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One School's Journey to Outstanding | Whole Education Annual Conference 2013
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One School's Journey to Outstanding | Whole Education Annual Conference 2013

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  • Greatest thing that tech has done is helped deliver and maintain and underpinning some of our structures within the academy but has also helped develop our staff into an outstanding workforceSame way observe teachers to ensure quality you have to monitor how tech supports the key structures
  • 2.5 million student hitsMain method of communication – “it’s on the Gateway”. It is our unifying structure that allows interoperability, consistency and expectations of use as opposed to as opposed to a montage of clever but often conflicting solutions that you can’t gel together. We can still use other tools but has to come back to LG
  • Staff share ideas, starters, lessons, schemes and improve accordingly. Technology supported Consistency drives up standards this is our “consistency bank” and everyone can see inside! SLT monitor lessons on a weekly basis with their HoDs
  • Flipped Learning is not a particularly clever idea making it happen whenever required is clever and this is impossible without technology. Our digitally conversant students flip between technologies at will. From SMART notebook to Onenote and back via Word.
  • Flipped our own approach;Conversley, we are using technology to embed and develop teacher’s pedagogy to improve delivery and acquisition of higher order thinking skills rather than fitting technology into existing practice or embedding technology for technology’s sake.
  • All staff are expected to use a Flipped methodology using technology whenever appropriate
  • The greatest problem for many schools is that Flipping needs an architecture and contexts need content and rarely are the two available in the same place – and they need to be!
  • To name just three! There are also Tutor sites, Resource Sites, Discussion fora, Portals and many others.
  • This is our KS3 structure which is Literacy based where each Literacy is comprised of a number of key competencies which contribute to our student’s developing digital literacy or as you know it, digital fluency
  • These take place on our Focus days when we collapse the curriculum. There is one of these each week. Catch up happens weekly not yearly in Years 7, 8 and 9!
  • But these take place in all years and this re-engineering of the timetable has allowed us to save time and force integration thereby creating an opportunity to really push key skills - Research Skills Focus day last week
  • Our partners are interesting – University of Warwick, Microsoft, Steljes, Step-A consultancy and a networking company and then our cluster of Primary schools and a local secondary
  • We want to become the e-learning hub for the Midlands – by bringing the companies and staff together we can play a key role in achieving value for money and showing how technology can raise achievement
  • Transcript

    • 1. Mundanely Clever Making technology work for us; Not being dictated to by technology
    • 2. Shireland Context • Inner city academy in West Midlands • 1,100 students; 11-18. • Built over 100 years ago and serves an area of substantial deprivation. • 38.2% of students have eligibility for free school meals (63% Pupil Premium). • 22% have Special Educational Needs. • 15% live safeguarding issues. • 64.7% have English as a second language. • Judged as Outstanding in 2006 / 2010 / 2013.
    • 3. “All groups of students make rapid progress, irrespective of their background or ability level.” “Teaching is outstanding. Lessons are planned extremely well to make sure they are demanding, exciting and get the most out of all groups of students. This is underpinned by innovative use of information and computer technology (ICT).”
    • 4. Our Starting Point Our average point score on entry for our year groups are some of the lowest in this country. In Context We have yet to break an APS of 25 which is an average National Curriculum Level 3.5 on entry across the whole year group. It has been as low as 20.4. We Have to be Radical There have been many times when our FFT would put us below the floor target.
    • 5. Best Ever Results; August 2013 GCSEs 5 A*-Cs 5 A*CEM A-Levels AS (A-E) A2 (A-E) A2 (A-C) 2013 87% 59% 2013 75% 96% 57% 2012 83% 47% 2012 51% 90% 38% 2011 80% 35% 3 Levels of Progress English 79% Mathematics 82% 4 Levels of Progress English 26% Mathematics 39% Fixed Term Exclusions - 0 2013 – Top 1% Progress Attendance – 95% 2012 – Top 5% Progress
    • 6. Our Key Maxims -Outstanding Teaching “Every teacher should be an outstanding teacher.” -Radical Curriculum Change “If we don’t do something truly radical we will never break the cycle.” -Behaviour and Welfare “Behaviour and welfare are the bedrock of school improvement.” -Expectations and Progress “The most intervention with students furthest away.”
    • 7. In Summary Structures T&L
    • 8. A % Here, A % There 1% from headgear design 1% from saddle design 3% from core bike frame design 2% from suit design And so on .... "The aggregation of marginal gains."
    • 9. Learning Gateway 2.5 million hits last year,
    • 10. Planning Bank The Planning Bank – 17,000 lesson uploaded and shared by staff. 40% of our staff are classed as consistently Outstanding in lesson observations with another 25% close to this.
    • 11. Tutor Time Tutor Sites have improved punctuality by 40% in two years. The informal chat in the morning has been replaced with “social learning” of key themes – Science, Citizenship, PSHE and Religious Education.
    • 12. Subject and Services Sites HMI described these as the best sharing, monitoring and shaping structure that they had ever seen.
    • 13. Celebrating Faiths In 2010 and 2013, each year over 300 Muslim students “attended” school during Eid - saving 0.7% attendance. It also supports community cohesion and is integrated into tutor time.
