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Designing an impact curriculum | Building a whole school vision | Richard Spencer, Cambridge Meridian Academies Trust
The document outlines a comprehensive vision for impactful teaching and learning in schools, emphasizing collaboration, quality assurance, and tailored professional development. It advocates for inclusive consultations involving teachers, governors, and parents to shape educational goals and ensure effective evaluation of teaching quality. A growth mindset is encouraged, alongside the implementation of clear expectations and strategies that apply directly in the classroom to improve educational outcomes.
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Designing an impact curriculum | Building a whole school vision | Richard Spencer, Cambridge Meridian Academies Trust
- 1. Imagining Impact -Building a whole school vision for Impactful Teaching and Learning Richard Spencer CMAT Vice Principal Teaching and Learning
- 2. Vision Where doyou want to get to? Success criteria Lead a working party to shape direction. Consult! Frame, design and lend high prominence to a message worth sharing Values Condense the essentials to suit your context. Be clear! Measure what you value – quality assurance Take colleagues and stakeholders with you – give them a voice Impact Teachers, governors and parents agree on what great T&L looks like The framework and procedures for evaluating the quality of T&L are clear CPD is relevant and bespoke. Achievement andhe quality of teaching and learning is improving
- 3. Vision Where doyou want to get to? Success criteria Lead a working party to shape direction. Consult! Frame, design and lend high prominence to a message worth sharing Values Condense the essentials to suit your context. Be clear! Measure what you value – quality assurance Take colleagues and stakeholders with you – give them a voice Impact Teachers, governors and parents agree on what great T&L looks like The framework and procedures for evaluating the quality of T&L are clear CPD is relevant and bespoke. Achievement andhe quality of teaching and learning is improving Context is always a factor (despite what DfE may claim!) in seeking to achieve our aims. Demographics, finances, recruitment challenges and sometimes the quality of the leadership around us can all seem insurmountable at times. Regardless of these factors, schools with a growth Mindset can frame a vibrant vision for excellent Teaching and Learning in your own context.
- 4. It is clearthat we should be investing in opportunities for collaborative planning and teaching that provides rich feedback and a focus upon meta- cognitive strategies. A vision for Teaching and Learning should be evidence based and rely upon emphasising the strategies that work best in your context.
- 5. Vision Where do youwant to get to? Success criteria Impact Teachers, governors and parents agree on what great T&L looks like Transparency – being clear, open and consultative about what matters and what you want to achieve!
- 6. The Highfield Lesson definedseven core expectations of all lessons at The Highfield School to ensure that the consistency and quality we sought to move teaching and achievement from RI to Good. Much teaching is Good or Outstanding and continues to improve due to the excellent guidance and support that teachers receive – Ofsted 2013
- 7. Vision Frame, design and lendhigh prominence to a message worth sharing Shared widely with the school, local networks and the online communities, the Impington Experience grew the reputation of the school and others introduced similar measures.
- 8. Vision Lead a working partyto shape direction. Consult! Stamford Welland Academy T&L working party planning the ‘Stamford Welland Way’ vision framework – January 2015 The quality of teaching has not been sufficiently consistent in a number of subjects – Ofsted January 2015
- 9. The process ofestablishing an agreed vision should involve all staff, governors and possibly parents. Let them help shape and draft the vision. Mindful of Teacher Standards and Ofsted, build your quality assurance and CPD around these shared values. Values Condense the essentials to suit your context. Be clear! Measure what you value – quality assurance
- 11. What should itmean in terms of students and behaviour for learning? The Highfield Lesson format was used to develop clear expectations around conduct and discipline. It featured in planners and was displayed prominently. Students’ attitude to learning is good and inspectors saw no examples of any disruptive behaviour – Ofsted 2013
- 12. We need youto be… • Safe and aware • Tolerant and kind • Respectful • Admiring of excellent work • Understanding of particular needs and differences. • Great and patient listeners. As well as providing a framework for teaching, ‘The Impington Experience’ was on the front of all student planners and a great deal of work was done to break down how each of the areas required excellent learning behaviours…
- 13. Teachers are extremelygood at checking student progress over time. Marking has improved significantly since the last inspection. The use of the 'medal and mission' system in 2012 involved the recognition of good work and identification of how students can improve – Ofsted 2013 Placing dialogue marking at the heart of your vision for improved assessment. Giving teachers and student common tools to enable them. This was the ‘medal and mission’ marking stamp issued to all staff at Highfield in 2012.
