NPQSL Cycle 3: Leading Teaching
Formative Assessment Task Options
Option one: Developing collaborative learning
Programme framework statements covered
Teaching
Learn that…
2.3. Paired and group activities can increase pupil success, but to work together effectively pupils need guidance, support and practice.
Learn how to…
Ensure teaching across the school stimulates pupil thinking and understanding, including by:
2.i. Working with school leaders to encourage approaches that support effective collaborative or paired work (e.g., clear success criteria, providing high-quality models, providing explicit guidance on how to work together effectively) whilst highlighting considerations that may affect its success (e.g., pupils’ familiarity with routines, pupils having the necessary prior knowledge and how pupils are grouped).
Introduction
Scenario
At a senior leadership team meeting the headteacher of Springfield School draws your attention to an EEF (2021) report they have read on the impact of collaborative learning which concluded that:
“The impact of collaborative approaches on learning is consistently positive, with pupils making an additional 5 months’ progress, on average, over the course of an academic year. However, the size of impact varies, so it is important to get the detail right.”
The head feels that not all staff may be fully exploiting these potential gains but recognises that she needs more concrete evidence to confirm or contradict this feeling. She has asked you, as the senior leader responsible for teaching and learning, to conduct some learning walks focused on the use of collaborative learning strategies before providing her with a report on collaborative learning.
Below are extracts from the agreed notes you recorded following your visits
Subject
Observations
English Pupils are polite. No shouting out. They listen to each other during wholeclass discussions. The general environment is orderly although when pupils asked to form their own groups to discuss a poem the lesson was ‘messy’ for a time.
Mathematics More able pupils asked to demonstrate their solutions to problems to the whole class; weaker children clearly ‘off task’ during these expositions.
Geography Lively atmosphere. Pupils are encouraged to work in pairs on tasks. On occasion this involves peer tutoring, with pupils taking turns to feed back to one another on their respective responses to questions, etc.
Science For practical tasks, pupils are frequently divided into groups of 4 or 5. This generated a lot of excitement among the pupils, but the teacher struggled to get round all of the groups quickly enough. Not clear how groups were formed.
Art Pupils worked individually throughout the lesson.
ICT Very effective group working. Pupils in carefully constructed mixed-ability groups of four, with roles and responsibilities of individuals clearly explained. More proficient programmers provided help to weaker pupils when they were stuck. Each group took it in turn to demonstrate their finished programme to the whole class; teacher encouraged each group member to contribute to their presentation.
Technology Pupils divided into groups at the start of the year and stay together for at least a term. Lots of sharing of equipment between pupils in evidence and lots of talk about what they were doing, but this was largely unstructured, although some pupils clearly acted as unofficial leaders of their groups. By and large the tasks set do not necessitate collaborative working.
Listed below are a number of resources which explore the benefits and limitations of collaborative working, and you are advised to read these before commencing the task. Also provided is a link to EEF guidance on effective implementation, which you will find helpful when you address the second part of the task.
Research resources
▪ Education Endowment Foundation (2021). Toolkit: Collaborative learning https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learningtoolkit/collaborative-learning/
Essential reading for this task
▪ Education Endowment Foundation (2021). Toolkit: Peer tutoring https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learningtoolkit/peer-tutoring/.
Skim read to discover main findings
▪ Education Endowment Foundation (2021). Toolkit: Within-class attainment grouping. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learningtoolkit/within-class-attainment-grouping/
Skim read to discover main findings
▪ Bennett, T. (2015). Group work for the good. American Educator, Spring. https://files.eric.ed.gov/fulltext/EJ1063868.pdf
Particularly useful for drawbacks/limitations of group work
▪ Education Endowment Foundation (2024). A school’s guide to implementation https://educationendowmentfoundation.org.uk/education-evidence/guidancereports/implementation?utm_source=/education-evidence/guidancereports/implementation&utm_medium=search&utm_campaign=site_searchh&search_ter m
Refer to for implementation strategies
Task: Developing collaborative learning – scenario analysis
Write a report for the headteacher which:
a) makes three recommendations for the further development of collaborative learning at Springfield School,
b) outlines your rationale for your three recommendations, and
c) briefly describes some of the challenges of implementing your proposed recommendations and how you will address them.
Maximum 600 words
When you have completed your report, upload it in Canvas to your leadership performance coach within the timeframe identified.
Option two: Effective feedback
Programme framework statements covered
Curriculum and assessment
Learn that…
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.
