A new academy the East Midlands is steadily improving its performance and has worked with us to develop a coaching model that will drive up standards and focus on ensuring that the school moves from an overall OFSTED grade of satisfactory to good and then in time become an outstanding school.
A new head teacher at a girls school in Birmingham is determined that the school can retain it’s OFSTED status of good with outstanding features and work towards becoming an outstanding school throughout.
When we put teachers together from different subject areas and ask them to discuss the techniques they use to support deep learning and create opportunities for progression where learners can analyse and problem solve independently it is surprising how unaware they are that similar techniques and strategies are used in many subject areas.
Much higher level learning is built around the ability of the learner to be able to problem solve, analyse and draw conclusions, take risks and make decisions. Many of the skills involved in achieving this are numerical in nature. We have worked with a number of schools to consider how the teaching of number is integral within subjects other than mathematics.
We were given the challenge of working with a group of recently appointed pathway leaders and senior managers from a newly formed college to develop a sustainable CPD model that would help the group to plan and implement innovative strategies delivering a service to the local community and provide a platform for excellence and improvement in teaching and learning across all faculties.
Great Marlow school is a high performing secondary school in Buckinghamshire. A recent OFSTED deemed the school good with some outstanding practice. Geralyn Wilson the Head Teacher is determined to maintain high standards across the whole school and puts learning at the heart of the school’s target setting.
Southall School in Telford caters for a range of learners with moderate and complex needs, many of whom come from families and communities that experience cycles of deprivation and low expectations. The curriculum is designed to ensure that students have opportunities to apply their knowledge and use skills in practical ways that will enhance their enjoyment and support vital life and work skills to ensure their successful transition and economic prosperity.
A sixth form college in the North East set out to enhance the quality of their teaching and learning through a coaching programme for their teaching and support staff. A group of teachers identified as excellent teachers by OFSTED were selected to become Change Architects. They were given training and ongoing support in order to ensure they were confident and credible.
A college and work based learning provider have collaborated to create a Professional Training programme for a group of practitioners who have trained as Subject Learning Coaches and want to develop their skills further to offer coaching to a wider cohort than their own subject area in preparation to deliver the Diploma qualification.