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
Making technology work for us;
Not being dictated to by technology
• Inner city academy in West Midlands
• 1,100 students; 11-18.
• Built over 100 years ago and serves an area of substantial
• 38.2% of students have eligibility for free school meals (63%
• 22% have Special Educational Needs.
• 15% live safeguarding issues.
• 64.7% have English as a second language.
• Judged as Outstanding in 2006 / 2010 / 2013.
“All groups of students make rapid
progress, irrespective of their background or ability
“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
Our Starting Point
Our average point score on entry for our year groups are some of
the lowest in this country.
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.
Best Ever Results; August 2013
3 Levels of Progress
4 Levels of Progress
Fixed Term Exclusions - 0
2013 – Top 1% Progress
Attendance – 95%
2012 – Top 5% Progress
Our Key Maxims
“Every teacher should be an outstanding
-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
-Expectations and Progress
“The most intervention with students
The Planning Bank – 17,000 lesson uploaded and shared
40% of our staff are classed as consistently Outstanding in
lesson observations with another 25% close to this.
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
Subject and Services Sites
HMI described these as the best sharing, monitoring and
shaping structure that they had ever seen.
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.
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!
Accelerate & Deepen Learning
Flipped Learning; Bloom’s Taxonomy
Knowledge; Video to watch / Chapter to read / website to
study / Photosynth to explore by students prior to lesson via
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
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.
Flipped (Pre) Learning
It’s about quality and timing of interventions and targeted application.
The Learning Gateway gives us a
transparency of the quality of experiences at
a much clearer and deeper level.
Quantitative & Qualitative
Literacy For Life (L4L)
Literacy for Life is an
integrated, thematic, compe
tency based curriculum
created for our Key Stage 3
It is delivered through the
principles of project based
19 hours a week
“My daughter has 17
“My daughter is
making and she
does not know if she
progress in lessons.”
is coming or going.”
“The base has made
my son feel really
safe and happy”
13 hours a week
The one teacher
model means staff
can really know their
14 6 Teachers
– 17 Teachers
9 hours a week
This allows for a
fantastic degree of
What Are We Trying To Accomplish
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.
Discussions with teachers about progress.
-Child Led Learning Opportunities
Through banks of directed resources.
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.
Visual reminder of students’ status.
Slices data to provide instant analysis. Assesses achievement and
Provides a full analysis on every student. Can identify pastoral effect on
More user friendly than Excel to empower middle leaders.
Provides analysis on interventions.
Identifies all key cohorts.
Self selective workshops every
two weeks where students “catch
up” on competencies that they
need to master.
Apps for Good
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
“Excellent progress is being
achieved by all iFamilies
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 ”.
“This is a prime example of
how technology can make what
we do in school more
accessible and engaging for
Sir Mark Grundy
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
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
Awards are gained through completing activities or
attending workshops delivered through the
“Outstanding schools, which will
take a leading responsibility for
providing and quality assuring
initial teacher training (ITT) in
their area.” DfE 2012.
Midlands e-Learning Hub
Centre of Excellence
Apps for Good
& Talented Centre
Make Waves Digital
Badges Reference Site
UK Advanced School