What are the curriculum priorities for the new term?

What are the curriculum priorities that will guarantee a rich and deep curriculum offer that sequences learning over time?  They must include,

Creating the right teams that can take forward the vision and rationale for breadth and balance of the curriculum. Teams that can work together to create a sequential curriculum that weaves concepts, knowledge and skills into a body of learning.

A balance of innovation and conventional pedagogy that creates informed choices for how the curriculum should be taught. Developing a culture of professional learning that means staff within teams and departments, across year groups and at transition points all talk to each other and learn from each other.

A clearly defined strategy for highly effective CPD that is agreed linked to individual and team development needs.  If change is fundamental to re-defining the curriculum and how it is developed and delivered all staff will have their own collective and individual needs.  It is vital that this is planned and implemented to ensure that all staff are able to collectively deliver curriculum intent.

How the learning is assessed must be woven into the curriculum plan, assessment is fundamental if we are to measure the impact of the curriculum being taught on learning and progression.  There needs to be a balance between formative and summative assessment and opportunities for those with pupil facing roles to plan their assessment approaches together to ensure consistency, consensus and cohesion. There also needs to be agreement across all teams, departments and year groups as to how and when to intervene when pupils fall behind.

Building a system of positive quality assurance is key to defining the success of the curriculum and its implementation.  It is essential that the process secures high quality outcomes while retaining any strongly supportive team culture.  The process should be qualitative and not quantitative. Data is the result of a lot of other processes that are measured over time.  Lesson observation, learning walks, measuring pupil outputs, student voice, parents’ views are all part of measuring quality. It is, however, essential that all are used to celebrate a learning culture and are not seen as a measure of what is going wrong.  If we build a highly effective quality assurance strategy it will highlight the strengths within the organisation, inform the need for change and provide the steer for next steps in the process of continuous improvement.

Wherever you are on the curriculum journey we have a superb range of training and development courses that have been specifically designed to bring clarity and deeper meaning.  We are a coaching organisation and we achieve outstanding results.  Our courses are set out on our website in three sections,

We are launching a coaching certification programme and some on-line training courses which we are calling CPD in a Box this term.  Have a look at our website for more details.

Make sure all your staff have a CPD offer that is sustainable and provides profound learning that can be cascaded to others and has an impact on the organisation, the team and the individual.

 

Planning CPD for the curriculum journey

What are the implications for school leaders now that the draft OFSTED handbook to be used from September 2019 has been published?

Creating a strategy for highly effective, cost effective and sustainable CPD is an essential component. All staff must know the part they play in contributing to the vision. They need to assess and refine their current provision and look at ambitious and new content and approaches that will provide profound evidence that what is planned and implemented has breadth and depth and is sequenced so that new knowledge and skills build on what has been taught before and move the learning towards well defined end points.

OFSTED recognise the need for training and development as one of their 25 indicators published as part of their research into the quality of education through curriculum intent, implementation and impact.

Leaders ensure that ongoing professional development/training is available for staff to ensure that curriculum requirements can be met.

We already have a CPD offer that matches what is being asked for here.  The research and suggested indicators for delivering a high-quality seamless curriculum for learning has been a part of our thinking over many years. We don’t have to change very much at all in reaching out to schools we work with across England with an offer that mirrors exactly the CPD that will make a significant difference to how schools manage change in this context.  Build a CPD plan with us. Use coaching to cascade learning, shape content and share ideas.  We help you define a pathway for ensuring professional dialogue delivers a profound high-quality education for all.

Clearly there is need to focus on what is different, what needs to change and how leaders, managers, teaching and support staff will contribute to creating the evidence that the quality of education linked to how the curriculum is planned and delivered creates opportunities for outstanding learning deeper, understanding and progression over time.

Remember, take advantage of our second delegate rate if you book different members of staff onto several of our courses.  We can also deliver all our training as INSET for your school are your partner schools where this applies.

