I am Glynis Frater, the founder of Learning Cultures, a leading provider of coaching and other professional development services for the education profession. I have followed the developments that have unfolded as Amanda Spielman has slammed the lack of attention many schools have given to ensuring pupils have access to a broad and balanced, deep and rich curriculum. She is right, of course, but she isn’t a head of a school battling with the only accountability measures that currently count at the end of key stage 1, 2 and key stage 4.
Let’s take what she says at face value, change needs to take time (this is an evolution not a revolution). There is a need to focus on communication, collaboration and professional learning conversations, (OFSTED want to listen and communicate with school leaders, middle leaders and teachers), the subject specialist, subject leader, subject expert is at the heart of ensuring changes to how we deliver the curriculum can make a difference, (content, concept, knowledge and the skills that help pupils access them are the key to building this deep and rich curriculum offer) so subject teams must work together effectively to create sequential learning that ensures all pupils, whatever their ability, achieve their full potential.
The team at Learning Cultures has been working hard, deepening our own knowledge of the research, creating innovative resources and creating solutions focused training materials. The work we do here and the messages within our training echo many of the indicators that OFSTED have based their new handbook on. We have not changed any of our programmes, courses or support packages to accommodate the new handbook and the messages from OFSTED because many of our messages and the skills and knowledge we bring already mirror the philosophies and indicators that are simply good practice and embody the characteristics of a good or outstanding school
Read the news-posts that I have written, week by week I have followed the unfolding change in emphasis for how schools should be judged. They are all on our webisite, Since Christmas, these have included,
- Creating a culture that fosters professional dialogue and delivers a seamless curriculum
- Literacy and Numeracy: the essential threads that weave through a deep and rich curriculum
- Concepts in Curriculum Design – Creating the culture that delivers seamless learning
- Lead a Coaching School for Curriculum Change- Create quality outcomes that deliver outstanding learning and teaching
- The critical role of the subject leader
- Planning CPD for the curriculum journey
Have a look at our curriculum courses that challenge you to re-think your curriculum strategy, delivery models and clearly stated impact. Then focus on our coaching programmes and decide to make the decision to use coaching to create the culture that will ensure high quality professional dialogue drives positive change where all staff know how the curriculum intent delivers a learning strategy for all the pupils they teach, provides them with the time and resources to create that innovative, creative and deep content that will build on learning over time and design the blueprint for all pupils to have the skills they need for the next stages of their education. Add in our teaching and learning courses that are designed to foster outstanding pedagogy, raise the bar on assessment and focus on how to ensure knowledge and skills weave a positive curriculum offer.