Teachers improve Improve for Learning” Academy quality assurance procedures (work We will continue with this strategy to improve 12 “Talk students’ levels of in classrooms scrutiny, lesson observation, learning walk) students’ levels of and literacy so that we might oracy and literacy in evidence some improvements in students’ levels be more consistent and challenging in our delivery of lessons by giving of oracy and literacy; the Academy focus on this within all areas of the curriculum. opportunities to strategy was especially We will refine it in two key ways: “think-pair-share” discuss responses to effective, with this in evidence in most of observed 1. Staff training and development on teaching and questions before lessons. learning strategies to develop and express depth of taking feedback. understanding in response to challenges of new curricula and examination reform 2. Students will be trained in oracy skills in a programme led by tutors. Teachers use Ensuring questioning is Programme of school-wide CPD to develop skills QA evidence shows that the quality of teacher 12 questioning to effective in the classroom in questioning was delivered and was successful questioning has improved overall, however teachers effectively monitor as evidenced by post-training department action need a range of strategies to ensure deep and learning throughout plans. lasting understanding. We will continue with this lessons. Academy quality assurance procedures (work teaching and learning strategy, refining our approach scrutiny, lesson observation, learning walk) through further staff training and development. evidence improvements in teacher questioning to Effective questioning will be a corner stone of our monitor learning throughout lessons. teaching and learning foci for 2017-2018. This will be reflected in our Teaching and Learning strategy for 2017-2018. Teachers improve Ensuring written feedback is Academy quality assurance procedures (work The quality of written feedback has improved overall 12 quality of individual prompt and effective and scrutiny, lesson observation, learning walk) with students responding and making progress in support through their that students receive verbal evidence steady improvement in quality of written response in many cases, although this was not verbal and written feedback during lessons. feedback form teachers. consistent. feedback. We will continue with this approach, refining our practice to ensure that students respond well to feedback and boost their progress as a result. This will be reflected in our Teaching and Learning Targeted support strategy for 2017-2018
Teachers improve students’ levels of oracy and literacy in lessons by giving opportunities to discuss responses to questions before taking feedback. Improve “Talk for Learning” in classrooms Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence some improvements in students’ levels of oracy and literacy; the Academy focus on “think-pair-share” strategy was especially effective, with this in evidence in most of observed lessons. We will continue with this strategy to improve students’ levels of and literacy so that we might be more consistent and challenging in our delivery of this within all areas of the curriculum. We will refine it in two key ways: 1. Staff training and development on teaching and learning strategies to develop and express depth of understanding in response to challenges of new curricula and examination reform 2. Students will be trained in oracy skills in a programme led by tutors. 12 Teachers use questioning to effectively monitor learning throughout lessons. Ensuring questioning is effective in the classroom Programme of school-wide CPD to develop skills in questioning was delivered and was successful as evidenced by post-training department action plans. Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence improvements in teacher questioning to monitor learning throughout lessons. QA evidence shows that the quality of teacher questioning has improved overall, however teachers need a range of strategies to ensure deep and lasting understanding. We will continue with this teaching and learning strategy, refining our approach through further staff training and development. Effective questioning will be a corner stone of our teaching and learning foci for 2017-2018. This will be reflected in our Teaching and Learning strategy for 2017-2018. 12 Teachers improve quality of individual support through their verbal and written feedback. Ensuring written feedback is prompt and effective and that students receive verbal feedback during lessons. Academy quality assurance procedures (work scrutiny, lesson observation, learning walk) evidence steady improvement in quality of written feedback form teachers. The quality of written feedback has improved overall with students responding and making progress in response in many cases, although this was not consistent. We will continue with this approach, refining our practice to ensure that students respond well to feedback and boost their progress as a result. This will be reflected in our Teaching and Learning strategy for 2017-2018 12 Targeted support
2017-18-Pupil-Premium-Strategy-Statement.docx