How does our over-resourcing of and English provision/mentoring/support de-prioritise the breadth of curriculum in which all students are more likely to flourish? How do we reconcile this with our allocation of teaching assistants? To what extent do we as a school see test performance as our chief end, as opposed to focusing on becoming a citizen, parent, employee or team member’? ‘good Educating for Hope and Aspiration How do we help our students conceive their future? What kind of future do they have, and how could our school help present a brighter, more ambitious vision, seeing them with God’s eyes? If we see each child as God sees them, what barriers would still remain? How do our teachers practically embody hope at parents’ evenings? How often do we let experiences have the last word’ to what extent do we pigeon hole ‘bad – based on the past? How many times should we forgive? Educating for Community and Living Well Together If our school was known for being a institution’, how would we know with our use of Pupil ‘just Premium funding what tangible things would be seen? – If we drew a pie chart of how much time we give to building character versus improving performance, how might it look? Does your school really believe that these students are of worth’? I’m not sure you ‘ultimate do…could you show me how your actions demonstrate this? Is school the place where your disadvantaged students feel the most loved? Should it be, and if it were, what difference would that make? Educating for Dignity and Respect How did the lesson you taught today demonstrate the dignity with which you see your disadvantaged students? How could you spend the money, if your chief aim was to bring dignity? Do your students ever feel ashamed of failure if so, how do you reinforce this? – Well-being’ School Leaders Exemplar Approach 3: ‘Staff/Students’ Educating for Wisdom, Knowledge and Skills If Good schools confidence and delight’, how does your approach to teaching and ‘foster learning deliberately build pupils’ confidence? Can you see this confidence grow in your lessons? How are you developing pupils’ intelligence’ alongside the pressure to improve their ‘emotional mathematical skills is developing the confidence to fail the most important element of Maths – teaching?
How does our over-resourcing of and English provision/mentoring/support de-prioritise the breadth of curriculum in which all students are more likely to flourish? How do we reconcile this with our allocation of teaching assistants? To what extent do we as a school see test performance as our chief end, as opposed to focusing on becoming a ‘good citizen, parent, employee or team member’? Educating for Hope and Aspiration How do we help our students conceive their future? What kind of future do they have, and how could our school help present a brighter, more ambitious vision, seeing them with God’s eyes? If we see each child as God sees them, what barriers would still remain? How do our teachers practically embody hope at parents’ evenings? How often do we let ‘bad experiences have the last word’ – to what extent do we pigeon hole based on the past? How many times should we forgive? Educating for Community and Living Well Together If our school was known for being a ‘just institution’, how would we know with our use of Pupil Premium funding – what tangible things would be seen? If we drew a pie chart of how much time we give to building character versus improving performance, how might it look? Does your school really believe that these students are of ‘ultimate worth’? I’m not sure you do…could you show me how your actions demonstrate this? Is school the place where your disadvantaged students feel the most loved? Should it be, and if it were, what difference would that make? Educating for Dignity and Respect How did the lesson you taught today demonstrate the dignity with which you see your disadvantaged students? How could you spend the money, if your chief aim was to bring dignity? Do your students ever feel ashamed of failure – if so, how do you reinforce this? School Leaders Exemplar Approach 3: ‘Staff/Students’ Well-being’ Educating for Wisdom, Knowledge and Skills If Good schools ‘foster confidence and delight’, how does your approach to teaching and learning deliberately build pupils’ confidence? Can you see this confidence grow in your lessons? How are you developing pupils’ ‘emotional intelligence’ alongside the pressure to improve their mathematical skills – is developing the confidence to fail the most important element of Maths teaching?
unpacking_the_vision_-_ethos_enhancing_outcomes_-_8_exemplars_for_school_leaders.docx