• It all starts with the top tie - £20k for new blazers and ties every year.
• Alt Education programme
• NEET16-1in4 in prison and1in7dead by 25
• Slide 7!!! Things to improve in T and L
• Formed a Leading Learning Team - intervened with poor departments
• Key strategy is to get everybody to good - this is the key to improvement.
• Next steps - Chartered Teaching Programme: Incyte validation and got professional accreditation (1/3 of a Masters Degree from York St John University), closer primary links - what are the levels at Year 7 the students are coming in on? Are they accurate? Learning Walks with Year 7 by Primary Heads to see if we are stretching the students. Shared external reviews with local schools by
• Funky Friday - invite primary students to the school in the afternoon for six week block placements to ease transition.
• Modern Baccalaureate - to avoid thresholdism - • Smart asses - on line portfolio creation. Real Smart.
• Oliver Caviglioli - Visualising Teaching, How2s - New Model Learning
• Consultants worked for three weeks with ASTs and staff - process of visual learning - 40% to 74% good our better.
• John Hattie 'Visible Learning', Marzano, Geoff Petty - 'Evidence Based Teaching' • Hay research - school systems cannot exceed quality of teachers. • ''if you cannot draw it, it is less likely to happen' - move from abstract to actual. Simplicity and clarity.
• Business examples of infographics - Honeywell, How To Work A Room - diagrams good compared to video which run in real time. Diagrams capture successive moments of now and avoid problems of losing attention. • Danger of coaching is recycling of old ideas.
• Training happens when training days end.
• Videos and observations require a member of staff to have to have the right antennae to decode the lesson though!
• Teachers should see each other before a lesson and talk through the aspects of the lesson they will see - coaching role.
• Difficult conversations - sit side by side not across.

Cross Phase Work - Lesley Kirby, RPA

• SSCo utilised
• Sports ambassadors run the primary sports days
• Website hyperlinks between the schools to show collaborative work.
• Trained ambassadors to meet and greet.
• Friendship Days - after Offer Day all invited 4-5.30 and do activities.
• Invite parents to the day. • Run Year 4 days.
• Projects - did public speaking with St Paul school, Year 10 trained and then they ran public speaking with primary students.
• Creative Champions Raising Standards in T and L - CCA
• T and L info from subject reviews, all depts.
• Learning walks
• Lesson obs
• Staff ragged 1, high 2, mid 2' low 2
• What to do with data? Target 3 and low 2
• KAF - Key areas of focus - identified 10 areas of weaknesses across the academy and created 10 workshops of 3 hours a term. Run by 1/2 teachers and QAd by SLT link. Staff allocated based on lesson obs targets.
• Triumverate - peer observation scheme, Lead Colleagues run a triad - trained on Ofsted framework. Lessons filmed - all voluntary. 10 hours CPD
• 3 to 2 scheme - to target consistent 2s. Identified 26 staff. Work with a small cohort of trainers - the staff have to agree with it - a six week scheme.
• 3/4precapabilityintensivecoachingbyVP. 

Student Learning Forum - MTA

• Meeting chaired by member of staff who feeds back to the SLT
• 4 students from each group, sold it to other students in assemblies.
• Now 35 students, called Learning Ambassadors
• Agenda sent out two weeks before each termly meeting.
• All members given book to bring ideas.
• Group subdivides and brainstorms ideas and have group plenaries.
• Meetings initially led by guest speakers
• Positive comments made about teachers are shared with staff, negative ones are not written in the minutes.
• Actions are implemented where possible, students may meet with other staff members as a follow up.
• Have topics the SLT want feedback on e.g. Honours, target cards, reporting etc, starters and plenaries. Discussed which teachers/subjects have best practice in different areas.
• Reports have changed as a result, had an assembly about how targets are devised,
students now on staff interviews, lead CPD on starters and plenaries.