    • 14. Class Sites; Flipped Learning Every Outstanding lesson in our March inspection used technology well. Increases the effectiveness of lesson delivery and also changes the role that students play – no more passive recipients – we send; they do; we adapt!
    • 15. Accelerate & Deepen Learning Teacher Intervention / Planning / Adaptation Share Knowledge / Test Initial Understanding Higher Order Questioning / Thinking Skills / Targeted interventions Traditional Homework post lesson (Synthesis)
    • 16. Flipped Learning; Bloom’s Taxonomy Knowledge; Video to watch / Chapter to read / website to study / Photosynth to explore by students prior to lesson via Class Site Understanding; Concepts / Knowledge / Skill. A task, quiz, discussion or survey etc based on knowledge is set via Class Site and completed Interactions / Responses made by students inform teacher of learning / misconceptions via class site and therefore modifies lesson – enabling targeted focus Application / Analysis / Synthesis / Evaluation; Class Session builds upon or is constructed from responses, feedback and interactions from the Flipped work set on the Class Site moving towards higher tariff work Linking it to something that is already familiar to staff has meant that it provides a context and a form of discipline to help them understand it’s role and benefit.
    • 17. Flipped (Pre) Learning Targeted cohorts Well crafted tasks Class Sites It’s about quality and timing of interventions and targeted application.
    • 18. Resourcing Flipped Learning
    • 19. Online Monitoring Planning Bank Subject Site Class Sites The Learning Gateway gives us a transparency of the quality of experiences at a much clearer and deeper level. Quantitative & Qualitative
    • 20. Literacy For Life (L4L) Literacy for Life is an integrated, thematic, compe tency based curriculum created for our Key Stage 3 students. It is delivered through the principles of project based learning.
    • 21. FULLY INTEGRATED CURRICULUM English Science Year 7 History 19 hours a week Mathematics Geography L4L “My daughter has 17 “My daughter is teachersfantastic making and she does not know if she progress in lessons.” is coming or going.” “The base has made PE Year 8 my son feel really safe and happy” DT 13 hours a week The one teacher model means staff can really know their 15 students. RE PD Art Science Dance PE Music DT Drama Art Languages ICT Music 14 6 Teachers – 17 Teachers Year 9 9 hours a week This allows for a fantastic degree of differentiation.
    • 22. What Are We Trying To Accomplish -Granular Achievement Students able to see that they can constantly progress and gain confidence. -Continuum of Learning Where students are and what they need to do next. -Skills Over Content To allow students to progress fast at KS4. -Constant Feedback Discussions with teachers about progress. -Child Led Learning Opportunities Through banks of directed resources.
    • 23. Student Overview
    • 24. Literacy Overview
    • 25. Competency Overview
    • 26. Staff Interface
    • 27. Practical Staff can grade a class in under a minute. Students can upload work through it directly leading to a grade. Doubles as an AFL tool. Instant feedback to students. Clear instructions on how to progress. Fulfils all the key objectives listed earlier.
    • 28. Microsoft Pivot Visual reminder of students’ status. Slices data to provide instant analysis. Assesses achievement and progress. Provides a full analysis on every student. Can identify pastoral effect on student attainment. More user friendly than Excel to empower middle leaders. Provides analysis on interventions. Identifies all key cohorts.
    • 29. Drive Workshops Self selective workshops every two weeks where students “catch up” on competencies that they need to master. Apps for Good Ninja School
    • 30. Achievement Weeks/ Focus Days We collapse our timetable once a week for a day and every half term for a week. They deliver and reinforce key outputs and also have an emphasis on key literacies including digital literacy. Global Publishing Day across all year groups
    • 31. iFamilies “Excellent progress is being achieved by all iFamilies students”. L4l Teacher - Michael Banks “iFamilies has inspired me to learn and achieve more”. Student - Mohamed “The iFamilies programme has allowed me to be more involved with my daughters education ”. Parent “This is a prime example of how technology can make what we do in school more accessible and engaging for our families” Sir Mark Grundy
    • 32. Citizenship Award This award is an informal initiative designed to recognise outstanding contributions to school, family life and the local community by our students. • This award has been specially set up for our students who attend the Academy and our local schools. • The informal structure helps to support the formal work that goes on in the classroom.
    • 33. What Do You Have To Do? We have set up workshops, activities or events for children to attend, in each of the following areas. The 4 key areas Widening Cultural Horizons 12 Social and Economic Regeneration Promoting Wellbeing 3 Family Learning 12 8 Number of workshops Awards are gained through completing activities or attending workshops delivered through the YESsmethwick plan.
    • 34. Makewaves
    • 35. Beyond Outstanding; Helping Others “Outstanding schools, which will take a leading responsibility for providing and quality assuring initial teacher training (ITT) in their area.” DfE 2012.
    • 36. Midlands e-Learning Hub Microsoft Partner Centre of Excellence School Apps for Good Ninja School International Gifted & Talented Centre RMBooks Reference Site Make Waves Digital Badges Reference Site GCSEPOD Expert School Lead School UK Advanced School
    • 37. THANK YOU