mixture of teaching and support staff. All students are entered for the Certificate of Achievement in English and most for GCSE Maths and English as well as a range of vocational awards and ASDAN. Comment on impact These programmes have led to increased enthusiasm, enjoyment and self-esteem with very high attendance and no drop-outs. The students have also been successful in a range of awards including Duke of Edinburgh, ASDAN and GCSEs.

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Everyone reads in school Description A secondary school decided as part of its whole school language policy that everybody in the school should read at afternoon registration (10 minutes). This means that all pupils and staff have to read. There are no exceptions to this policy which involves all staff.

The school library staff provide essential support where required.

Comment on Impact Aside from the long term benefits in improving reading it has had an immediate impact in providing a calm start to the afternoon.

Because every individual in the school is involved, it demonstrates the high value the school places on reading. The class are always very interested in what the form tutor is reading and the form tutor gets an insight into the literary tastes of the class. When pupils are reading the same book this can lead to ‘book club’ discussions.

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Student Supervisors Description The school already employed a range of teaching assistants and learning mentors. They decided also to recruit adults from the local community on a part time basis, to act as student supervisors to patrol the school corridors, ensure pupils get to lessons punctually and are in lessons, and generally assist movement around the school. They wear distinctive red coats and now are a real part of the school community valued by everybody.

Comment on impact Although they were originally introduced to improve punctuality to school and lessons the school did not anticipate the success of the idea or its growing importance to school life. The ‘butterfly’ effect has worked really well in that their role has expanded in helping to promote a climate where young people are nurtured in a healthy and positive environment. They are now an integral part of an overall student support team, managed by an Assistant Head, able to link positively to the community which the school serves and respond quickly to student needs.

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Forward Thinking It is especially important to be forward looking in the context of education. Oddly enough we often focus on preparatory knowledge i.e. past knowledge. The crucial words to keep in mind are those which point ahead: expectation, hope, intention… Schools are institutions in which the work is directed to the future – they should have no place for someone who is pessimistic about it.

Bodil Jönsson Ten thoughts about Time (2003)

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Bibliography Ayers, William

To Teach: The Journey of a Teacher Teachers College Press New York 1993.

Brighouse, Tim and Woods, David

How to improve your school Routledge 1999

Connolly, K.J.

In praise of difference 1999. Developmental Medicine & Child Neurology 35, 11, 941-943

Fried, Robert

The Passionate Teacher. A Practical Guide.

Beacon Press Boston 2002

Fullan, Michael

Changing Forces with a Vengeance.

Jossey Bass 2003

Gardner, Howard

The Unschooled Mind: How Children Think and How Schools Should Teach.

Basic Books 1993

Ginott, Dr Haim G

Teacher and Child: A Book for Parents and Teachers. Scribner Page Fiction 1993

Gladwell, Malcolm

The Tipping Point: How Little Things can make a Big Difference. Little, Brown 2000

Jenkins Gunn, Evelyn from Evidence Submitted to The National Commission on Teaching and America’s Future. New York 1996 Handy, Charles

The Empty Raincoat. Making Sense of The Future. Randon House Business Books 1995

Handy, Charles

Inside Organisations. 21 ideas for Managers.

Penguin Business 1999

Jonsson, Bodil

Ten Thoughts about Time: A Philosophical Enquiry. Constable and Robinson 2003

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Kao, John

Jamming. The Art and Discipline of Business Creativity. Harper Business 1996

Little, Judith Warren

The Power of Organisational Setting National Institute of Education, Washington 1981

Malaguzzi, Loris

No Way. The Hundred is There (Evans. from Invece il cento c’e. Greenwich Connecticut.

Ablex Publications

Shaw, George Bernard Man and Superman 1903

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Index Quotations A good school

Judith Warren Little

51

A Teacher’s Inspiration

Evelyn Jenkins Gunn

24

Forward Thinking

Bodil Jönsson

89

In Praise of Difference

Connolly, K.J.

62

Leadership

Michael Fullan

37

My Ideal School

Competition entry

69

One hundred

Loris Malaguzzi

72

Organisational Success

Charles Handy

31

Pedagogy

Howard Gardner

56

Teaching

William Ayers

18

The Passionate Teacher

Robert Fried

41

The Teacher

Haim Ginott

45

Stars and Battles

Pauline Lyseight Jones

80

Butterflies Action Research

53

Alternative Curriculum in Years 10 and 11

86

Appointing New Teachers

44

Appreciative Inquiry

57

Art across the school: Music too

60

A staffroom teaching and learning noticeboard

32

A weekend in Paris – the way to improve exam results

25

Celebration of success

23

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Coursework

19

Dance Partnerships

26

Department meetings in secondary schools

52

Distributed Leadership

36

Employing Meal Time Supervisors all Morning

29

Everyone reads in school

87

Extending pupils’ vocabulary

78

Improved communication between governors and staff

38

How Headteachers know all their pupils

58

Key Stage 3

85

Learning Environment

70

Learning Mentors working in feeder primaries one day a week

27

Learning through Action Research and Case Studies

55

Lunch Time Arrangements

30

Making the School Personal

81

Making Walls Talk

68

Matriculation Assemblies and AGMs

73

Mobile Phones

28

Mock Exam Results Day – a rehearsal for the real thing

21

Movement Round the School

35

Music – the Essential Ingredient of the Successful School

65

Noticing Children: Overcoming the invisible child

71

Personal tutoring

17

Praise postcards/Birthday Cards

84

Prefects

76

Preparing for public examinations

22

Private Tutors – for all pupils

77

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Proximal Learning

83

Pupil Awards for Staff!

75

‘Quid for a Quote’ – a cost-effective way of improving the environment

66

Review Meetings

54

Revision Classes for Parents and students

20

Rewarding and Incentivising Pupils – The Study Grant Scheme

82

School butterfly collections

47

School Self-Evaluation

46

Shared Observations

50

Sharing Good Practice

48

Singing from the ‘same song sheet’: The Seating Plan

64

Starting the Day Well

63

Student Supervisors

88

Subject Teachers and their Subject Association

42

Supervising the Sixth Form Common Room

33

Teachers teaching teachers

43

Teams For Success: Pupils competing together for exam success

79

Thinking Skills

49

Topping up a School Staff’s ‘Intellectual Capacity’ and Keeping a Lively Focus on Teaching and Learning

40

Transforming attitudes towards achievement

13

Using data to raise attainment

15

Using High Achievers to reinforce a culture

16

What’s in a Name? A lot when it comes to naming forms

61

Work shadowing key posts in the school

39

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You can download this publication or order copies online at: www.teachernet.gov.uk/publications Search using ref: 1924-2005DOC-EN Copies of this publication can also be obtained from: DfES Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 email: dfes@prolog.uk.com Please quote ref: 1924-2005DOC-EN ISBN: 1-84478-593-9 PPSTERL/D35/1105/53 Š Crown copyright 2005 Produced by the Department for Education and Skills. Extracts from this document may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged.