School Improvement Update Issue 4 Scotts Primary School’s personalised approach to CPD Continuing to improve standards in teaching and learning is the school’s top priority over the next few years as it expands from a one to a two-form entry school and a key element in this is access to high quality CPD. Although teachers have opportunities to attend courses through the Hsis training package and outside providers, they are also encouraged to take a more personalised approach to professional development through the school’s JPD (Joint Professional Development) programme which aims to support them, through a cycle of peer-to-peer collaboration, in becoming reflective and proactive in seeking self-improvement. This programme was developed through: Shared understanding – staff meeting time was used to develop a shared understanding of high quality teaching and learning and how this impacted on outstanding outcomes for pupils. Collaboration – teachers, more experienced and newly qualified, systematically identify areas for improvement in their own practice and work alongside colleagues (either in own phase or beyond) to try out new ideas in a safe and supportive climate. Coaching – the majority of teachers had never had experience of coaching either of themselves or others so it was important to provide some basic training in coaching techniques – this has enabled peer discussions and support to be most effective. Team building – teachers not only have real ownership of their own development but take pride in the achievement of their partner colleagues - this has created a real team ethos. Evidence – teachers complete a brief action plan for each target they set themselves and evidence is compiled through peer observations and informal discussions, as well as pupil outcomes. Celebration – staff are encouraged to share their successes and ‘failures’ (we teach children that learning comes through failure and the same is true of adults) at key points throughout the year in an informal and supportive setting.
Summer 2016 Dear Colleagues, Welcome to Edition 4 of our termly Hsis School Improvement Update. I hope that the summer term has gone well for everybody at your school. As we head towards the end of another academic year, it is worth reflecting back on 2015-16. It has been a year of enormous change (again) and a year of enormous planned change (again)! We have now had quite a few inspections under the ‘new’ Framework and generally they have been successful. Headteacher colleagues have reported them to be rigorous but fair. Our congratulations go to those schools whose improved effectiveness has been recognised by Ofsted and HMI. The profile in Havering continues to improve. We have also been working to develop new assessment systems following the removal of levels. This of course has had major ramifications for everyone: headteachers, classteachers, children, governors and parents, Ofsted, the LA…It is a major overhaul of systems, processes and indeed philosophy about learning and progress. In terms of statutory assessments, tests and official DfE guidance, it is perhaps not unfair to suggest that there has been significant confusion around dates, reporting, tracking, the ‘standards’ achieved and the language and terminology of the new system. As so often in the past, it is the profession itself that has taken the lead, and in Havering there have been some really excellent and innovative developments in this area – so congratulations to all those involved. You may have also noticed that there is a new White Paper, proposing system wide changes that will have significant implications for all schools and Local Authorities. We wait to see how the debate unfolds but for sure, this would represent one of the biggest overhauls of education infrastructure for many years. Once again we are pleased to have secured a very high level of buy-back for Hsis services for 2016-17. We are proud that you continue to place your trust in our services. We never take your support for granted and we are always trying to add value to our packages with additional features, opportunities and flexibility. We look forward to working with you again across the coming year.
Although it has taken nearly two years to fully embed the programme within the School Development Cycle, it continues to be a key driver in the pursuit of excellence – the next step is to expand the programme and give Teaching Assistants and LSAs similar opportunities to develop professionally through collaboration.
Finally, I would like to thank colleagues in schools for the tremendous support I have received personally during such a difficult time for myself and my family. It is very much appreciated.
Jan Taylor Head Teacher, Scotts Primary School
Grahame Smith School Improvement Manager
With very best wishes to you all,