▪
Resource 1: Pre-event tasks
Please come to the event having undertaken the following
Familiarisation
▪ Familiarise yourself with the contents of the participant resource pack and slide deck
▪ Listen to the headteacher presentation and take notes on the key messages about teaching, curriculum and assessment, and additional and special educational needs
Richard Middlebrook, Executive headteacher, Alsager and Brine Multi Academy Trust https://youtu.be/miBg2IvwmRM
▪ Read the specified pages/summaries in the research literature (see below) and make notes on the key points raised and any implications for practice. Please ensure that you have the identified pages/summaries of research available with you on the day, electronically or as paper copies.
Prepare
▪ Bring a copy of your reflective task from the Leading Culture and Ethos online course
▪ Have available copies of your leadership development record (LDR) cycles 2 and 3.
Teaching
Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. Durham University, Executive summary pages 1–5. http://bit.ly/2OvmvKO
Education Endowment Foundation (2017). Metacognition and self-regulated learning guidance report, Summary of recommendations https://educationendowmentfoundation.org.uk/education-evidence/guidancereports/metacognition
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36, pages 12–20 https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
Curriculum and assessment
Deans for Impact (2015). The science of learning, download PDF pages 3–8. https://deansforimpact.org/resources/the-science-of-learning/
Education Endowment Foundation (2018). Toolkit: Feedback, download PDF pages 1–3 https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/feedback/
Education Endowment Foundation (2018). Toolkit: Mastery approaches, download PDF pages 1–4. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/masterylearning/
Additional and special educational needs and disabilities
Building adaptive expertise to improve outcomes for learners with SEND, Sophie Dickin and Amelie Thompson, published on May 9, 2023
https://my.chartered.college/impact_article/building-adaptive-expertise-to-improve-outcomes-for-learnerswith-send/
Education Endowment Foundation (2018). Toolkit: Within-class attainment grouping, download PDF pages 1–5. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/within-classattainment-grouping/
Education Endowment Foundation (2020). Special educational needs in mainstream schools, Summary of recommendations. https://educationendowmentfoundation.org.uk/education-evidence/guidancereports/send
Resource 2: ‘Learn that’ and ‘learn how to’ statements addressed in the session
Teaching
Learn that Learn how to
2.6 Prior knowledge plays an important role in how pupils learn; committing some key facts to their long-term memory is likely to help pupils learn more complex ideas.
2.13 Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.
2.14 Effective teachers introduce new material insteps, explicitly linking new ideas to what has been previously studied and learned.
2.15 Modelling helps pupils understand new processes and ideas; good models make abstract ideas concrete and accessible.
2.16 Guides, scaffolds and worked examples can help pupils apply new ideas, but should be gradually removed as pupil expertise increases.
2.17 Explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success.
2.18 Questioning is an essential tool for teachers; questions can be used for many purposes, including to check pupils’ prior knowledge, assess understanding and break down problems.
2.19 High-quality classroom discussion can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary.
2a Leading staff who are responsible for curriculum design to plan for the teaching of foundational knowledge, the removal of scaffolding as pupils achieve high degrees of success, and the practice of applying new knowledge and skills.
2b Working with senior leaders and subject leads to make sure that staff have access to examples and support on how to break tasks down into constituent components when first setting up independent practice.
2c Ensuring curriculum plans include retrieval and spaced practice to build automatic recall of important knowledge and interleaving of concrete and abstract examples.
Curriculum and assessment
Learn that Learn how to
3.5 Ensuring pupils master foundational concepts and knowledge before moving on is likely to build pupils’ confidence and help them succeed.
3.6 Anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable.
3.7 Explicitly teaching pupils the knowledge and skills they need to succeed within particular subject areas is beneficial.
3.8 In order for pupils to think critically, they must have a secure understanding of knowledge within the subject area they are being asked to think critically about.
3.9 In all subject areas, pupils learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing teaching to facilitate this process is important.