OFSTED Inspection Handbook – a draft for consultation

The draft OFSTED Inspection framework is now available for review and consultation.  It is accompanied by a consultation document which asks for an approval rating and comments on several of the proposed changes to what and how future inspections will be carried out. For mainstream schools they are:-

  • the proposal to introduce a ‘quality of education’ judgement and looking at outcomes in context and whether they are the result of a coherently planned curriculum, delivered well
  • the proposal to separate inspection judgements about learners’ personal development and learners’ behaviour and attitudes
  • the proposal to ensure that the quality of educational judgements in early years will work well for all those working in different settings
  • the proposal to increase the length of section 8 inspections for some schools from the current one day to two days
  • the proposal for on-site preparation for all section 5 inspections and for section 8 inspections of good schools on the afternoon prior to the inspection
  • the proposal that inspectors will not look at non-statutory internal progress and attainment data

The curriculum is at the heart of the changes. We have seen throughout the build up to the announcement today how schools across the spectrum need to have a very clear rationale for their curriculum plan, know that this will be translated into a cohesive and substantive curriculum for learning and will have an impact on progression and achievement.

The Curriculum is the substance of what is taught

There is clarification that knowledge and skills are closely interconnected and inspectors will be asked to consider what providers are doing to develop both learners’ knowledge and their skills. It is also recognised that education providers may take different approaches to the curriculum and should have some freedom to choose their own approaches to content and delivery.

The school’s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning…

The emphasis is on coherence and sequence in relation to curriculum planning so that pupils build on what has been taught before and focuses on building a learning platform that leads towards clearly defined end points. There should be logical progress, which is systematically and explicitly defined for all pupils in order that they acquire the intended knowledge and skills.

The school’s curriculum is strong. Across the school, it is evident from what teachers do that they have a firm and common understanding of the school’s curriculum intent and what it means for their practice.

Inspectors will look for a holistic approach that does not separate leadership of the curriculum from the implementation, the teaching and the assessment.  Assessing the impact of effective curriculum design will be through dialogue with curriculum and subject leaders and observations and reviews of pupils in lessons and the work they produce.

Teachers and leaders use assessment well, for example to help pupils embed and use knowledge fluently, or to check understanding and inform teaching.

School, curriculum and subject leaders must have the expertise to drive and deliver this change and be able to articulate how their rationale delivers a well-constructed curriculum that is expertly taught and leads to good results at the end of the relevant stage of education.  Leaders must be able to share how they know that the curriculum is having an impact for all pupils.

Teachers have a good knowledge of the subject(s) and courses they teach. Leaders provide effective support for those teaching outside their main areas of expertise.

Within the text published today there is reinforcement that OFSTED want to see this as an evolution and not a revolution and are looking for school, curriculum and subject leaders to begin to work towards the changes they need to make over time.  There is a recognition that a lot of what currently is delivered is good, however, some change is inevitable to strengthen and enrich the curriculum in terms of the rationale, the delivery and the impact it has on knowledge, skills and ultimate progression for all learners.

Inspectors will look at how carefully leaders and subject leaders have thought about what end points the curriculum is building towards, what pupils will be able to know and to do at the end of these points and how they have planned the curriculum accordingly?

We will incorporate any new messages from today’s announcements into our coaching and training programmes.  However, we have followed this so carefully over time that we feel that what is included echoes our own expertise and understanding.  We can support schools and colleges from early years to post 16 with a wealth of knowledge and are hugely excited at the opportunity to support these changes. Join us at one of our curriculum events.

Follow our news-posts on our website and have a look at some of our other courses that will ensure staff across the school have the right expertise to manage change.

Transition is an important aspect of creating the coherence and sequencing of learning over time, we have two courses that will support transition managers working between KS1 and 2 and KS 2 and 3.

Leading these changes will be challenging and we would recommend our Leading a Coaching School course which will deepen those leadership skills that empower others to manage change. The role of the middle leader especially for curriculum and subject leaders and Heads of Teaching and Learning is pivotal in driving this forward. Join us for our Coaching for Middle Leaders course and learn and focus on how to create the professional dialogue and positive outcomes that will deliver a seamless curriculum.

Re-define your Curriculum Emphasis – Focus on learning and deepening understanding

The current emphasis on how the curriculum is planned and delivered should be a welcome opportunity for all senior leaders in schools to focus on ensuring their curriculum is all about learning and deepening understanding across a range of different topics, themes or subjects.  Amanda Spielman OFSTED’s Chief Inspector  started the debate, her concern, that the curriculum is narrowed to accommodate the need to teach to the test in Years 2 and 6 and in year 11 if not 10 as well is, in some cases, well founded.

