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Staff InSeT - CR

Staff InSeT - Sept 2015

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Staff InSeT - CR

  1. 1. Education to understand the world and change it for the better Tallis priorities 2015-16
  2. 2. Sixth Form Results AS A2 BTEC A*-A 15% 18% 77% A*-B 37% 48% A*-C 64% 75% 96% A*-D 84% 94% A*-E 93% 100% 100% Recruitment, Retention: on track 270 fresh starts so far, some still to come in on Wednesday this week Nearly all internal students who can stay have stayed Overall, at least 86% of Year 12 have grades to stay on into Year 13 Progression: very strong About 40 to Art College At least 155 to university this year 3 students to Cambridge 43 to Russell Group universities 57% of applicants to RG, top 10, specialist or prestigious institutions e.g. Bath, SOAS Success stories: individual examples Bambo Ajayi fought through GCSEs to stay at Tallis (e.g. in set 6 for English). To Liverpool for business management. Kayleigh Martin began sixth form adamant that uni was not for the likes of her. A*AA and place at LSE. Tommy Kwok transplanted to Tallis to restart AS after severe illness and surgery. Cura te ipsum! To Kingston to study pharmacy. Sahani Gunasekera made unconditional offer for economics at UEA, on the basis of the strength of her application. 26 students with AAB or better Work ahead on Fewer U’s at AS (there were none at A2) Some inconsistent ALPS scores Stronger A/A* results for A-level
  3. 3. CURRENT OVERALL RESULTS 2015 SCHOOL TARGET 2016 : 60% +
  4. 4. 2016 GCSE Predictions • We are now more confident of the accuracy of our predictions. • We say this is a better year group, but predictions are the same. This is a risk to us. • We have to have the confidence that we can improve them • We have to make the children cleverer and more responsible • This is our flagship 3-year GCSE group • We have to reflect an improvement in current predictions as well as actual outcomes • If not, we will be an academy this time next year.
  5. 5. School Plan Do we know what we’re doing? Year 3 of a 3-year plan, built on 4 paradigms
  6. 6. Excellence through creativity We believe that creativity is crucial for young peoples’ development. We therefore offer an excellent educational experience based on creativity in all our disciplines. We want our young people to understand the world they inherit so that they can change it for the better. We are committed to specific habits of mind, to being inquisitive, collaborative, persistent, disciplined and imaginative. We work with passion, dignity and style and we value individuality, playfulness and innovation.
  7. 7. Excellence through community We are an inclusive community offering an entitlement to great opportunities in a friendly and disciplined atmosphere characterized by excellent relationships. Everyone is known, loved and included personally in our big family. We value fairness, equality and justice and respect each other’s cultures and gifts. We work closely with parents and local people and we prepare our young people for a global future. Leadership is dispersed, shared and effective. We value trust, care, happiness, entitlement, inclusivity, equality, relationships, consideration and love.
  8. 8. Excellence through engagement We want everyone in our community to learn and develop together through authentic engagement and exceptional teaching. Our young people love learning because of our commitment to knowledge, our common creativity and cohesive community. We educate them to become independent thinkers, working with their individual talents to learn and achieve. We share high aspirations and expectations for ourselves and our school and we expect that learning continues well beyond lessons. We value participation, communication, praise, experience and empowerment.
  9. 9. Excellence through challenge We take our responsibilities seriously and we scrutinize our progress carefully. Every year we set ourselves new challenges and review what we have achieved so that all the doors in the world are open to our young people when they leave us. We want to make our aims real for every member of our community, so we hold one another to account with intelligence and thoughtfulness. We actively resist dehumanizing influences on education, but we value learning, performance, aspiration, risk and courage.
  10. 10. 1. Develop an authentic TT curriculum 2. …pastoral plan 3. …excellence in teaching 4. Collaborative of big schools 5. Open, honest, inclusive decision-making 6. Community spirit, relationships 7. Governors 8. Parents 9. Community
  11. 11. 10. Improve teaching 11. Staffing structure and quality recruitment 12. GAT and y12 13. KS3 14. Narrowing the gap 15. OOSHL 16. Target setting 17. KS4 (moving target) 18. KS5 and destinations 19. Budget 20. External pressures including OFSTED 21. National structural imperatives
  12. 12. Urgent Issues 1. 3-way quality of expectations 2. Quality of learning – SOW and the curriculum 3. GCSE and P8 (It could be OFSTED) 4. 16+ outcomes and processes 5. Attendance up to 95% and exclusions down 6. Budget 7. Inclusion 8. Individual departments 9. Teacher effectiveness (including workload) 10. Partnerships
  13. 13. • Reflecting on just deserts: • We have a duty to save them from themselves • We have to burn with desire to want to do the best at all times. • You are the visionaries
  14. 14. Principles • Children learn when they have to think really hard • The hard work of making a relationship with ideas • Relationship between teachers and pupils involved in the development of knowledge • Academic disciplines as public forms of understanding in which society has conversations about itself and its future • Not about the employment market, but about learning
  15. 15. Powerful knowledge • Distinct from everyday experience • Systematic, arranged in subjects, available for generalising • Specialised so needs specialists • Not F1 or F2 • Education driven by learning, not assessment
  16. 16. Curriculum Principles • How would you describe it? What’s it for? • How is it organised? • How many doors are open as a result? • Subject knowledge at teacher recruitment • All abilities given the chance to learn from teachers with high levels of sub knowledge?
  17. 17. 10 Principles 1. Knowledge is worthwhile in itself. Tell children this unapologetically: it’s what childhood and adolescence is for
  18. 18. 2. Schools share powerful knowledge on behalf of society We teach what young people need to make sense of and improve the world
  19. 19. 3. Shared and powerful knowledge is verified through learned communities We are model learners, in touch with research and subject associations
  20. 20. 4. Children need powerful knowledge to understand and interpret the world Without it they remain dependent upon those who have it or misuse it …and they should be enabled to seize it through sacrifice, hard work and engagement
  21. 21. 5. Powerful knowledge is cognitively superior to that needed for daily life It transcends and liberates children from their daily experience
  22. 22. 6. Shared and powerful knowledge enables children to grow into useful citizens As adults they can understand, cooperate and shape the world together
  23. 23. 7. Shared knowledge is a foundation for a just and sustainable democracy Citizens educated together share an understanding of the common good
  24. 24. 8. It is fair and just that all children should have access to this knowledge Powerful knowledge opens doors: it must be available to all children
  25. 25. 9. Accepted adult authority is required to share knowledge The teacher’s authority to teach is given and valued by society
  26. 26. 10. Pedagogy links adult authority, powerful knowledge and its sharing We need quality professionals to achieve all this for all our children.
  27. 27. Blue-plaque Comprehensive Schools • An ideal every bit as visionary and difficult as the NHS • A model for a better society • The best progress for all
  28. 28. No easy answers, nothing off-the-peg • Behaviour (job not done yet) • Rewards • Uniform • Teaching • Planning • Outcomes We learn when we have to think hard too
  29. 29. Adult Expectations • Vision, expectations, professional behaviour • Embarrassment, friendship and misplaced loyalty(difficult conversations) • Do it right and on time • Timekeeping • On-site • Breaks • Briefing and bulletin • Duty • Rooms • British values and parliamentary democracy • ‘Respect and courtesy is the norm’ ‘pride in achievement and attitudes to learning’ • Forum and JCC Everything: do it on time and do it well
  30. 30. We expect everyone to….. Everyone at Thomas Tallis works to fulfil our School Plan. All teachers must fulfil the DfE Teacher Standards at all times and, where appropriate, the UPR standards. We expect teachers to • Make sure young people of all abilities, ages and backgrounds fulfil their potential. • Engage all young people in participation in interesting learning • Develop into exceptional teachers • Through their own scholarship demonstrate and stimulate a love of knowledge in our young people • Unlock and develop young people’s creativity and independence • Demonstrate that learning continues well beyond lessons. • Develop the Tallis Habits of Mind in all teaching so that young people are inquisitive, collaborative, persistent, disciplined and imaginative.
  31. 31. ….or to sum up Great teaching gets great outcomes for students and their futures
  32. 32. All leaders must 1. Show vision, conviction and authority and lead by example. 2. Build a team through a clever combination of dynamism, sensitivity, innovation, communication, management, monitoring, evaluating, praising and supporting staff. 3. Understand what needs to be done, do it right, and on time. 4. Be very, very organised. 5. Fulfil a role in whole school leadership by positively upholding our procedures and Plan 6. Know your subject and keep up-to-date. 7. Lead learning by demonstrating high quality work with excellent outcomes. 8. Develop colleagues through encouragement, performance management and providing opportunities. 9. Support young people by maintaining good discipline and helping them meet high targets 10. Work with others by building good links with KS2, other schools, FE and HE
  33. 33. Form Tutors must 1. Be the person who knows each child best and takes responsibility for his or her well-being 2. Be the first port of call for students, their parents and teachers, 3. Proactively make contact with students’ homes and seek to work in partnership 4. Develop a trusting relationship which supports students through times of difficulty 5. Develop a collaborative atmosphere within the tutor group, like a big family 6. Know each student’s attainment, discussing and supporting progress and progression 7. Train students in Tallis standards of behaviour and manners, reminding them frequently. 8. Apply sanctions and follow up bad behaviour according to our referral process. 9. Work as a member of the Year Team under the direction of the Head of Year 10. Keep students informed about their commitments and opportunities 11. Teach students how to be positive members of Society 12. Be an outstanding role model for students
  34. 34. Form tutors should do these regularly a. Set the tone of the day every day, encouraging and leading the form b. Register students and monitor attendance and punctuality c. Check planners for use and signing d. Monitor homework, equipment and uniform e. Plan and teach PSHE to a high standard f. Remind students about behaviour expectations and monitor changes g. Put students on report where necessary h. Check pigeon hole daily and communicate any messages, letters or information i. Phone home to chase up attendance or behaviour concerns j. Follow up problems and issues from HOY and other staff k. Check for and organise detentions where required l. Encourage reading and an interest in current affairs m. Organise students for assemblies n. Have small interviews with individuals: talking to everyone personally o. Welcome students with a smile
  35. 35. Leadership Team • Strategy Carolyn • Curriculum Ashley • Pastoral Shaun • Sixth Form Jon B • Assessment Steve • Teaching Jon CB • Pastoral Louisa • Staff Development Jo • Inclusion Fran • Budget Sheila
  36. 36. Extended Leadership Team • Director of Arts (‘ethos’) Jon N • Director of KS3 Sam • Director of Science Andy • Director of RGTSA ITT Shona
  37. 37. RBG and RGTSA • Shona as previous slide • JCB runs RGTSA R & D • CR is vice-chair of the Heads’ Partnership There will be more……….
  38. 38. 3-year Budget • ~£12m pa • Running on empty • 6f transitional funding • Pay, NI and pension increases • Just about balance this year BUT • ~£1m deficit in 2016-7, recurrent • Difficult decisions, difficult year • Restructuring
  39. 39. Education to understand the world and change it for the better

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