- 14. The ‘IMP’ stamp(2014) was given to all staff and enabled green pen responses from students. The box size limited the length of responses to keep them insightful and mindful of work load/expectations… The ‘Stamford Welland Way’ (2015) stamp places a stronger emphasis upon students acting directly upon the ‘What’s next?’ command. Purple or Pink pens are being used at SWA…
- 16. My Year 7English book – Chesterfield 1990
- 17. Within the context ofa school that Required Improvement – The Highfield Lesson was a means of quality assurance. It provided staff with a clear formula of the ‘basics’. Consistency
- 18. Quality Assurance. At TheHighfield School we tracked the quality of delivery in each of these areas through our learning walks and directed CPD to identified areas for development. Teaching is improving because of a robust, but supportive, approach to staff development – Ofsted 2013
- 19. In 2014 wemoved away from lesson grading at Impington. Instead we identified whether teaching was in line with the ‘Impington Experience’ or not.
- 20. Each of theseven areas within the Impington Experience were evaluated and judged. This enabled us to direct CPD at a more specific level and identify whole school strengths and areas for development.
- 21. At Stamford Welland,the ‘Stamford Welland Way’ is informing a carefully negotiated new system of quality assurance in the light of some suspicion and hostility to old systems from previous sponsor. It is about a fresh, agreed start…
- 22. Evolving CPD. Fromthe done to and the out of the date, to the a collaborative and bespoke experience.
- 23. Detailed and pre-planned programme of CPDat different levels. Some ‘core’, some ‘bespoke’
- 24. Using the framework to informquality and bespoke CPD… Teachers use questioning well to check students’ understanding in their subjects – Ofsted 2013
- 25. The impact ofyour vision will only be felt in the classroom if there are practical applications – real strategies. A poster is not enough! Teachers are extremely good at checking students’ progress over time – Ofsted 2013
- 26. Make your expectations clear– what do you want to the non-negotiables to be in your school? Staff are unanimous about the positive way they are held to account and the support they receive to improve – Ofsted 2013
- 27. The Highfield School 5 A*-C(EM) % Teaching Good or better… Ofsted grade (or SEF grade) for Teaching August 2010 56% 56% Requires Improvement August 2012 61% 75% Requires Improvement August 2013 69% 85% Good (Outstanding L&M) Impington Village College 5 A*-C (EM) % Teaching Good or better… Ofsted grade (or SEF grade) for Teaching August 2012 56% 65% Good December 2013 72% 75% Good December 2014 69% 85% Good (moving to Outstanding) Impact CPD is relevant and bespoke. Achievement and the quality of teaching and learning is improving
- 28. Establish a cultureof research and development. Staff book groups, Teaching and Learning communities, R+D groups. Encourage staff to engage with subject associations…
- 29. A vibrant andtidy learning environment, with displays contributing to learning featured explicitly in the Impington Experience and the classroom environment certainly improved as a result.
- 30. Teachers will engageand contribute to professional development within a culture that they feel some ownership of and one in which ‘Outstanding’ is not used as a destination or as a ‘badge’ ‘Every teacher needs to improve, not because they are not good enough, but because they can be even better’ Dylan William
- 31. Vision Where doyou want to get to? Success criteria Lead a working party to shape direction. Consult! Frame, design and lend high prominence to a message worth sharing Values Condense the essentials to suit your context. Be clear! Measure what you value – quality assurance Take colleagues and stakeholders with you – give them a voice Impact Teachers, governors and parents agree on what great T&L looks like The framework and procedures for evaluating the quality of T&L are clear CPD is relevant and bespoke. Achievement andhe quality of teaching and learning is improving
- 32. Establishing a visionis about framing a new perspective on existing knowledge and skills. Inspiring teachers and students afresh with the possible, reminding them of the essentials and allowing us to measure what we value as an organisation. Bringing things into fresh perspective…