2. School Headline Figures
Measure Total Percent
Students with 5 A*-C 108 54
Students with 5 A*-C incl E & M 90 45
Students with 5 A*-C
Incl E, M & S
83 41.5
6. Requires improvement because…
• The quality of teaching is inadequate. Too often work set does
not match students’ needs and abilities. Expectations are low
and there is insufficient challenging work to enable students to
do well.
• Subject leaders’ evaluations of the quality of teaching do not
take enough account of the progress students make over time.
As a result, leaders have an unrealistic view of the quality of
teaching.
• The quality of teaching is inadequate. Teachers’ expectations of
what students can achieve are low.
• Feedback is not consistent across all subjects. Comments that
teachers make on students’ work are not helping them to
improve. Teachers do not ensure that students correct their
work.
• The most able students are not challenged sufficiently to think
deeply about their learning.
7. Requires improvement because…
• Leaders do not have high enough expectations of the academic
standards that students should achieve. Leaders have failed to ensure
that teaching over time is good enough to improve achievement rapidly.
Students, including disabled students or those who have special
educational needs and the most able, underachieve because they do
not make enough progress.
• The attainment and progress of disadvantaged students is declining and
gaps in achievement between them and other students are growing.
• Teachers do not have high enough expectations of what students should
achieve in lessons and so they do not plan activities that challenge
students to think deeply and work hard. They are too accepting of
insufficient or poorly presented work.
• Teachers’ assessments of students’ attainment are not accurate, so
leaders cannot confidently use this information to make improvements.
• The quality of teachers’ marking and feedback to students varies from
good to poor. In many books, marking does not help students to know
how to improve their work.
9. School Headline Figures
Measure Total Percent
Students with 5 A*-C 108 54
Students with 5 A*-C incl E & M 90 45
Students with 5 A*-C
Incl E, M & S
83 41.5
11. SBL Teaching and Learning Policy
Plan: for all groups of students
Teach: for student outcomes
Assess: to identify areas for improvement
Feedback: to ensure understanding
12. 1. What it’s for
2. What we will do as an Academy
3. What kind of learning we want to take place
4. Expectations of staff, students and parents
5. How teaching and learning will be monitored by
CTLs, HoH, SLT, tutors and governors
6. How teaching staff will use the SE framework to
evaluate their own teaching and their students’
outcomes
SBL Teaching and Learning Policy
WE ALL NEED TO ADDRESS AND ANSWER
THE FOLLOWING QUESTION:
13. Are students making progress
in all their lessons?
• Progress checks (‘work scrutiny’)
• Classroom visits (‘learning walks’)
• Learning observations (‘lesson
observations’)
• Student voice (‘student voice’)
15. Clear guidelines around:
1. Effective lessons (the 8 principles)
2. Planning, delivery and evaluation
of lessons
3. Assessment and feedback
4. Setting homework
5. Using the WMAT self-evaluation
framework
19. IMPROVEMENT OF TEACHING
SUPPORT IN WEAKER AREAS OF TEACHING
DEVELOPMENT OF TEAMS
LEADERSHIP DEVELOPMENT
IMPROVED STUDENT OUTCOMES
BECAUSE professional development
which does not have a strong focus on
aspirations for students and does not
assess the impact of changed teacher
practices on pupil learning is
INEFFECTIVE
20. 10 things that make a difference
to student outcomes
1. QUALITY OF FEEDBACK
2. PRACTICE (CLASSWORK AND HOMEWORK)
3. ACCESS TO MODELS OF EXCELLENCE
4. HIGH EXPECTATIONS OF EACH CHILD
5. AN UNDERSTANDING OF CONTEXT (FOR TEACHERS)
6. META-COGNITION (FOR STUDENTS)
6. HIGH LEVELS OF LITERACY
7. STRONG RELATIONSHIPS AND CONSISTENT ADULT
BEHAVIOUR
9. ASPIRATIONAL MOTIVATION OVER 7 YEARS
10. CAREFUL AND EFFECTIVE KEY STAGE TRANSITIONS
24. Feedback:
• #1 for impact on progress (EEF toolkit)
• Must lead to progress over time
• The value…lies not in marks in books but the
consistent quality of the feedback given to
students
(SBL Staff Handbook 2016-17)
25. Demonstrating progress
• Overall results do not show a strong,
improving trend
• We cannot wait until November to see if
progress is improving
• Evidence of progress and learning is within the
students’ work – the impact of feedback
• This must be evident from the very start and
remain evident throughout
26. Giving feedback
• Written feedback
– WWW
– EBI
• Not all feedback needs to be written
– Page 21 of staff handbook
27. “Feedback in books and folders will be
monitored by CTLs, Middle Leadership Group,
and line managers for its effectiveness in
demonstrating progress over time, not for the
frequency of acknowledgement, stickers, triple
impact marking…”
