“Teaching is such a complex craft that one lifetime is notenough to master it, but by rigorously focusing on theirclassroom practice teachers can continue to improvethroughout their career. From teachers, therefore, weneed a commitment—not to attending a certain numberof hours of professional development per year—but acareer-long commitment to the continuousimprovement of classroom practice, and an agreementto develop in their practice in ways that are likely toimprove outcomes for their students.”
“Teachers need to to take small steps as they developtheir practice. Teachers need to be accountable fordeveloping their practice—the evidence is that left totheir own devices, teachers improve their practiceslowly if at all. And because changes in practice are sodifficult, they also need to be given support for change.”
What is our current situation?Quality assurance lesson observations (2010-11)66 observationsOutstanding: 19%Good: 60%Satisfactory: 21%Inadequate: 0%
What is our current situation?Ofsted lesson observations (November 2011)36 observationsOutstanding: 17%Good: 41%Satisfactory: 39%Inadequate: 3%
What is our current situation?CARE lesson observations (February 2012)39 observationsOutstanding: 28%Good: 33%Satisfactory: 33%Inadequate: 6%
What the school needs to do to improve further:Accelerate improvement in teaching and learningacross the school, through more robust evaluation ofcurrent practice, used effectively to shape priorities tobe urgently and consistently implemented, including:
• defining clear learning objectives for students of all abilities to know how to make progress• planning to provide a range of different lesson activities, including significantly greater opportunities to practise independent learning skills• using assessment more regularly to shape and inform lesson planning and progress.
To eliminate lessons judged to be inadequate in quality1 assurance lesson observations and other monitoring activities. To increase the number of lessons judged to be good and2 better in observations and review procedures. To conduct a review of departmental handbooks, quality3 assurance files and schemes of learning to ensure consistency and quality of approach.
To create a voluntary team to work on specific issues around4 teaching and learning. To design in-service training on the issue of ‘approaches to5 differentiation’. To implement a programme for the Key Stage 3 gifted and6 talented cohort which will provide opportunities for stretch and challenge beyond the classroom.
To create peer coaching opportunities through redesigning the7 teacher learning communities programme. To provide a stream of materials for reflection and guidance to8 ensure that learning and teaching are kept clearly on the agenda throughout the school.