Here is the context. New to the role, new to Academies, a single conversation with rapid school improvement consultant Tony Stephens and half a term in. Forming, storming, norming done (at least I believe so), next steps performing.
The Ofsted report ‘Twelve outstanding secondary schools, excelling against the odds,‘ seems a good place to start. Having defined the characteristics of outstanding secondary schools in challenging circumstances, you will not be surprised by my summary of the report; attention to the quality of teaching and learning, the assessment and tracking of students progress, target setting, support and intervention, attracting teachers and growing leaders.
- attention to the quality of teaching and learning
- the assessment and tracking of students progress, target setting,
- support and intervention (keywords; early, focused, targeted)
- attracting teachers and growing leaders
This summative guidance provides a clear signpost towards outstanding but is the follow-up paragraph that makes all the difference.
It is important to stress that the success of these schools is due not simply to what they do but the fact that it is rigorously distilled and applied good practice, cleverly selected and modified to fit the needs of the school.
If we put the first bullet on hold for a second, this half term has seen the introduction of a revised timetable and new MIS (iSAMS). Data collection systems have been published, and followed up. Our final data collection this term (Y11) resulted in a 93% return for long reports. The remaining 7% accounted for one dept who were working through their timetable difficulties. Only one colleague had outstanding reports at the deadline. The impact is that we will be able provide Senior Heads of Curriculum (SHoC) with a data summary and progress measures before the start of the new term. Furthermore, with reports and current grades data collection based on rigorous assessment (mocks), we believe the data has real integrity. Targets are formalised with more than one ‘Prior Attainment’ target model available for comparison. The key impact here, is that we are building a series of data collections from which we can assess and monitor student progress (albeit ‘most likely final grade.’ MLFG – Under reviewed for 2013-14). Finally, with the data ported to 4Matrix, we can provide subject and class summaries for SHoC, investigate whole school data trends and direct focused, targeted intervention. We have Y11, Y10 and Y9 going into the system next week, including a set of new student photographs (Smile Yellow – experienced and fast service. Minimal disruption to classes. 8 mins per group. No cost to school. Highly recommended.)
Typically procedural or building capacity, the tasks completed this term have been to a large extent behind the scenes. Getting the data out of the previous MIS, making both usable and available has been the focus, then it was about ensuring the data had integrity (that is, both accurate and reliable). Formalising meeting procedures / agenda, sharing minutes and connecting line meetings is almost part completed (tool of choice Microsoft Onenote). I must admit I am looking forward to getting back to the first bullet, teaching and learning, not that it has been ignored; meetings with our NQT group, Triptico Plus for whole school deployment (now with cloud storage), developing the literacy policy, writing and testing the Learning Objective rubric (more on than soon), writing the Able Gifted and Talented coordinator job description, promoting the excellent practice at the Academy through website posts (13+ articles), three paired SHoC learning walks, 12 learning walks, 3 lesson observations, writing the Library and Accelerated Reader plan, rationalising the systems for trips and visit and staff absences, introduced the 5 Minute Lesson Plan and most importantly, supporting key staff moving from grade 4/3 or 3/4 to 2.
In place, to underpin the teaching and learning focus, is the data. Using data for learning to promote lines of enquiry and active teaching research will form an integral part of our CPD, dovetailing with Microsoft’s Partners in Learning. This terms hard work will not be put to one-side, next half term, the first three bullets will frame Senior Heads of Curriculum and Department meetings and the fourth, provide a conversation point for line management meetings and SLT conversations. Recruitment is so important for The Wellington Academy. If you are interested in ‘Changing lives…’ do let me know.
Moving in the right direction.
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