3.10 Pupils are likely to struggle to transfer what has been learnt in one discipline to a new or unfamiliar context.
3.17 High-quality feedback can be written or verbal; it is likely to be accurate and clear, encourage further effort, and provide specific guidance on how to improve.
3.18 Over time, feedback should support pupils to monitor and regulate their own learning.
3b Advising staff on how to ensure pupils’ thinking is focused on these key concepts, knowledge and skills, and that these concepts are revisited multiple times.
Additional and special educational needs and disabilities
Learn that Learn how to
5.2 The SEND Code of Practice sets out four areas of need (communication and interaction; cognition and learning; social, emotional and mental health difficulties; and physical and/or sensory needs). Considering these primary needs is a useful first step, but a more detailed understanding of an individual pupil is required for action to be beneficial.
5.3 Pupils with special educational needs or disabilities are likely to require additional or adapted support; working closely with colleagues, families and pupils to understand barriers and identify effective strategies is essential.
5.4 Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success.
5.7 Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils.
5.8 Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low attaining pupils.
5e Making it clear to staff that any adaptations to lessons for pupils should only be made whilst maintaining high expectations for all, so that all pupils can experience success.
5h Providing opportunities for colleagues to share effective approaches for intervening in lessons with individuals and small groups rather than planning different lessons for different groups of pupils or taking pupils out of classrooms for interventions during lessons.
5i Offering guidance on how to maintain high expectations for all groups, and ensuring all pupils have access to a rich curriculum.
5j Setting clear expectations for senior and subject leaders across the school that any groups based on attainment should be subject specific, and that pupils must not have the perception that these groups are fixed.
Resource 3: Check-in on leadership learning and practice
Use this sheet to capture your thoughts/comments to support your feedback to colleagues.
Your leadership learning
Specify which content areas and learn that and/or learn how to statements have moved your understanding on.
Which research has had the most impact on your learning and leadership and why?
(Use your understanding identified at the end of Leading Culture and Ethos Course 1 )
How have you applied your understanding and what impact has it had on
a) your leadership?
b) school practice?
What behaviours have you demonstrated and how have these had an impact on your leadership?
Refer to your LDR review where you have considered 2–3 behaviours and resource 8.
What areas from Culture and Ethos do you need to continue to work on/develop?
How will you address these? Revisit your LDR review of the Culture and Ethos cycle to support this.
Resource 4: Group task
Task
You are the newly appointed headteacher of West Street Primary School. You are undertaking an analysis of the current provision of teaching, curriculum and assessment and how teachers are addressing inclusion.
From the monitoring you have undertaken (September 2023), the latest Ofsted report (March 2023) and external reports (May 2023) , undertake the following task
Work as a team to
Analyse the information you have and consider your learning from the research for each content area.
Outcome
Present a report to governors against each of the headings, identifying the problems and possible solutions, setting out the rationale for these and how they might be implemented. 10 minutes for presentation, 5 minutes for questions
Curriculum and assessment
Additional and special educational needs and disabilities
Resource 5: Teaching research and excerpts
Research
Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. Durham University: UK.
http://bit.ly/2OvmvKO
Education Endowment Foundation (2017). Metacognition and selfregulated learning guidance report.
https://educationendowmentfoundation.org.uk/educationevidence/guidance-reports/metacognition
Link to themes
Knowledge
Explanation
Questioning
Links to ‘learn that’ and ‘learn how to’ statements
2.6 Prior knowledge plays an important role in how pupils learn; committing some key facts to their long-term memory is likely to help pupils learn more complex ideas.
2.13 Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.
2.16 Guides, scaffolds and worked examples can help pupils apply new ideas, but should be gradually removed as pupil expertise increases.
2.18 Questioning is an essential tool for teachers; questions can be used for many purposes, including to check pupils’ prior knowledge, assess understanding and break down problems.
Metacognition
Pupil thinking
2.17 Explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success.
2.18 Questioning is an essential tool for teachers; questions can be used for many purposes,
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36, 12–20. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
Prior knowledge
Planning and preparation
Explanations
Modelling
including to check pupils’ prior knowledge, assess understanding and break down problems.
