1. An Assessment for Learning Case Study: The Gryphon School,Dorset Carol Johnson February 1 2007

2. Year 1: From Focusing to Establishing March 2004 – July 2005

3. Focusing… SLT decision with whole school to work with LA consultant in September on AfL SLT member attends AfL core training Whole school briefed on AfL and T & L group planned for September. Subjects audit current AfL practice Consultant interviews year 8 who will be the target group in September

4. Developing… Whole staff training by LA consultant. All subject areas to trial and monitor 3 actions T & L group formed and Inset provided Pupil voice groups Work sampling Observations with AfL focus Inset in February to share outcomes, participate in work sampling activity, review the agreed actions and set further action regarding formative feedback May 2005: Year 9 evidence collected June 2005: Gryphon chosen for 8 school National project

5. Equipping the T&L group to help improve the teaching and learning in the school. The LEA consultant and the School Strategy Manager led the first meeting and explored the anticipated roles of the group. These included: 1.The trialling and evaluation of AfL strategies with pupils (all staff were requested to try at least three approaches from a suite of strategies provided). 2.Receiving training on specific elements of AfL. 3.Sharing good practice from across the subjects within the group. 4.Disseminating good practice from training in subject meetings. 5.Exploring T&L materials – wading through the KS3 strategy to find the most useful ideas and approaches. 6.Participating (and ultimately, taking a lead) in monitoring and review activities across the year.

6. Building capacity in the T&L group – one example In September the LEA consultant led sessions for members of the group on: 1.Objective setting and sharing outcomes. 2.Providing written feedback. The messages were in line with the research of Paul Black for example pupils make greater progress when provided with comment only feedback and time to respond. The training also attempted to address the issues identified from the monitoring undertaken in July, for example that pupils needed a clearer idea of the purpose of their learning.

7. Using the T&L to drive teaching and learning Teaching and learning group receives AfL training on objectives and feedback. The T&L group share key ideas and approaches with subject teams Staff are encouraged to make consistent use of objectives and provide comment only feedback. Work sampling, pupil interviews and lesson observations are used to review impact with year 7, 8 and 9 across the year. The T&L group spent time sharing plenaries that encouraged pupils to review learning. All agreed to trial new approaches themselves in coming weeks. The T&L group spent time exploring literacy and AfL. This encouraged members to review their subject marking policies and discuss with colleagues the purpose of marking. Members of the T&L group undertook paired observations – to enable further sharing of good practice. The T&L group explored the role of questioning and dialogue in AfL using materials from Paul Black Core focus Teaching and learning in KS3 improves

8. AfL stock take – February 2005 Subject teams used a twilight inset session to undertake work sampling. These looked at the feedback being provided to pupils in year 8. Time was also allocated to teams in order for them to review the actions that had been taken so far to develop AfL following the input in September and in subsequent team meetings. The strategy manager and consultant compiled these reviews and future actions onto two documents – these were then circulated to all staff.

9. Signs of impact in year 7 Pupil interviews: All pupils were familiar with the phrase ‘by the end of the lesson…’ All could identify a teaching approach that helped them to make progress in the lessons. (For example traffic lighting in maths.) Work Sampling: Many subjects were using comment only feedback. There was still a need to provide pupils with time to respond to feedback. Lesson Observation findings: In all lessons staff were using objectives In some lessons staff were making use of plenaries. In some lessons pupils were given time to respond to feedback. In all lessons there was evidence of AfL practice

10. Signs of impact year 9 Pupil interviews: Learning objectives were being shared in many subjects. Pupils were aware that subjects presented these in different ways – using statements or questions. Where WALT and WILF was being used these cues were found to be particularly helpful. Pupils valued traffic lighting in subjects where they reviewed their learning and this led to plans for improvement. Pupils still felt that they only occasionally had time to use feedback. They also wanted to see approaches like ‘two stars and a wish’ used more across subjects.

11. Signs of impact year 9 Work Sampling In all subjects pupils were encouraged to reflect on their progress using review sheets and traffic lighting. Most subjects were providing pupils with comment only feedback. There was still a need to provide feedback to extend high attainers’ learning; equally low attaining pupils needed more precise guidance on how to improve their work.

12. Plans for 2005-2006 Strategic issues: Providing a sharper focus for the T&L group meetings. Members of the group to extend and lead monitoring/review procedures into KS4/5 in recognition of the KS3 strategy becoming the Secondary Strategy. Explore coaching as a way of sharing and embedding AfL practice across the school. Improving practice: Objectives and outcomes being used in lessons across KS3-5. Pupils reviewing and reflecting on learning through the better use of plenaries. (This may mean acting upon written feedback.) Improving written feedback for low and high achievers. Use the T&L group to draft guidance for staff on the use of written feedback and how to incorporate response time into lesson planning.

