School improvement…lessons learned Dan Gee, geed@bromfords.essex.sch.uk

Context July 2010- Assistant Head July 2012- Deputy Head No plan or roadmap, no desire July 2016- end of Year 2 of Headship 2 5 full Ofsted inspections in under four years

Context The brief- “do what you did in Norfolk” The reality- themes and red herrings

The similarities Ramsey Academy, Halstead The Bromfords School & Sixth Form College Among those staff returning questionnaires, only a quarter felt that the school was well led. Evidence of deep-seated problems has been overlooked, such as the clear warnings included in three local authority reviews on the school’s effectiveness. Strategic planning has been ineffective. Of those who completed questionnaires, nearly half of students and a majority of parents and carers said that lessons are disrupted by bad behaviour; only a quarter of staff felt that behaviour is good and consistently well managed. The capacity for further improvement is inadequate because leaders have been ineffective With the exception of a minority of well-taught lessons, students make slow progress as a result of unimaginative learning activities and lesson planning that fails to consider their different needs.

The similarities Ramsey Academy, Halstead The Bromfords School & Sixth Form College Among those staff returning questionnaires, only a quarter felt that the school was well led. Evidence of deep-seated problems has been overlooked, such as the clear warnings included in three local authority reviews on the school’s effectiveness. Strategic planning has been ineffective. Of those who completed questionnaires, nearly half of students and a majority of parents and carers said that lessons are disrupted by bad behaviour; only a quarter of staff felt that behaviour is good and consistently well managed. The capacity for further improvement is inadequate because leaders have been ineffective With the exception of a minority of well-taught lessons, students make slow progress as a result of unimaginative learning activities and lesson planning that fails to consider their different needs.

The similarities Ramsey Academy, Halstead The Bromfords School & Sixth Form College Among those staff returning questionnaires, only a quarter felt that the school was well led. Evidence of deep-seated problems has been overlooked, such as the clear warnings included in three local authority reviews on the school’s effectiveness. Strategic planning has been ineffective. Of those who completed questionnaires, nearly half of students and a majority of parents and carers said that lessons are disrupted by bad behaviour; only a quarter of staff felt that behaviour is good and consistently well managed. The capacity for further improvement is inadequate because leaders have been ineffective With the exception of a minority of well-taught lessons, students make slow progress as a result of unimaginative learning activities and lesson planning that fails to consider their different needs. Teachers have low expectations of what students can achieve and how they should behave. The quality of teaching is inadequate. Leadership and governance have been ineffective in raising the standards of teaching or behaviour. The poor behaviour of a significant minority of students disrupts the learning of others. Students have made less progress than they should for the past three years. The poor quality of progress data prevents the school from knowing how well individual students are doing. Students who have special educational needs underachieve. School leaders responsible for this area do not know how effectively support for these students is working. Corridors and stair-wells are noisy and often rowdy. Students shout at one another, and pushing and shoving occurs as students move from one lesson to another.

Some hope? Ramsey Academy, Halstead The Bromfords School & Sixth Form College In contrast to the problems seen in some lessons students were orderly and polite around the school at break and lunchtimes. Students generally feel safe in the school. New strategies to tackle poor behaviour have been introduced, but the standard of behaviour around the school and in lessons has not improved.

Some hope? Ramsey Academy, Halstead The Bromfords School & Sixth Form College In contrast to the problems seen in some lessons students were orderly and polite around the school at break and lunchtimes. Students generally feel safe in the school. New strategies to tackle poor behaviour have been introduced, but the standard of behaviour around the school and in lessons has not improved.

Some hope? Ramsey Academy, Halstead The Bromfords School & Sixth Form College In contrast to the problems seen in some lessons students were orderly and polite around the school at break and lunchtimes. Students generally feel safe in the school. New strategies to tackle poor behaviour have been introduced, but the standard of behaviour around the school and in lessons has not improved.