2.19 High-quality classroom discussion can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary.
2.6 Prior knowledge plays an important role in how pupils learn; committing some key facts to their long-term memory is likely to help pupils learn more complex ideas.
2.13 Worked examples that take pupils through each step of a new process are also likely to support pupils to learn.
2.14 Effective teachers introduce new material in steps, explicitly linking new ideas to what has been previously studied and learned.
2.15 Modelling helps pupils understand new processes and ideas; good models make abstract ideas concrete and accessible.
2a Leading staff who are responsible for curriculum design to plan for the teaching of foundational knowledge, the removal of scaffolding as pupils achieve high degrees of success, and the practice of applying new knowledge and skills.
2b Working with senior leaders and subject leads to make sure that staff have access to examples and support on how to break tasks down into constituent components when first setting up
independent practice.
2c Ensuring curriculum plans include retrieval and spaced practice to build automatic recall of important knowledge and interleaving of concrete and abstract examples.
Teaching excerpts
Ofsted Report March 2023 Since the previous inspection, leaders have worked with staff to improve pupils’ achievement in reading and writing. Pupils’ learning in these subjects is improving steadily. That said, not enough pupils gain the skills that they need to read fluently by the end of key stages 1 and 2. Previous weaknesses in the teaching of early reading have led to gaps in pupils’ learning. This also hinders the progress that some pupils make in other subjects. Leaders have made some improvements to the teaching of phonics. However, more needs to be done, particularly for those pupils who struggle with early reading. Currently, the support that they receive is not well structured, there is no clear plan in place for specific timetabled sessions based on individual pupils needs. As a result, these pupils do not develop their phonics knowledge well enough. Also, the books that these pupils read are often not well matched to their reading ability. As a result, they are falling further behind.
Pupils achieve less well than they should in mathematics. This is because teachers lack the strong subject knowledge they need to ensure that there are no gaps in pupils’ learning. Although leaders are now taking steps to address this, this work is at too early a stage to have had an impact. Leaders need to ensure that they improve more quickly the subject knowledge in mathematics of all staff so that pupils across the school achieve well.
Staff told us about how leaders have now prioritised much-needed training and better resourcing for every subject. Each subject now has a leader, they are more effective in core subjects. Teachers plan lessons which use a range of appropriate resources and activities to enable pupils to experience the whole of the national curriculum.
External School Improvement
Partner record of visit
May 2023
Reading books now more closely match the letter sounds that pupils know. Pupils who are not confident readers are receiving more effective, extra support from staff. This is helping them to catch up. Staff have received some training in the teaching of phonics, which has improved their planning and delivery.
Headteacher monitoring
September 2023
Teachers are developing their subject knowledge in mathematics because of the skilled support from the subject leader. Staff effectively plan work that develops pupils’ mathematical knowledge and skills. This includes all pupils, including pupils with SEND. The school has recently invested in a commercial scheme which provides a progressive structure for staff. Pupils do not learn enough in subjects such as history, geography and science. Not enough attention is given to their prior learning and ensuring that pupils remember more. Curriculum plans are not yet well-embedded and there is not consistency in the way that tasks are planned to ensure tasks are broken down into different components.
Staff use of modelling is inconsistent across school and as a result, pupils are not always clear about how to undertake the task or what their learning is.
Questioning is used well in some classrooms. Teachers use this to check prior knowledge, assess understanding and break down problems. Where this is most effective pupils are able to break down tasks and check in on their understanding. It is not consistent across school.
New material is not always introduced in steps and pupils do not always make the links between their prior learning. This is not developed well in history and geography and consequently pupils do not achieve as well in these subjects.
Metacognitive strategies are not adopted across school and are reliant on an individual teacher’s interest and expertise. In some classrooms pupils are not encouraged to be independent or do not have the toolkit to be able to do this successfully.