3.19. Working with colleagues to identify efficient approaches to assessment is important; assessment can become onerous and have a disproportionate impact on workload.
Learn how to…
Support colleagues to provide high-quality feedback, including by:
3.i. Working with school and subject leaders to develop a school feedback policy that ensures teachers know how to give accurate and clear feedback that provides specific guidance on how pupils can improve and can make use of peer and self-assessment.
3.j. Sharing examples of best practice in feedback that are likely to increase its effectiveness (e.g., by sharing model work with pupils, and highlighting important details).
Encourage colleagues to use assessment that is high-quality and as reliable as possible without creating unnecessary workload, including by:
3.k. Supporting colleagues to implement school feedback policies and assessment practices that help teachers draw conclusions about what pupils have learned by looking at patterns of performance over a number of assessments.
3.m. Working with school leaders to ensure that the school feedback policy considers strategies to support workload management including by highlighting the value of verbal feedback, supporting the use of abbreviations and codes in written feedback, and prioritising the highlighting of errors related to misunderstandings, rather than careless mistakes.
Introduction
Scenario
At a senior leadership team meeting the headteacher of Waterfield School draws your attention to an EEF (2021) report they have read on effective feedback which concluded that:
“Feedback studies tend to show high effects on learning. However, there are a wide range of effects, and some studies show that feedback can have negative effects and make things worse.
There are positive impacts from a wide range of feedback approaches – including when feedback is delivered by technology or peers. Impacts are highest when feedback is delivered by teachers. It is particularly important to provide feedback when work is correct, rather than just using it to identify errors.”
Despite the school having an assessment policy that draws attention to the positive value of feedback, the head feels that the policy may not be explicit enough and that staff may be missing important opportunities. She has asked you, as the senior leader responsible for curriculum and assessment, to conduct a high-level review in order to, in her words, ‘get a feel for what is actually happening’. She asks that you talk to a few subject leaders individually and to review feedback practice through a combination of learning walks and work scrutiny, whilst also taking into consideration any workload issues.
Below are extracts from the agreed notes you recorded following each visit.
Humanities subject lead
English subject lead
It’s very difficult to get the pupils involved in giving feedback because so much of the work is written, but more importantly we don’t want the children to feed back misinformation and then we’ve got to unpick it all, discretely, which is time consuming. I expect the team to make supportive, written comments on key pieces of work, and to correct any spag errors in line with the school’s literacy policy. I discourage the use of too much verbal praise because it can lead to pupils being praised just for turning up to the lesson. If a child gets positive feedback in humanities, they know they’ve earned it. I feel this approach is pretty much in line with the whole-school assessment policy.
We follow the school’s policy. Pupils receive verbal and written feedback, but I leave it up to each teacher to decide what this means in practice according to the age and the ability of the children.
What I’m not clear about, and I often get challenged about this, is how do we know that it makes a difference? What evidence is there that it works for our kids?
Maths subject lead
We do use a mixture of oral and written marking, but oral is just so time consuming, I worry that less demanding pupils don’t get a fair deal as teachers spend most of their time with the loudest pupils.
Technology subject lead
Maths learning walk – Jane’s lesson: agreed outcomes
Most of the time the children are working in groups and moving around. Our policy is to first develop the children’s skills in giving feedback to one another, and then at key points in an activity, say at the end of a design stage, the teacher calls a halt and asks the children to feed back to one another on their design, how effectively they’ve collaborated as a team and so on. All the teacher has to write down is a progress grade at the end of each half term together with a comment.
The lesson was well organised and initially pupils were largely on task. Following the introduction, the teacher adopted a strategy of asking some pairs of pupils to feed back to one another whilst she focused her attention on feeding back to pupils who struggled with the basics. The quality of the paired feedback was variable – some pupils lacked the necessary skills, and this led to either dissatisfaction from their partner or the pair moving off task.
Following the lesson, Jane observed that ‘the feedback policy is fine in theory, but we need a lot more guidance on putting it into practice’.
English learning walk – Mohammed’s lesson: agreed outcomes
Humanities learning walk – Razia’s lesson: agreed outcomes
Very effective practice. Verbal feedback was timely, supportive and encouraging whilst also showing pupils how they might improve further. Teacher avoided feeding back on too many items at once.
