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.
OFSTED have this week released a commentary on the second phase of their research into curriculum design, implementation and impact. Amanda Spielman is clear in her assertion that the real substance of education is the curriculum and how it is structured so that all pupils can access it, learn through it and make progress linked to how it is delivered and assessed.
There will be, the report states, a new approach to inspection that moves away from simply focusing on outcomes linked to end of key stage data and more towards looking at what complements that data.
This, it suggests, includes evidence of:
- a clearly defined and fit for purpose curriculum design that is linked to the school vision and purpose
- positive leadership that includes devolved leadership to subject specialists and teachers
- collaborative and whole school involvement
- pedagogy that deepens subject knowledge and challenges the pupil’s ability to make connections across different subject disciplines
- how pupils demonstrate competence in their use of skills that help them to access curriculum knowledge
- a carefully sequenced content that builds depth and breadth of understanding over time
The research found that the sample schools used one of three approaches to planning their curriculum.
- Knowledge – led approach -skills come from knowledge, “skills are the bi-product of knowledge”. Through the deepening of knowledge comes the ability to use associated skills. The characteristics of this approach are fewer topics that are taught in greater depth
- Knowledge – engaged approach – “knowledge underpins the application of skills” This approach focuses on how the skills and the knowledge are integral, the pupil learns skills alongside knowledge acquisition. This involves planning which skills the pupil will use to access knowledge. Within this approach there is a greater emphasis on cross-curricular teaching, ensuring an understanding of how knowledge applies in a context
- Skills – led approach – Skills have the higher priority in the planning process, knowledge is seen as a series of disconnected facts unless the pupil has the skills to place them in their context
There is no suggestion that one approach is better than another and schools remain free to make their own decisions as to the best model in their specific local setting. However, it is the reasons behind the choices made that will need to be clear and focused on holistic, deeper and sequential learning and not simply on how to achieve the best outcomes for the schools at times of testing or examination outcome.
Curriculum design, the report concludes, is a reflective process involving leaders, subject specialists and teachers. It suggests that there needs to be much more evidence of progression models that show how pupils will build their subject knowledge and their ability to use associated skills adeptly and competently. It is also clearly stated that curriculum and assessment are inseparable and welcome evidence that leaders in the sample schools believe that skilful formative and summative assessment strategies are integral to deep learning and are useful in identifying gaps in learning.
- No one design fits all, the National Curriculum is the benchmark, but the choice of design is up to the school and linked to the school’s context and the expertise of those involved
- The curriculum should be linked to the school vision and purpose. It should be the yardstick for what leaders want their pupils to know and be able to do by the end of their school life
- The curriculum design should be clearly defined, the content should be carefully sequenced, have thoughtfully designed assessment practice and include an appropriate model of progression
- The curriculum should have substance, depth and breadth and be more than preparation for tests and examinations
- There should be a rich web of knowledge where skills weave opportunities for a continuum of learning that deepens understanding and allows for progression
The Learning Cultures Expert Curriculum team have developed two outstanding training opportunities that will give school and curriculum leaders an opportunity to reflect on what currently works well and how to ensure that new strategies and innovations create a curriculum design for now and the future that enriches learning and deepens knowledge and understanding. We weave our deep knowledge of curriculum design with our expertise in coaching to explore how to create a whole school, collaborative curriculum and assessment model that inspires and nurtures learning and achievement.
Re-defining the Primary Curriculum – Content, cohesion and purpose
Re-defining the Secondary Curriculum – Defining purpose, designing content and delivering impact
A new and thought-provoking course with content that can transform classroom management and allow teachers, support staff and pastoral teams to reflect on their current behaviour management strategies and build new skills that will ensure low-level and more disruptive behaviour is minimised or eliminated. Coaching is powerful when it is used to challenge and question behaviour that is unwelcome or not tolerated. Coaching can be highly manipulative, for instance, learning how to use questioning skills effectively can have a devastating impact on the miscreant. Their behaviour is challenged but in a way that deflects it back, where the trouble-maker is left owning the behaviour and having to take responsibility for the actions that have proved unacceptable. Listening and learning from what is not said but seen can also be highly revealing in managing a pupil or an adult whose behaviour is disruptive. The reasons that lie behind the conduct displayed can be heard and explained through the development of deeper listening skills and provide the person who is managing the situation with the opportunity to disarm and un-nerve the perpetrator. Learning how to influence change can be highly useful for those with responsibility for dealing with the unacceptable. These might include voice control and management, using the power of silence, focusing on the positive and using interview techniques that ensure agreement or a contract for improving behaviour is accepted and implemented.
This course is part of our suite of coaching events. We have delivered it over the past term and have received high praise for its content and the quality of resources that those who attend can take back to use to share with colleagues. Coaching is akin to excellent pedagogy and the outstanding lesson will rarely expose poor behaviour. Highlighting and practicing some of the powerful coaching skills that improve performance can have a significant impact on improving practice inside and outside the classroom especially for those teachers who sometimes find the behaviour of some of their pupils to be a challenge. Just send one person to this course, they will be able to share their learning with others back in school.