Staff now appear to have higher expectations of what pupils can achieve. They have received some training on how to develop pupils’ memory and now have a better understanding of how to use this to plan lessons, building on prior learning.
There has been some improvement in the way in which staff plan and introduce new concepts, especially in core subjects. Some staff are more confident in doing this in foundation subjects, but this remains inconsistent.
The introduction of metacognitive strategies remains a priority.
Staff are using questioning more effectively and consistently to check-in on understanding and some are using it well to establish prior learning. It is not used well to enable pupils to break down problems.
Staff in upper KS2 are trialling approaches to using discussion as a tool for enabling pupils to clarify their understanding and to extend their ideas.
Greater work with subject leaders is needed to plan for knowledge and its acquisition and how this applied in tasks. Additional support for leaders to ensure teachers have access to good quality examples on to how to break down tasks into component parts.
Resource 6: Curriculum and assessment research and excerpts
Research Link to themes Links to ‘learn that’ and ‘learn how to’ statements
Deans for Impact (2015). The science of learning. https://deansforimpact.org/resources/the-science-of-learning/ Coherent, sequenced curricula Secure subject knowledge
3.6 Anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable.
3.7 Explicitly teaching pupils the knowledge and skills they need to succeed within particular subject areas is beneficial.
3.8 In order for pupils to think critically, they must have a secure understanding of knowledge within the subject area they are being asked to think critically about.
3.9 In all subject areas, pupils learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing teaching to facilitate this process is important.
3.10 Pupils are likely to struggle to transfer what has been learnt in one discipline to a new or unfamiliar context.
3b Advising staff on how to ensure pupils’ thinking is focused on these key concepts, knowledge and skills, and that these concepts are revisited multiple times.
Education Endowment Foundation (2018). Toolkit: Feedback. https://educationendowmentfoundation.org.uk/evidencesummaries/teaching-learning-toolkit/feedback/
3.6 Anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable.
Education Endowment Foundation (2018). Toolkit: Mastery approaches. https://educationendowmentfoundation.org.uk/evidencesummaries/teaching-learning-toolkit/mastery-learning/
Coherent, sequenced curricula
Secure subject knowledge
3.17 High-quality feedback can be written or verbal; it is likely to be accurate and clear, encourage further effort, and provide specific guidance on how to improve.
3.18 Over time, feedback should support pupils to monitor and regulate their own learning.
3.5 Ensuring pupils master foundational concepts and knowledge before moving on is likely to build pupils’ confidence and help them succeed.
3.8 In order for pupils to think critically, they must have a secure understanding of knowledge within the subject area they are being asked to think critically about.
Teachers do not always check how well pupils are learning in some subjects. This means that they cannot make sure that the curriculum is helping pupils to learn more. It also makes it difficult for teachers to know if pupils have remembered what they have learned.
Leaders recently introduced plans to improve the curriculum, so that pupils learn more effectively in subjects outside of English and mathematics. However, these changes are yet to have a significant impact on pupils’ learning. There are strengths in computing. Careful and detailed curriculum planning means that this subject is taught in a sequence that helps pupils to learn more and remember more.
In some subjects, leaders and teachers do not plan pupils’ learning well enough. This means that pupils’ knowledge is not secure and does not provide a strong foundation for new learning. However, in computing, leaders’ curriculum plans provide a strong direction for pupils’ learning. This enables pupils to use their prior learning to understand new learning in computing. Leaders’ systems to check what pupils know and can do are at an early stage of development.
Curriculum and assessment excerpts
Ofsted Report, March 2023
External School Improvement Partner record of visit
May 2023
Leaders should ensure that the new curriculum is put in place for all subjects. The school should make sure that the curriculum takes into account opportunities for learning in the local area and gaps in pupils’ skills and life experiences.
In some subjects, pupils remember well what they have learned recently and further down the school. Some teaching regularly builds in opportunities to revisit previously learned work. However, this is not routinely the case in all subjects and classes. In some classes, pupils have less knowledge to build on in the future.