Fiction versus reality

Fiction versus reality

Impact Ramsey Academy, Halstead The Bromfords School & Sixth Form College May 2012- Special Measures Joined in September 2012 July 2013- Good January 2014- Special Measures Joined in September 2014 November 2014- Requires Improvement May 2016- Good

Impact Ramsey Academy, Halstead The Bromfords School & Sixth Form College May 2012- Special Measures Joined in September 2012 July 2013- Good July 2014- 2nd most improved GCSE outcomes in Essex January 2014- Special Measures Joined in September 2014 November 2014- Requires Improvement May 2016- Good

Impact Ramsey Academy, Halstead The Bromfords School & Sixth Form College May 2012- Special Measures Joined in September 2012 July 2013- Good July 2014- 2nd most improved GCSE outcomes in Essex January 2014- Special Measures Joined in September 2014 November 2014- Requires Improvement May 2016- Good

School improvement…lessons learned Key differences? School size School status The national context

The ‘change lever’ Change must happen Blitz spirit Accountability (and support) It’s more than Ofsted Redemption The kids and the community ACKOWLEDGEMENT AND AGREEMENT

Teaching, teaching, teaching Priority over the other three (four) Ofsted strands Headteacher leadership SLT restructure and the embryonic teaching group No ‘flash in the pan’ In classrooms, talking about teaching Propaganda- staff briefings to classroom walls Who are the critical mass?

Vision The Chafford 10

Vision The Chafford Ramsey 10 “What we expect of each other; what we use to hold each other to account” Two training days- what do we value, how do we do it? Focused twilight and staff meeting within two weeks. Published everywhere ABSOLUTELY underpins everything that followed The Ramsey 10 Bromfords 9

The Ramsey 10

The Ramsey 10 Learning objectives High expectations Success criteria Independent and collaborative learning Assessment opportunities Differentiation and challenge Questioning Varied and imaginative learning activities Effective homework Celebrating success

R Learning Ramsey Points Learning Objectives Equipment Ask/answer Questions Record your Homework Never Give Up Independent Work Next Steps Group Work

The Bromfords 9 Learning Objectives Active engagement and enjoyment Celebrating success Differentiation and challenge Success criteria Effective questioning Marking for progress Literacy and numeracy Independent learning

Whole school priorities Vision into reality R10/TB9 Propaganda Lesson planning Lesson feedback CPD structure Lesson judgements Whole school priorities PMR Evaluation

Vision into reality

Whole school priorities Vision into reality R10/TB9 Propaganda Lesson planning Lesson feedback CPD structure Lesson judgements Whole school priorities PMR Evaluation

Staff engagement Developing Excellence in Teaching Coordinators (DETs) The Core Teaching Group The Extended Teaching Group Learning Walk and observation training ‘invitations’ Faculty Leaders and Faculty twinning Staff as trainers

CPD Teaching focus Linked to key targets (and evaluated) Sharing good practice (R10 related) The Developing Teacher Programme Support plans- well resourced and robust Faculty meetings

Evaluation of teaching Regular, externally validated observation training for SLT All observations paired (and usually externally validated) Benchmarking- whole staff observations (and follow-up as required) Regular work scrutiny (and follow-up) Learning Walks…formative Week 4 updates- typicality and support plans Evaluation days

Impact on teaching

Impact on teaching

Governance Approaches to governors Approaches to governance

Governance IEB/Governors’ Task Group Committed/effective governors Local Authority representation SIP Other (paid) expertise Approximately 8 colleagues Meet monthly

Governance Potential 2016-17 model FGB Resources L&M+T&L Outcomes+B&S

Making it happen Line management and performance management Clear expectations Timescales Pro forma Suggested questions/activities Circulated minutes HT moderation of line management meetings An external view Termly P2P meeting with line manager Termly SEF meeting with SLT member (not line manager) SLT P2P and reports to FGB

Making it happen Robust evaluation mechanisms

Proving it’s happened Plan on a page/Whole school priorities

Proving it’s happened Plan on a page/Whole school priorities SEF on a page

Proving it’s happened Plan on a page/Whole school priorities SEF on a page AFI’s on a page

Proving it’s happened Plan on a page/Whole school priorities SEF on a page AFI’s on a page Scorecards

Proving it’s happened Plan on a page/Whole school priorities SEF on a page AFI’s on a page Scorecards Progress to plan sessions

Proving it’s happened Plan on a page/Whole school priorities SEF on a page AFI’s on a page Scorecards Progress to plan sessions

External strategies Building the team- Exec Heads, SIPs, key governors, the LA, the DfE The role of ASHE, BBW, CSI, Triads and informal links with other schools

Robust accountability Agreed vision Clear expectations CPD Robust accountability Genuine support Q.A.’d Evaluation

Robust accountability Agreed vision Clear expectations CPD Robust accountability Genuine support Q.A.’d Evaluation THE CHANGE LEVER

School improvement…lessons learned Dan Gee, geed@bromfords.essex.sch.uk