Following the lesson, Mohammed commented that he understood the benefits of positive feedback, but that it was very demanding because, on top of the oral feedback he provided during lessons, he was also expected to provide substantial written marking
The lesson was well organised with a sound variety of appropriate activities. At key points Razia called the class together to check for understanding using Q&A and whole group feedback. Individual feedback was provided to those pupils who approached her. Folders demonstrated Razia’s careful adherence to guidance from subject lead. Key pieces of work had detailed feedback, which included suggestions for further development, whilst spag errors were identified and corrected in line with school policy.
Discussion with Razia revealed that she did not regularly check to see if the children understood the feedback they were given, or if they had acted upon the feedback.
Technology learning walk – Wendy’s lesson: agreed outcomes
The pupils enjoyed the lesson and were very engaged throughout. Wendy stopped the lesson at two key points and group members took turns to feed back to one another on their effectiveness in carrying out the previous stage of the task. Pupils clearly understood the processes they had to follow and the roles they were expected to play.
Following the lesson, Wendy said that she liked this approach to assessment. The children took their responsibility for giving ‘proper’ feedback seriously and gained valuable social skills.
Listed below are a number of resources which explore effective feedback, and you are advised to read these before commencing the task. Also provided is a reference to research into teacher workload, which you will find helpful when you address the second part of the task.
Research resources
▪ Education Endowment Foundation (2021). Toolkit: Feedback https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learningtoolkit/feedback/.
Essential reading for this task
▪ Education Endowment Foundation (2018). Embedding formative assessment: Evaluation report https://educationendowmentfoundation.org.uk/projects-andevaluation/projects/embedding-formative-assessment.
Skim read
▪ Education Endowment Foundation (2016). A marked improvement? A review of the evidence on written marking. https://educationendowmentfoundation.org.uk/education-evidence/evidencereviews/written-marking
Skim read
▪ Donohoo, J , Bryen, S., & Weishar, B. (2019). A matrix of feedback for learning: A brief summary. Available at A Matrix of Feedback for Learning: A Brief Summary - Corwin Connect (corwin-connect.com).
Skim read
▪ Education Endowment Fund (2021). Exploring the evidence: Prior knowledge and pupil misconceptions. Available at EEF Blog: ECF– Exploring the Evidence: Prior knowledge and… | EEF (educationendowmentfoundation.org.uk)
Skim read
▪ Gibson, S., Oliver, L., & Dennison, M. (2015). Workload Challenge: Analysis of teacher consultation responses Department for Education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachme nt_data/file/401406/RR445_-_Workload_Challenge__Analysis_of_teacher_consultation_responses_FINAL.pdf
Review to check your understanding of workload issues
Task: Developing effective feedback – scenario analysis
Write a report for the headteacher which:
a) makes three recommendations for the further development of effective feedback at Waterfield School,
b) outlines your rationale for your three recommendations, and
c) briefly describes some of the workload issues that might arise if your recommendations are implemented, and how you would plan to manage them.
Maximum 600 words
When you have completed your report, upload it in Canvas to your leadership performance coach within the timeframe identified.
Option three: Meeting the needs of pupils with SEND
Programme framework statements covered
Additional and special educational needs and disabilities
Learn that…
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.
5.5. Pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed.
5.6. Seeking to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning, is an essential part of teaching.
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.
Learn how to…
Ensure all pupils experience success, including by:
5.d. Enabling colleagues to adapt lessons, make reasonable adjustments and implement structured academic or behavioural interventions, which are well-matched to pupils’ needs, before seeking a diagnosis or specialist support through the graduated approach as defined within the SEND Code of Practice.
Support colleagues to adapt their teaching to different pupil needs, including by:
5.g. Ensuring colleagues can draw on support when teaching children with special educational needs and disabilities, particularly the Special Educational Needs Co-ordinator (SENCO).
Support colleagues to meet individual needs without creating unnecessary workload, including by:
5.i. Sharing 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.
Ensure pupils are grouped effectively (across subjects and within individual classrooms), including by:
5.j. Emphasising the need to maintain high expectations for all groups, and ensuring all pupils have access to a rich curriculum.
Introduction
Scenario
It is the start of the summer term, and in your role as senior teacher at Hayfield School with responsibility for the curriculum, you are meeting with the headteacher to discuss feedback from a staff survey of provision for pupils with SEND. He shows you a selection of staff comments (see below) which, he says, are typical of the overall feedback. He reminds you that whilst the school was rated good at its most recent Ofsted inspection two years ago, the inspectors observed that:
“Some teachers do not consider the needs of pupils with SEND well enough when delivering the curriculum. As a result, some pupils with SEND do not progress through the curriculum as well as they should. Leaders must ensure that all teachers are trained so that they are better equipped to make successful curriculum adaptations for pupils with SEND.”