Teachers do not have a good understanding of how well pupils are developing their knowledge and understanding in history, geography and science. Leaders now need to ensure that the plans are implemented fully. They also need to ensure that teachers make regular checks on how well pupils are learning and building their knowledge in these subjects.
Pupils now achieve well in mathematics. The curriculum is well structured. This helps pupils to build on what they already know and can do. There is an effective planning structure which focuses on key concepts and allows for these to be revisited on different occasions.
Subjects are at various stages of development. Some changes were implemented earlier this year, following the inspection, but some have yet to be put in place. This means that pupils’ learning in foundation subjects is inconsistent.
Leaders are beginning to make changes to the way that history, geography and science are taught. Previously, there was often no clear link in lessons to what pupils had already learned in these subjects. Teachers often failed to check on how well pupils were learning and how much they understood.
The new programmes of learning for science, history and geography are well organised. They have clear end points for each year and are related to the programmes of study of the national curriculum. However, they do not take into account the local area or the life experiences of the school’s pupils.
The school has begun work on providing regular opportunities for pupils to recap skills, knowledge and understanding. Leaders need to ensure that teaching routinely enables pupils to commit their learning to long-term memory.
Leaders have worked with staff to put into place processes for checking how well pupils are learning and gaining knowledge. This information is being used more effectively to identify how well pupils are retaining knowledge and applying this to build on their learning. This is not consistent across all classes.
Headteacher monitoring September 2023
Leaders need to provide teachers and staff with clear guidance about what should be taught in each year group, in each subject and in what order. They need to ensure that teachers have a clear understanding of how the knowledge and skills that pupils acquire in one year supports future learning.
Leaders have worked with the early years staff to redesign the curriculum so that it is better sequenced for pupils and more links are made with learning in KS1. It is too early to measure the impact of this.
There are examples of where pupils receive high-quality feedback which moves their learning on effectively and ensures they make links between different concepts and knowledge, which they are able to apply and improve their work.
Feedback is not only dependent on marking and staff have had additional training on effective verbal feedback.
Leaders introduced curriculum plans in history, geography and science last year. These plans are organised so that pupils’ knowledge builds sequentially as they move through the school. Impact on pupils’ learning is unclear and appears to remain inconsistent across school.
Planning of the curriculum in other subjects does not provide teachers with enough detail to understand how the lessons they plan contribute to pupils’ long-term learning.
Staff have not yet clearly or consistently identified the likely misconceptions in the different subjects which is hindering how well they know pupils are gaining knowledge.
Pupils are not always able to use their knowledge to think critically, especially in the older classes. This relates to work on metacognitive strategies.
Leaders had reviewed the feedback policy with staff after the inspection and some feedback is of a high quality. Staff regularly mark books though this does not always identify misconceptions or provide clear guidance on how to improve.
Verbal feedback and the use of questioning has been a focus of training and staff are applying some of this. Some are more successful than others in giving effective feedback.
Resource 7: Additional and special educational needs and disabilities research and excerpts
Research Link to themes
Building adaptive expertise to improve outcomes for learners with SEND, Sophie Dickin and Amelie Thompson, published on May 9, 2023
https://my.chartered.college/impact_article/buildingadaptive-expertise-to-improve-outcomes-for-learners-withsend/
Education Endowment Foundation (2018). Toolkit: Withinclass attainment grouping.
https://educationendowmentfoundation.org.uk/evidencesummaries/teaching-learning-toolkit/within-classattainment-grouping/
to ‘learn that’ and ‘learn how to’ statements
5.2 The SEND Code of Practice sets out four areas of need (communication and interaction; cognition and learning; social, emotional and mental health difficulties; and physical and/or sensory needs). Considering these primary needs is a useful first step, but a more detailed understanding of an individual pupil is required for action to be beneficial.
5.3 Pupils with special educational needs or disabilities are likely to require additional or adapted support; working closely with colleagues, families and pupils to understand barriers and identify effective strategies is essential.
5.4 Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success.