13. Establishing… Teachers actively sharing, discussing and reviewing learning objectives and outcomes in the majority of lessons Pupils are provided with formative feedback (both oral and written) which enables them to make improvements in their learning

14. Planned Actions Staff and pupils all aware of the project and intended outcomes (briefing notes) Year 9 interviews and work sampling T & L group drive subject actions Subject consultants to support AfL Coaching developed Lesson observations-traffic lighted reviews New subject audits

15. Objective 1: To strengthen and deepen a shared understanding of what AfL is and what it looks like Weekly staff bulletins Line management review meetings have an AfL focus AfL good practice guide to all staff Subject action plans

16. Objective 2: To demonstrate the impact of AfL on the quality of teaching, the pace of learning and on standards T & L group meetings sharing good practice Coaches trained and in place AfL lesson proforma for observations Subject consultants

17. Objective 3: To demonstrate the impact of AfL on pupils’ motivation and independent learning skills Work sampling: where pupils are provided with formative feedback that expects a response they routinely make effective use of that feedback Pupil Interviews: pupils can identify precise actions that they need to take to make improvements in their learning Pupil Questionaires

18. Objective 4: To explore the effectiveness of a ‘common theme’ whole school approach to developing AfL and learn how schools can further develop this approach Leadership commitment Subject action planning and review Teachers and Teaching Assistants interviewed to ascertain ‘shared understanding’ of how the AfL priorities are being used to raise standards with year 9 pupils

19. Objective 5: To identify how the whole school development of AfL can contribute to school improvement and advise schools Established T & L forum Established coaching network Pupil Voice Staff dialogue Key Stage 4 and 5 impact

20. Project Outcomes: Learning from what worked and what didn’t 2005 - 2006

21. Classroom Driven Change To establish a shared understanding of AfL in principle and practice it is necessary to use coordinated CPD time (staff training days, T&L groups, rolling AfL agenda items, bulletins etc) to provide initial training and then maintain momentum in a focused way. Embedding aspects of AfL is extremely challenging, effective monitoring and review across subjects can push things forward but shared dialogue amongst teachers is also needed if there is going to be a change in practice. AfL needs to be linked to improving pupil outcomes if it is to make a difference, teachers need to become more reflective not only about the things they do but how these actions facilitate effective learning. For AfL to transform schools we need to look at developments across a longer, more sustained time period. T&L groups can ‘pump prime’ for change in a school. They can enthuse teachers and build shared momentum.

22. Key Learning Points for the School Effective implementation is dependent upon a shared understanding by SLT and ultimately of all staff of the key principles of AfL as well as having a clear idea of what ‘good’ classroom practice looks like. Amongst the most effective data sources for targeting need and improving practice is pupil voice. Getting teachers to want to talk about teaching and learning is one of the first gains visible in developing AfL, however turning the talk into action is difficult.

23. Implications Schools and LAs should encourage commitment to developing any whole school initiative for at least three years. CPD time must be dedicated to the priority across more than one year. Opportunities need to be found to enable teachers to observe colleagues and improve their understanding of progression as well as their powers of reflection. Schools need to be explicit about what they are trying to achieve with all stakeholders. Pupils need to be made aware of changes in approach alongside the reasons why these changes are felt to be necessary.

24. Classroom based response and impact Pupil interviews reveal impact of AfL upon learning and can assist in targeting future actions. Teachers who choose to embrace AfL practice find pupils are more engaged in their learning and their attainment rises accordingly. Clear understanding of progression assists teachers to move forward in their development of AfL. (Both in terms of teaching their subject but also in recognising their personal development represents a learning journey.)

25. Implications Use regular, coordinated pupil interviews to direct and audit the impact of AfL. Encourage more open discussion about what effective teaching and learning involves and how certain approaches can be key to raising attainment in areas where performance has been below expectation. Promote staff use of materials (such as the Reviewing T&L progression tables) that help them to see their own CPD as a journey.

26. Leading change and making it happen AfL will lead to school improvement with effective distributed leadership alongside a clear, shared vision. Establishing popular forums in school such as T&L groups and pupil voice panels can begin to make change irreversible. A single year of whole staff shared CPD is not enough to maintain momentum into a second and third year of development/ Understanding of the challenge of developing AfL and securing impact develops over time. Therefore approaches need to change too. Change is messy and far from linear.

27. Enhancing… Members of the SLT need to maintain an openness about those parts of the AfL implementation that have and have not worked. With any whole school development- time for evaluation and changing tack needs to be planned in. The development of AfL is extremely organic. Staff and pupils need to persist with some new approaches – they won’t pay off immediately.