The headteacher goes on to point out that, during the last two years, two in-service training days were devoted to responding to this feedback and that he is becoming frustrated with the lack of progress.
He therefore asks you to provide him with an evidence-based report on ‘effective provision for pupils with SEND in a mainstream school’, together with three recommendations for actions the school should implement during the next academic year.
Eleanor – teaching assistant (11 years)
Sajid – teacher (5 years)
Frances – teacher (20 years)
Andrew – subject leader (3 years)
I feel like I’m just a child-minder. I support children in Maths, and I do my best but I’m not a Maths teacher; but as long as ‘my children’ aren’t disturbing the other kids the teachers are quite happy.
There is such a wide range of ability to provide for. I want to do my best for all the children but I’m really struggling. I need advice and how I can teach differently so that the children with SEND don’t get left out.
I think we’re pushing it as a school. Lots of these children shouldn’t be in mainstream. It’s just impossible to cope with the range of children I have, and the other children are suffering.
My team are constantly coming to me for advice on how they should engage SEND children in their lessons but I’m not always sure what advice to give them. I’m not SEND trained – can’t the SENCo do more? Personally, I think it would be easier if we changed back to a withdrawal system rather than keeping the SEND pupils in normal lessons all the time. It’s not fair on these children.
Wayne – early career teacher (1 year)
Sam – subject leader (5 years)
My training has been great. Phil (SENCo) has been giving us sound, practical advice during our induction. I’ve tried a number of his strategies, such as developing metacognition strategies, thinking carefully about how I group the pupils … but probably the one that has worked best for me is to make sure that I always scaffold the learning very carefully.
I’ve worked really closely with Phil (SENCo) to develop our own ‘SEND subject policy’. The bottom line of the policy is expectations. I’ve told my team that they should expect just as much from a child with SEND as one without any. After that, I leave them to get on with things.
Vladimir – subject leader (1 year)
Alex – teacher (12 years)
Phil – SENCo (9 years)
It’s been a real culture shock joining the school. At my previous school the SENDCo met with every subject team at the start of the year; she provided us with a profile on each child, not just those with EHCPs, and talked to us about strategies we could use with them. It wasn’t perfect, but she was always around to give us advice. Here it seems much more hit and miss.
It’s just so confusing. The school keeps chopping and changing, following the latest fashion. One minute it’s withdrawal then it’s in-class support. Rather than new ideas, we just need some stability and a clear direction.
My job is more and more challenging. I don’t get the support I used to from the Educational Psychology service, subject leaders are very focused on the overall results for their children, and I feel that the children with SEND are often forgotten, although not in every subject area. I’d like to be able to offer personalised advice to every individual teacher, but my teaching commitments mean I don’t have the time. We have had some whole-school INSET but it’s just not getting through.
Listed below are a number of resources which explore effective provision for children with SEND in mainstream schools, and you are advised to read these before commencing the task. Also provided is a link to EEF guidance on effective implementation, which you will find helpful when you address the second part of the task.
Research resources
▪ Education Endowment Foundation (2020). Special educational needs in mainstream schools. https://educationendowmentfoundation.org.uk/education-evidence/guidancereports/send
Essential reading for this task
▪ Davis, P., Florian, L., Ainscow, M., Dyson, A., Farrell, P., Hick, P., … Rouse, M. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. https://dera.ioe.ac.uk/6059/1/RR516.pdf.
Skim read
▪ Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24(February), 31–54. https://doi.org/10.1016/j.edurev.2018.02.002.
Skim read
▪ Education Endowment Foundation (2021). Making best use of teaching assistants https://educationendowmentfoundation.org.uk/education-evidence/guidancereports/teaching-assistants
Skim read
▪ Education Endowment Foundation (2024).A school’s guide to implementation https://educationendowmentfoundation.org.uk/education-evidence/guidancereports/implementation?utm_source=/education-evidence/guidancereports/implementation&utm_medium=search&utm_campaign=site_searchh&search_ter m
Refer to for implementation strategies
Task: Meeting the needs of pupils with SEND – scenario analysis
Write a report for the headteacher which:
a) makes three recommendations for improving provision for pupils with SEND at Hayfield School,
b) outlines your rationale for your three recommendations, and
c) briefly describes some of the challenges of implementing your proposed recommendations and how you will address them.
Maximum 600 words
When you have completed your report, upload it in Canvas to your leadership performance coach within the timeframe identified.