Alongside this criticism is an acknowledgement that OFSTED may, in the past, have focused too much on the data and not enough on how that data is arrived at.  I have a long-held belief that focusing on passing tests and examinations at the expense of deepening learning over time is counter-productive.  Creating opportunities for pupils to access deep and rich text, apply numeracy skills to help to consolidate understanding of a problem or how to write to explain bias, cause and effect or express an opinion help to deepen their competence, strengthen their understanding and give them the resilience they need to see questions in a test or examination from different perspectives and give them a much better chance of coming up with the right level of response.

John West-Burnham in a research paper suggests that shallow learning is all about memorisation and leads to compliance and dependence and contributes very little in the pursuit of deep learning.  Read the whole paper here.Planning the curriculum should focus on what outcomes we want for pupils in terms of their knowledge and the skills that they need in order to access and apply that knowledge in a range of cross-curricular, thematic and subject contexts. Each school is different and that is why there is an imperative to focus on intent in relation to curriculum design that defines the right approach for individual school contexts.  Implementing that stated curriculum must focus on high quality pedagogy, teaching  that delivers inspirational learning and uses assessment strategies that lead to high levels of progression.  A positive impact is where all pupils have deepened their knowledge, are developing the core skills that will help them continue to make connections across all their learning and are mastering the wider cognitive skills that will ensure successful outcomes when they are tested or examined.

A good starting point is to have a detailed pro-forma scheme of work that everyone uses as part of planning in all departments, across all year groups and where appropriate for topic or sequential learning.  The headings should be built to ensure a consistency of purpose that mirrors the vision for deep knowledge and the development of the skills that will allow that vision to be realised.  These could include:-

  • What is the sequence of learning?
  • What do pupils know already to build on their knowledge and understanding?
  • What are the literacy skills that are intrinsic to the learning that are to be developed/further developed?
  • What are the numeracy skills that are intrinsic to the learning that can be developed/further developed?
  • What other learning skills will support the learning linked to deepening knowledge, fostering progression and demonstrating mastery?
  • What are the expected outcomes from this topic/series of lessons/theme?

The skills must be those that are naturally occurring as a part of learning. They do not need to be shoe-horned into the learning.  Also, pupils need to be a part of the process, continually re-enforcing their role in how they deepen their own learning, articulating what they need to do to make progress and improve their own work.

Whatever you do, don’t start from scratch.  In our last news-post we provided a tool called L.E.A.R.N. It starts with what will you leave in.  Always focus on what you do well before thinking about what needs to be changed.

Join us at one of our highly successful training days looking at how to re-define your curriculum, not for OFSTED but to reflect on how to make sure your curriculum is all about learning, highly effective pedagogy and the best outcomes for all pupils.

Read our news post that focuses on the skills/knowledge agenda

Focus on formative assessment to ensure the curriculum and how it is assessed is seen as a seamless process.

What is a full and rounded education? Do schools have the answer for OFSTED?

In her speech to the NCAS (National Children and Adults Services) last week, Amanda Spielman asked the question,

“How are schools making sure that children get a full and rounded education?”

She said that OFSTED exists to shine a light where children and young people are not getting a good deal in their education or care.  With the proposed changes to the emphasis on inspection from next September it is essential for all those with responsibility for children and young people to shine their own spotlight on how the curriculum is designed and how effective the pedagogy is in ensuring all pupils deepen their knowledge and build their skills for learning.  We need to ask our own questions and focus on the answers that will ensure what we teach and how we teach has an impact on learning for all pupils.

Use our L.E.A.R.N. proforma to start the conversation in teams, from your SLT to teachers and their support staff.

  • Leave in – What is currently working well and does not need changing?
  • Explore possibilities- How can we build on our current strengths?
  • Amend and adapt – What works well but may need adapting or amending?
  • Replace- What do we need to change and how?
  • New innovations- What will be completely new and different?

Focus on the questions below as a starting point.  The coaching message firmly stated in the LEARN strategy outlined above is; start with what currently works well and build from there.

  • What are the mechanisms for collaborative planning of curriculum content across subjects, phases, year groups and key stages?
  • How do teachers ensure they are building on prior learning from year to year and key stage to key stage?
  • Where is the emphasis placed between the acquisition of knowledge and the development of the skills that pupils need in order to learn?
  • What is in place to ensure that assessment is consistent, accurate and provides opportunities for pupils to continuously improve the quality of their learning?
  • What strategies are in place to ensure that literacy and numeracy skills are applied in context across all learning thus ensuring pupils become unconsciously competent in their use of these skills?
  • To what extent are pupils involved in their own learning journey and are given opportunities to reflect on how they can improve their work and deepen their knowledge?