5e Making it clear to staff that any adaptations to lessons for pupils should only be made whilst maintaining high expectations for all, so that all pupils can experience success.
5.8 Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low attaining pupils.
5h Providing opportunities for colleagues to share effective approaches
Education Endowment Foundation (2020). Special educational needs in mainstream schools. https://educationendowmentfoundation.org.uk/educationevidence/guidance-reports/send
for intervening in lessons with individuals and small groups rather than planning different lessons for different groups of pupils or taking pupils out of classrooms for interventions during lessons.
5i Offering guidance on how to maintain high expectations for all groups, and ensuring all pupils have access to a rich curriculum.
5j Setting clear expectations for senior and subject leaders across the school that any groups based on attainment should be subject specific, and that pupils must not have the perception that these groups are fixed.
5.7 Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils.
5.8 Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low attaining pupils.
5h Providing opportunities for colleagues to share effective approaches for intervening in lessons with individuals and small groups rather than planning different lessons for different groups of pupils or taking pupils out of classrooms for interventions during lessons.
5i Offering guidance on how to maintain high expectations for all groups, and ensuring all pupils have access to a rich curriculum.
Ofsted Report, March 2023
Additional and special educational needs and disabilities excerpts
Leaders do not make sure that all pupils succeed in their learning at the school. Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils do not achieve well. They do not catch up in their learning.
Not enough thought has gone into how to meet the needs of pupils who have attended previous schools. As a result, pupils do not learn the subject knowledge and skills they need in a coordinated way. Pupils often struggle to understand what they have been asked to do. This is also the case in the early years foundation stage.
The school does not effectively meet the needs of pupils with SEND. The leader for SEND knows the pupils’ needs and has strong records and support plans in place. However, in classrooms, inspectors did not see any of the required support strategies in use by staff, including in the early years.
External School Improvement
Partner record of visit
May 2023
Headteacher monitoring
September 2023
Leaders have now made sure that pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers. Teachers and teaching assistants have been given support in how to adapt resources and activities so that SEND pupils are beginning to make better progress to their classmates. The leader for SEND, with senior leaders, has begun to put in to place a school plan for disadvantaged pupils. This is to ensure that the barriers they face do not affect their ability to learn.
A high proportion of pupils start or leave the school at different points in the school year. Many of these pupils speak English as an additional language. Staff are now making careful assessments of new pupils as they start at the school. Where additional support is needed, this is more quickly identified and put into place. This supports pupils in settling in quickly and being able to start learning across all subjects. Pupils with special educational needs and/or disabilities (SEND) are receiving more specific support. Staff are increasingly adapting the curriculum where possible so that pupils with SEND can fully access what is being taught.
Some inconsistencies in practice are apparent across school, which means some pupils remain disadvantaged.
Work with parents of pupils with SEND appears to be effective and parents are supportive of the work school does in this area.
Parents of pupils with English as an additional language are not as well supported, perhaps due to challenges with language barriers.
Not all staff have high expectations of what pupils with SEND can achieve and are not always effective in making adaptations for them in lessons. Adaptations tend to be more successful in core subjects such as mathematics and English.
Different teachers are adopting different strategies for grouping pupils, and this is not always effective. Sometimes these groups appear to be fixed and teaching assistants are assigned primarily to a particular group. This has been seen to work well where teachers and teaching assistants tailor their support and maintain levels of motivation and engagement in a task. However, this is not the case in all classes where some pupils appear off task and tasks are different when this may not need to be the case.
There are a number of out of class interventions in place, mainly for mathematics and English. The rationale for these is not clear and the impact of these on pupils’ outcomes is mixed.
Resource 8: NPQ leadership behaviours
Behaviour
Self-awareness
Integrity
Resilience
Impact and influence
Explanation
Effective leaders will know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues. They are aware of their personal strengths and areas for future growth and understand how their own behaviour impacts on others.
Effective leaders act with honesty, transparency and always in the interests of the school and its pupils. They are able to gain the respect of others by acting in line with their own values, as well as making decisions or choices with the best interests of education and pupils in mind.