Assessment for Learning - Paul, RPA
• Teaching and Learning Communities
• Dylan William package
• Hinge questions - every 16-18 minutes need one. • Afl groups mixed.
Jim Smith, Cleveland School, Bristol
• Leaders leave leaders • Why do we fail? Don't know what to do, how to do it, do not have permission or are
afraid. • Easy to miss something you are not looking for, evaluate yourself or your school from a
different point of view. • Will Ryan 'Inspirational Leadership' curriculum should be to uncover learning not cover
learning.
• We need to make others do more and is to do less. Have the students engaged and been inspired to do more in depts that work hard. Do less to get more.
• Low access, high challenge questions e.g. What colour are you in terms of leadership? • What would Derren Brown do in a Maths lesson? • Blanchard - Unleashing the potential. • In search of a common chorus - World of Science Festival, people instinctively know
what to do, don't necessarily need to be told how. Compare to Adam • Fullan - need 10x the amount of time to embed and celebrate rather than innovate. • Simon Sinek - lead with the question of why? Not the how and what. • CSPD - continuing SELF professional development. • Data - measure what you value, value what you measure. • Talent management not performance management, don't set boring tasks that are simply
people doing their jobs! • Staff get set one 'big hairy audacious goals' - e.g. World's longest pasta, human mosaic • Nolan's Cheddar - Worth the Risk • Lesson observation - conversations before the lesson, what do you want the learners to
make, which five students are you targeting, summary discussions - what part of lesson
did most sig. learning take place etc • Meetings - do we meet at the right time? Move meetings to different places. Hold
meetings in different rooms and the teacher spends 2 minutes talking about their learning. Use for TLL meetings? School has no structured meetings - down to professionalism but are held to account fir results. do starters, teach meet - google. Can spend 1,3,5 minutes presenting
• 5 things that will stop progress by 10am, 5 things that will promote it. • 10 B410 - things to do to improve they school • Structure debate - Keep, Grow, Change • What is the worse thing somebody could say about you and still be truthful? Good
interview question. • Priory School - all SLT teach Maths • Lazy leadership - others matter, key is to find first followers, new followers emulate the
first followers not the leader. • If not me, who? If not now, when?
Implications of the new Ofsted framework
• RAISE changing • 150 pilots taken place • 25% of first 56 inspections pilots were outstanding • Implementation January 2012, published September 2011 • Four key areas: pupil achievement, teaching, behaviour and safety, leadership and
management • More attention on attainment and rates of progress • SEF submitted to inspectors in school's choice • Satisfactory schools - three years, outstanding schools data analysis, good schools
every five years. • More emphasis on behaviour and speaking to victims of bullying. • Four main judgments and overall effectiveness + SMSC • Quality of teaching on impact on learning is key. New focus on reading, literacy and
mathematics. Literacy across the curriculum will be important. • Narrowing the gap between groups of learners. • Progress - VA rather than CVA.
Achievement
• separatejudgementforSEND,noseparatejudgementonattainmentundernew framework. Allows low attaining schools to be outstanding. Key driver will be progress not attainment in literacy and mathematics
• Inadequate achievement grading - consistently below average, little sign of improvement, wide gaps in groups, SEND underachieving. Key will be lack of differentiation.
Teaching
• Greater focus on literacy skills • Key is impact on learning and increased focus on impact of teaching over time not just
when lessons are observed. • All judgements are linked to learning. • Mini plenaries - OK but only if learners showing what they have done, teachers telling
students what they have learned is 4 grading. • No cut off %s for teaching and learning, cannot aggregate lessons seen in inspections
because they target specific areas that may not be representative of
Behaviour and safety
• More focus on asking more pointed questions of students about how behaviour is over time not just on those two days of the inspection.
• Behaviour in the classroom and attitude to learning • Behaviour around then school • Attendance and punctuality • Views of parents, pupils and staff. Greater emphasis on parental views and staff
regarding behaviour. • Lack of engagement checked, lack of respect etc, will watch visiting speakers etc • Bullying - is it being managed. • Attendance - groups will be looked at, year groups are groups. If attendance is
inadequate then behaviour will be graded the same.
Leadership and Management
• Leadership at all levels, ambitious vision, managing teaching and learning (used to be ambition and drive and management of teaching and learning,
• Capacity amalgamated within leadership and management, in pilot lack of capacity grading meant that schools went to special measure not notice to improve • Value for money and safeguarding within the leadership and management
• CPD improving learning. • Managing performance by tackling areas of underperformance in quality of teaching and
learning. Will expect to see capability proceedings in areas of underperformance. • Equal opportunities • Curriculum - not a stand alone, • Promoting partnerships • Outstanding - unlimited vision, pursuit of excellence, drive improvement for all groups
sustained. • Inadequate - if not secured improvements since last inspection. Not taking effective steps
to improve better teaching, only fragile improvements. Inadequate safeguarding. • Need to show improvements in teaching and learning over time
Overall effectiveness
• The 4 judgements and probably SMSC. • Inadequate - if any of major judgements are inadequate (and by implication if attendance
and safeguarding are inadequate) • Good - good teaching, achievement at least good or rapidly improving, behaviour at least
satisfactory, good SMSC. • Framework pilots led to the same grades for all judgements,
Resident Ofsted trainer - contact ZG for more information