OFSTED are currently reviewing how the curriculum is designed and delivered in all phases of education.
In a recent presentation Sean Harford of OFSTED made a plea that schools should be ‘bold and courageous’ with their curriculum. There are many clues from different commentators and especially from Amanda Spielman as to what is wanted here. Essentially the curriculum should have depth and breadth, build on prior learning and challenge pupils to master the essential principles embodied in the learning of the core skills especially, reading, writing, communication and Mathematics as well as digital and scientific literacy. Pupils should be able to make connections and become unconsciously competent in their use of these skills in the pursuance of deeper knowledge and understanding that expand their horizons.
There are, according to Sean Harford of OFSTED, three parts to a framework that make up the essential planning of a cohesive and successful curriculum, these are:
- Intent – What will be included in the curriculum framework and what knowledge and understanding will be gained by pupils at each stage?
- Implementation – How will the curriculum be translated over time into a structure and narrative within the institutional context
- Impact and achievement – Evaluating what knowledge and understanding pupils have gained against expectations
‘Depth and breadth’ are words liberally used in much of the documentation and transcripts from speeches. Sean Harford admits that there is some ambiguity as to how different schools interpret these words. For me, the essence of this is to create a seamless curriculum where pupils build on prior learning from lesson to lesson, subject to subject and from year to year. The curriculum design is a tapestry of learning and the planning of the curriculum needs to draw on all those who will deliver it to understand how their input is an integral part of a whole school drive for deep and meaningful progression for all pupils.
There will be a new OFSTED handbook and framework from September 2019 and if the current literature is correct there will be a greater emphasis on how schools plan, implement and evaluate their curriculum. If this is so, now is the time to start to focus on ensuring there is a dialogue that involves everyone at school involved in teaching and learning to focus on how the curriculum is woven together to ensure pupils are continually developing their knowledge and skills and deepening their understanding over time.
To create the right culture for cohesion and collaboration the curriculum needs to be at the heart of the planning process. The vision for school success must be linked to the design, delivery and impact of a curriculum that develops pupils to know more and remember more over time. An assessment policy needs to be seen to support the pupils’ journeys through the curriculum and be pupil centred. Pedagogy needs to be explored and defined in terms of how it allows pupils to deepen their understanding, refine metacognition and create the unconsciously competent learner who deftly uses skills in a wide variety of contexts within school and beyond.
Following in-depth research our curriculum experts have some ‘bold and brave’ solutions and a wealth of resources to support schools in both the primary and secondary phases of education to focus on their curriculum, what to keep, what to change and how to create the evidence that your curriculum delivers high quality learning over time.
Create a CPD strategy and a coaching culture that will sustain outstanding learning and teaching for the next academic year and beyond.
If you read a few OFSTED reports for those schools that have been judged outstanding you will see that they have something in common. Learning is at the heart of their vision. Every strategy and decision is made on the basis that it will ensure learning is a continuous process not just for the pupils but for the staff as well.
Leaders, managers, teachers and support staff all play their part in developing a common thread that focuses on their own potential and how each member of staff can learn from their practice and the practice of others. The wealth of talent that is within the school is shared in the pursuance of a culture of positive continuous professional development and learning.
Creating this culture requires forethought, commitment and detailed planning so that everyone is involved and has a part to play in the pursuance of a learning community. This is the perfect time to plan your CPD strategy for the next academic year to ensure that it will be sustainable, relevant and totally in line with achieving the outcomes stated in the school improvement plan.
The senior leadership team need to have the inherent belief that every member of the school can and will continuously improve their performance. There is no such thing as failure, a mistake is a jewel that leads to learning and creates an atmosphere of trust that fosters innovation, creativity and challenge.
Middle leaders are the pivotal force in creating a platform for learning that empowers their teams to work together in the pursuit of excellence and improvement across the whole school, in departments, for phases and within key stages.
Teachers and support teams share and cascade their practice through the development of learning communities and the use of professional conversations that will empower them to be reflective in their quest for progression, achievement and attainment for all their pupils. Pupils are resilient and motivated, they embrace challenge, they are aware of how they are learning through listening, deeper thinking and the development of their memory skills and they know they are part of an organisation that puts their learning needs first.
The Learning Cultures’ suite of coaching training has been designed to create the right CPD to allow this culture to unfold. Where individuals develop the skills that will influence positive change including allowing them to articulate and pursue their own learning goals, deepen their knowledge and skills, acknowledge their own strengths and share their successes with others the positive results are profound. The evidence of impact is obvious both qualitatively and in the data sets that confirm the change and the improvements.
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.
Research suggests that pupil performance as a result of primary to secondary transition can dip by as much as 39%. There are many reasons why this might be so, some are unavoidable as pupils move from the relatively calm and comfortable primary classroom to the less pupil centred secondary school. There are, however, many things a secondary school can do to turn this dip around.
OFSTED remain critical of the lack of communication they detect at times of primary to secondary transition. The new primary curriculum is now well embedded and the content is considerably more in-depth than previously. For instance, in Maths pupils are now learning in year 4 what they used to learn in year 6. The perception from the inspectorate and other stakeholder bodies is that secondary teachers are not aware of the standards and quality of work that is being produced particularly by pupils in years 5 and 6. Secondary schools need a strategy through cross phase primary to secondary transition partnerships that ensure higher levels of interaction through such interventions as the sharing of schemes of work, an opportunity to dovetail programmes of study and time to observe and reflect on learning.