Everyone across the school or a partnership of schools needs to be working together to build a cohesive and collaborative curriculum that is pupil centred and delivers deep and rich learning content.  Where this happens the data that describes successful final outcomes will emerge without the need for pernicious intervention in year 6 or in year 11.  Highly focused CPD is key to creating this outcome.  We have designed a suite of training linked to the main and most pressing issues that will support schools to re-define their curriculum and how it is delivered.

There are many more relevant programmes and courses. Go to our website to find out more.

 

 

Coaching and Curriculum Cohesion – Create a culture where excellence is cascaded across the whole school

To create a culture where excellence and high-quality learning is cascaded across the whole school is best achieved through coaching.  Using coaching to ensure there is curriculum cohesion across all phases and stages will ensure all staff exceed and surpass expectations. Coaching encourages the use of positive and deep questioning that will enhance professional learning and challenge pupils. Coaching inspires innovation, helps individuals to embrace change and creates opportunities for the sharing and cascading of good and outstanding practice.

Amanda Spielman’s latest communication, her letter to the public accounts committee’s request for information confirms her intention to pursue a new category for the forthcoming changes to the OFSTED Inspection Framework ‘Quality of Education’ which will include curriculum intent, depth and breadth alongside the quality of teaching, the quality of pupils’ work and the resulting outcomes. The diagram below is my interpretation of the main components that need to be in place in order that schools know how their vision is translated into powerful learning over time.

Creating a culture that ensures all of the components above are carefully planned and implemented requires highly effective communication. Leading a Coaching School. Talented teams need to work together to manage change, create new approaches and build on what they currently do well.  Coaching from the Middle – How to influence change, build outstanding teams and lead innovation.

All teachers need to have a range of pedagogies and strategies for learning and assessment that will support pupils to build on their prior learning, deepen that learning and be ready to embrace challenge through the acquisition of knowledge and the use of associated skills. Coaching Towards Outstanding Teaching and Learning.  Pupils need to be an integral part of this and learner voice can be highly effective as part of an overall strategy. Coaching in the Classroom with Pupils.  Using coaching as the CPD vehicle to achieving the above is highly effective.

CPD is an essential component in creating a culture where staff accept positive change and work together to achieve the stated vision for excellence and improvement. What emerges from this particular cycle of change is exciting and should create a curriculum that is fit for purpose for the school, its pupils and the local and wider community within which it draws its cohort. However, the CPD and associated training must be relevant, sustainable and have an impact on learning and achievement for all.  Coaching is non-judgemental and non-directive, provides individuals with the opportunity to find their own solutions and learn how professional dialogue leads to successful outcomes for the school, teams and individual staff and pupils. It is the sharing and cascading of the learning both as part of an actual coaching training programme and how that is then cascaded to others to enhance its efficacy that makes the coaching training we offer so powerful.

Have a look at our Coaching in Education section on our website that has something for all staff.  Join us at one of our curriculum courses to look in great depth at how to ensure readiness for the changes:

or ask us about our INSET packages where we can help you to plan your CPD and curriculum strategies for intent, implementation and impact.

Curriculum Breadth and Balance at Key Stage 3 – Planning for impact and successful outcomes

Schools need to look carefully at their curriculum plan for Key Stage 3. The report from OFSTED Key Stage 3: the wasted years? was written some time ago now but it has been mentioned recently by OFSTED and the message is clear, since its publication there is not enough evidence of significant change or improvement in how this important key stage is planned and delivered.

The questions below address some of the criticisms that are evident in recent reports and speeches about how schools are planning their Key Stage 3 offer.

  • What is the evidence that there is sufficient breadth and balance across three years?
  • How effectively does the teaching prepare pupils for Key Stage 4 study?
  • How much emphasis is placed on the teaching of literacy and numeracy in subjects other than Maths and English?
  • How well do pupils build on their prior learning from Key Stage 2?
  • How is Year 9 planned to continue to offer a wide range of subjects but prepare pupils well for Year 10 and beyond?

OFSTED’s annual report published in December comments that some of the above are not in evidence and the criticism echoes the theme that Amanda Spielman has talked about in several of her recent speeches.

“I cannot reiterate it enough: exam performance and league tables should be a reflection of what children have learned. Tests exist in service of the curriculum. Curriculum should be designed to give children the best pathway to the future, not to make the school look good.”