Effective leaders remain courageous and positive in challenging, adverse, or uncertain circumstances. They are able to respond appropriately, manage uncertainty and bounce back even in the most trying of situations.
Effective leaders have a positive impact on students, colleagues and the wider community through persuading, convincing and bringing others round to their perspective. They understand others’ perspectives and priorities and tailor their communication to suit their audience.
Delivering continuous improvement
Future focus
Holding others to account
Respect
Partnership working and collaboration
Effective leaders secure and maintain positive improvement through articulating a clear vision, setting high expectations and leading a cycle of research, planning, monitoring, analysis and change. They demonstrate the ability to combine operational action with strategic planning, securing short-term improvements whilst building sustainable change.
Effective leaders recognise issues and opportunities and take action to resolve these. Leaders need to look ahead to identify and resolve potential issues and capitalise on opportunities as well as manage day-to-day problems.
Effective school leaders will hold others to account including creating levels of accountability within the school – ensuring all understand their roles, responsibilities, standards required and accountabilities. They distribute leadership and delegate effectively, demanding high performance through making expectations clear, with the best interests of pupils and schools in mind.
Effective leaders respect the rights, views, beliefs and faiths of pupils, colleagues and stakeholders.
Effective leaders are able to work with a range of people in schools and the wider community to build a culture of cooperation and achievement. They engage with, and invest responsibility in, those who are best placed to improve outcomes, being
Leading by example
open to different perspectives and viewpoints as well as sharing expertise, achieving common objectives.
Effective leaders consistently demonstrate and communicate their vision, passion and commitment. They lead by example, have high levels of professional credibility and demonstrate total commitment to school improvement through their own leadership behaviours.
Resource 9: Skill descriptors
Critical knowledge and understanding of research techniques and self-management
Critical enquiry, review, analysis and evaluation
The best leaders are able to undertake and use research, drawn from a range of sources, to support decision making and strategy development – using their time effectively within disciplined and well organised systems and methodology.
The best leaders use critical thinking, statistical and data analysis tools, techniques and concepts to identify strengths, areas for development. They design effective leadership plans to support intervention, direction and development. They analyse the implications of change, deploying well evidenced research to frame school self-evaluation and improvement.
Challenge
The best leaders use challenge effectively and adopt a range of strategies in the best interests of achieving progress –demanding ambitious standards for all pupils and a strong sense of accountability in staff for the impact of their work on pupils’ outcomes.
Dealing systematically and creatively with complex issues
The best leaders have clear systems and protocols in place that enable them to consider and find solutions to issues, as they arise, in a way which deals most effectively with the barriers and challenge they face. The systems in place do not constrain but create a firm foundation for taking positive action.
Priority identification
The best leaders scan the horizon to anticipate change, taking a longer-term view and implications of change, improvement need and identify short and long-term priorities/goals with specified milestones in to ensure effective leadership and management.
Clear articulation and application of knowledge
The best leaders take time to reflect and learn from their leadership activity and are able to apply this knowledge to bring about improvement in them and their work.
Self-direction and originality
Current insights into professional practice
The best leaders have clear and ambitious targets for themselves as leaders and pupils and for their schools. They take a unique strategic view of situations and their implications on longer-term impact and outcomes – not always using expected action to get the best for those concerned.
The best leaders take time to reflect and evaluate their practice and effectiveness in their leadership and as leaders. They are aware of education landscape, understand the context of their school and its needs and direct professional practice and intervention appropriately.
Resource 10: Leading teaching online course
summaries
Teaching
Effective pedagogy
Effective planning and preparation
Effective explanations and modelling
Stimulate thinking and understanding
Curriculum and assessment
Curriculum design
Literacy development
High-quality feedback
High-quality assessment
Additional and special educational needs and disabilities
Supporting special educational needs and disabilities in schools
Ensure all pupils experience success
Meet individual needs without creating unnecessary workload
Effective grouping