Secondary teachers should look closely at the SATs tests to see what the pupils they will be teaching are expected to be able to achieve in the last term of year 6. The scores from these tests will determine the accountability measures by which secondary schools will be judged over the five years until the next testing regime of GCSE. The data is new and the method by which the data is gathered and collated is new. Many secondary headteachers say that there is a lack of granularity in the new data which makes it difficult to make judgements on prior achievement. Many see the new data used as part of primary to secondary transition as a barrier to successful academic transition.
Relying on the quantitative data at times of primary to secondary transition is a mistake if it is not backed up by qualitative data and information. This can only come from clearly defined communication strategies that allow for schools across the bridge to collaborate and share what pupils have learnt, how the learning has been assessed and what the gaps are in individual pupil’s learning by the end of year 6. This requires an investment by both phases such as, creating teacher time to share, moderate and observe, cross – phase CPD and an opportunity to build co-written schemes of work that deliver seamless learning from KS2 to 3.
Secondary schools need answers to questions such as “what does good progress look like from year 6 to year 9?” “What do the scaled scores at KS2 mean in relation to progress at KS3?” “How do we build on prior learning in a positive way so that pupils see that they are involved in deepening and extending their learning?”
We have designed as a result of in-depth sector led research a powerful training course Crossing the Bridge – Seamless Transition from KS2 to 3 that focuses on these issues and will provide solutions and resources to support highly successful evidence based strategies at times of primary to secondary transition that deliver answers, motivated pupils and a high chance of successful outcomes for pupils at the end of KS4. You may also like to have a look at a recent blog post, The Spotlight is on KS3 which highlights the issues that OFSTED see as still lacking in secondary school planning for KS3.
If you are planning your CPD strategy or designing the appraisal system for the new academic year you will achieve phenomenal success if you build coaching into the process. Learning is just as important for teachers as it is for pupils. A good teacher never stops learning and relishes any opportunity to be challenged and stretched. Without on-going opportunities for good quality training, classroom practice becomes hackneyed and dull.
Coaching is a process, it requires individuals to learn a suite of skills in order to support others to set their own goals, be clear as to how they will achieve them; have well-defined steps along the way and evaluate their learning at the end of a given period of time. Coaching is non-judgemental and can be the conduit for transformational change.
A coach will never project their own views, direct another or suggest they know best. A coach will facilitate a conversation that requires the other person to soul search, learn from their mistakes, find their own solutions and ultimately make their own decisions about how to create successful outcomes from their stated goals and objectives.
Here at Learning Cultures we have created the most comprehensive coaching programme you could ever wish for. We have not left anyone out. From leaders, managers and Governors to teachers, Cover Supervisors and support staff we have developed training courses and modules that will ultimately deliver a whole school or college coaching culture. We have even included the pupils as potential candidates for coaching in our repertoire.
Training is of little or no value if it is delivered as a stand-alone activity where it is not linked to school improvement, learning goals and individual aspirations. It will have no impact unless the learning is disseminated to others and cascaded successfully. Coaching provides the mechanism for ensuring that there is on-going reflection and professional dialogue linked to learning and the celebration of good and outstanding practice. Plan your CPD using coaching at its heart and you will create outstanding individuals who are highly motivated, understand their own self-worth and who embrace change and challenge.
Or for the latest resources, activities and best practice examples join us for our fourth annual coaching conference. The Power of Coaching at the wonderful Woburn Abbey in Bedfordshire on 29th June. You might also like to attend our Leading a Coaching School event at the same venue on Friday 30th June. A veritable extravaganza of coaching training.
The business of a school is learning. If we put learning at the heart of every goal we set and through professional coaching conversations we focus on how our pupils learn, how we learn and how our colleagues learn we will build a culture that celebrates what works well, identify what needs to change and be able to reflect on the impact our teaching has on how well pupils deepen their knowledge and progress.
Identifying the pedagogies that we use in the classroom is important. The craft of teaching is a gift. However, if we don’t look carefully to how successfully it links to learning we cannot expect to find ways to continually improve.
Ponder on these questions
- How does your teaching link with what learners are interested in?
- How does your teaching allow pupils to learn concepts that will support them to deepen their knowledge?
- How does your teaching allow pupils to make connections with what they have learnt elsewhere?
- How does your teaching promote the use of higher level thinking skills that deepens their learning?
- How does your teaching allow pupils to share their ideas and work well in groups?
- How meaningful is what you are teaching to your learners’ own experiences and existing knowledge?
- How can you be sure that your teaching is building on prior learning?
- How do you create opportunities for pupils to talk about their learning and be able to say how they are learning as well as what they are learning?
- How do you make sure that pupils understand what is said to them and comprehend what they read?
Make sure that with every plan and every decision made, whatever it is about, there is a link to learning. There is some serious research that suggests it makes an outstanding difference!