Amanda Spielman speaking to the Church of England Foundation for Education Leadership.

Choosing to have a two-year Key Stage 3 is not in itself considered unacceptable. However, if this is the status quo in your school it is important to ensure that the reasons for this decision are clearly defined and are not simply to give pupils an extra year to study for GCSEs.

Below are some examples of what is considered to be good practice:

Here at Learning Cultures we have a great deal of expertise and experience of working with schools to develop highly effective strategies for both transition and Key Stage 3 planning.  Join us at one of our highly praised training courses to reflect and learn with an expert.

We have a new course for the summer term focusing on Careers Education and Information, Advice and Guidance which reflects changes to the statutory requirements schools now must work with,

Coordinating Careers Education and meeting the new Statutory requirements for CEIAG

A primary focus – How well does your curriculum stand up to what inspectors are looking for?

Create an outstanding primary curriculum and have the evidence for OFSTED.

OFSTED are questioning the quality of curriculum content in their latest announcements and speeches, especially those of Amanda Spielman, the Chief Inspector.  This is whilst the Government still insist on inflicting upon us yet more testing.  The EYFS baseline test may be in place by next year unless heed is taken of those who are fiercely contesting it.  Times-table tests for year 4 and SATs at KS1 and KS2 remain. The balance between accountability on the one hand and ensuring the curriculum has breadth and is challenging is sometimes difficult to achieve as many primary headteachers are quick to point out.

Curriculum is high on the OFSTED agenda. They are planning a new framework and handbook for September 2019, not very far away in school calendar terms and this, they say, will include a review of the curriculum and how it is delivered. OFSTED are saying that the way in which we can “unlock the potential for all” is not wholly dependent on testing.  They are focusing on how the nature of assessment and actual achievement are linked through a supportive curriculum.  Whilst there is no official guidance from OFSTED they are carefully saying,

know your curriculum – what are the reasons behind its design

know how the curriculum is being delivered across all year groups

know what impact your curriculum is having on pupils’ knowledge and understanding

have evidence that pupils build on prior learning as they progress at points of transition and across year groups

Amanda Spielman (2017) wants leaders to take a “whole school strategic approach to the spiritual, cultural and moral development of pupils to make the world a better place”. School leaders, she says, should be thinking less about preparing pupils for exams and more about the “body of knowledge” young people will gain during their time at school.

Here at Learning Cultures we are following these developments, attending forums that will keep us completely up to date and reviewing the research that is cited as relevant to current policy and quality assertions.

The nature of our training supports leaders, managers, teachers and support staff to take ownership of how the curriculum is planned and delivered.  We focus on what is meant by outstanding pedagogy and how to cascade good practice. We believe that the curriculum should be a tapestry of knowledge and skills that weaves engaging learning opportunities from early years to year 6 and beyond.  This is the time to think deeply about designing a powerful knowledge rich curriculum that is truly relevant to the needs of your particular context specifically in relation to how pupils learn and what engages them in becoming truly competent in mastering the concepts and using them in innumerable contexts.

Join us at our updated primary curriculum event,

Designing the Primary Curriculum – Ensuring depth and breadth and a continuum of learning

You may also be interested in our event that looks specifically how to embed literacy and numeracy as part of learning across all subjects and the wider curriculum,

Mastery and Deeper Learning in Literacy and Numeracy across the Primary Curriculum

Be Outstanding this New Year – Six resolutions for your school and staff

In December I wrote five news items linked to policy, the latest research and what is in the spotlight for OFSTED and a sixth that focuses on coaching and what we know helps to create and sustain outstanding learning and teaching.

Curriculum is in the spotlight and the focus on mastery or deep and rich learning continues to occupy the minds of policy makers and OFSTED.  Closing the achievement gap especially for ‘disadvantaged’ learners is the subject of a new Government paper. Formative assessment is fundamental to positive outcomes for pupils across all sectors and creating a consistent whole school strategy that delivers positive learning is paramount. Transition is a key issue and remains a concern for many as pupils continue to dip in performance especially as they move from primary to secondary school.  Key Stage 3 is still seen by OFSTED as ‘wasted’ and needs to be a focus for review.

Make your New Year’s resolution to use coaching to create a culture that celebrates, shares and cascades good and outstanding practice and where learning is at the heart of everything.  The philosophy and practices involved in the development of coaching skills for all staff is proven to be the best way to manage change successfully.  Read the blog posts that are linked directly to the issues that have been aired over December and then focus on how creating a coaching culture in your school or group of schools will be a positive catalyst for continuous excellence and improvement.

Read the news posts on our website or dip into them altogether here,

Wishing you a very happy New Year from all of us at Learning Cultures.

Closing the Gap – Social Mobility at the heart of education policy

Social mobility at the heart of education policy – no community left behind

In December we saw the publication from the DfE of  Unlocking Talent, Fulfilling Potential – a plan for improving social mobility through education.

The Dfe have four key ambitions to close the gap on disadvantage,

  • Closing the ‘word gap’ in early years, focusing on the development of key early language and literacy skills for pupils who are disadvantaged or not achieving their full potential
  • Closing the attainment gap in schools while continuing to raise standards for all, a focus on intervention where it is now most needed
  • High quality post 16 education choices for all young people, a focus on the ‘technical education system’ being a part of the drive to raise standards
  • Everyone achieving their full potential in rewarding careers, improving the provision of careers advice through effective Information, Advice and Guidance (IAG)

This is a very early stage document with laudable intentions. It will, however, take a long time to become a reality.  There is a promise of substantial sums of money to support some of the suggestions. There is also planned research to ascertain the extent of the problems that exist and where they exist.

One of the observations included in the report is that often the best way to make a difference is to have a look at where schools and partnerships across the country have developed strategies that are creating significant change and are closing the gap.  So, in the spirit of trying to find solutions that can be put into practice now, I have had a trawl around to find examples of good practice.  The themes are fairly uniform across a wide range of research and are what one might expect.  You can download a list of the research papers I have used here.

The main points that emerge are:-

  • Early years intervention can make a significant difference to the life chances of learners especially in supporting the development of explicit literacy instruction and the setting of clearly defined, consistent teaching objectives.  One to one support is also highlighted as is the use of phonics based programmes for struggling readers
  • Making effective use of data can have a profound impact on identifying and addressing under-performance and will help schools to understand the reasons why.  This is especially true when learners are able to use information about themselves to self-evaluate. Data is also seen to be useful for tracking progress or the lack of it and as an essential part of effective formative assessment strategies
  • Raising aspiration is a recurring theme.  How do we ensure that learners believe in themselves and are prepared to have faith in their own ability? The use of ‘Growth Mindset’ theory and other similar interventions are making a significant difference in some schools and across school partnerships or MATs
  • Engaging with parents and raising parental aspirations about their offspring can have an impact on the extent to which learners will see their potential beyond that of the ambition of previous generations.  There are some interesting approaches being applied across the country
  • Developing learners’ social and emotional competences through strategies that raise self-esteem, develop communication and social skills and nurture deep and profound thinking around some of the important local, national and international issues pertinent to the 21st century are proven to have an impact
  • Ensuring there are focused strategies so that pupils do not fall behind at times of transition where there is a well-documented dip in performance for many learners especially between years two and three and years six and seven
  • Where there is strong, visionary leadership that focuses on zero tolerance and a determined and consistent whole school approach change happens
  • Poor literacy skills continue across a raft of research to be at the heart of low achievement, this is especially highlighted in science and the STEM subjects but is a problem across all learning
  • Developing the meta-cognitive (‘learning to learn’) skills of learners is an essential element for success.  Where learners understand how they learn, listen well, think with clarity, have good comprehension and recall skills and can communicate and learn through co-operation with their peers learning and improvement takes place
  • Creating a common language and a consistent strategy to issues around discipline makes a difference
  • The use of technology especially interactive whiteboards and other whole school technology interventions is also seen to improve learning for all

None of the above say anything new or different.  Successive governments have highlighted the fact that there is a persistent group of disadvantaged learners who do not achieve as well as their peers.  The reasons are also well-documented and to some extent obvious.  There are, however, some amazing examples of good and outstanding practice that are making a difference.  We do need to learn and apply these strategies to ensure every school across the country supports every learner to achieve and exceed their full potential.

Learning Cultures are working with several successful schools who have begun to make big strides in this area.  Our own programmes focus on how to cascade and share good and outstanding practice and we can support schools, MATs and alliances who want to develop highly effective strategies that will ‘close the gap’.

Some of our courses also address one or more of the themes above and will go into much greater detail than we can here.  I have put together a comprehensive list on a PDF that you can download here.