1. Introduction

2. Introduction OFSTED FEEDBACK January 2018
Making the most of the school environment
School improvement starts with an outstanding learning culture
Creating the foundation for this outstanding learning culture and monitoring the quality of teaching and learning via daily learning walks
Accountability through learning conversations
Interventions to raise achievement of all students
Questions

3. OFSTED January 2018

4. Quotes Culture for Learning
Your school is truly inclusive, where pupils are given every opportunity to achieve their best.
On entering the school, visitors are immediately struck by the calm and welcoming atmosphere.
………..you have made the most of the building and transformed the environment.
Displays are vibrant; they celebrate pupils’ achievement while reinforcing expectations and motivating pupils to achieve more.
The corridor for pupils who have special educational needs (SEN) and/or disabilities deserves a special mention. It sensitively highlights pupils’ differences, while providing inspiration at the same time. It is a shining example of the caring, accepting and inclusive nature of the school that permeates throughout.
There was not a single pupil who would not recommend the school to a friend moving to the area.
Pupils’ behaviour was exemplary.
Pupils want to come to school because they know they learn well and they want this to continue. The concerted whole-staff effort to work closely with all parents ensures that no group is disadvantaged by poor attendance.   
Pupils look out for each other while also being polite, responsible and conscientious. They know you have their best interests at heart. They value the rich and highly personalised curriculum that helps them to reach their individual goals and achieve well.

5. Quotes Teaching/ Learning
You pursue what is in the best interests of pupils and, in this, you have been very successful.
Improvements in teaching and learning have led to outcomes rising sharply for pupils in key stages 3 and 4.
Students praised the teachers’ structured approach in lessons, the clarity of their feedback and the comprehensive support provided outside of lessons. Inspectors noted teachers’ secure subject knowledge, the scholarly atmosphere and the strong
relationships. They also observed sophisticated discussions that help students to gain a deeper understanding of the work covered. These all promote good learning.
Throughout the inspection, we saw teachers who plan lessons well, and pupils who work hard because they are given a variety of challenging activities that fire their imagination.
Inspectors noted teachers’ good use of their strong subject knowledge, and effective and open questioning to identify misconceptions and extend pupils’ knowledge further.
Where misconceptions arise, teachers skilfully adapt teaching to provide extra support to pupils who need more help.
Teachers use this information well to plan support that allows these pupils to make as much, if not more, progress than their peers with the same starting points.

6. Quotes
Leadership
Leaders at all levels, and governors, are highly effective and are well supported by a committed and passionate staff.
Through skilful and innovative leadership, you and other leaders have created a culture where pupils want to do well, and they respect and appreciate staff. Equally striking is the strength of the relationships between staff and pupils, and the exemplary behaviour observed throughout the school.
Governors contribute significantly to the school’s success, and to the strength in leadership and management. They are well informed, highly committed and share your high aspirations for the school.
Leaders and teachers have a secure understanding of the individual circumstances, needs and barriers to learning faced by disadvantaged pupils.
Leaders’ rigorous, accurate and detailed tracking of pupils’ performance helps inform any additional interventions. The well-targeted support that pupils receive helps them quickly to develop their literacy and numeracy skills and allows many more to make rapid and sustained progress. This enables pupils across all year groups to make very strong progress across a wide range of subjects.
You and other leaders have a clear understanding of the school’s effectiveness. You can articulate strengths very clearly.
You lead a cohesive team.
Staff morale is high, because you value staff.
Leaders’ detailed monitoring of teaching and learning has also helped to improve students’ progress.
You were able to provide compelling evidence to show that your actions are effective.

7. Making the most of the school environment to enhance the culture for learning

12. School Improvement Starts With Outstanding learning culture

13. Behaviour 4 Learning

14. Behaviour 4 Learning

15. Behaviour 4 Learning

16. Behaviour 4 Learning Standard Operating Procedures
Greet your students at the door. Most of you have your own teaching space which you should be in charge of.
Use a seating plan for your groups and review it regularly.
Ensure there is an engaging starter task for students.
Check on uniform as students arrive and challenge accordingly.
Deal with any lateness using Go 4 Schools.
Insist on silence whilst talking to the group.
Tackle misbehaviour through the behaviour management system and your dept. protocol. Take appropriate action with all offences and log any on Go 4 School’s that are persistent (e.g. more than 2).
Use positive praise and rewards for behaviour and progress.
Have a routine for dismissing your students that shows you are in charge.
Form tutors – you MUST have the Pastoral Page from Frog open and on your screen during every form period. Daily notices from this MUST be announced and the form tutor programme must be followed. You must also be at all assemblies overseeing your form.
Tackle all inappropriate behaviour whenever you see it. The culture here at Copleston is “see it – own it”. Make sure that you DO NOT miss your duty and if you are going to be absent you swap where possible. Please let xxxx know.

18. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions

19. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions
Principal’s rewards – meeting with the Principal for a coffee and cake in the coffee shop

20. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions

21. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions Rewarding Positive Attitude to Learning

22. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions Rewarding High Attendance

23. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions Subject Rewards

24. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions

25. Behaviour 4 Learning Greater Emphasis on Rewards than Sanctions Celebration Evenings

26. Creating the foundation for a positive learning culture and monitoring the quality of teaching and learning via daily learning walks

27. Learning walks system

41. Accountability through learning conversations

42. Reporting on accuracy of estimates. Learning conversations with
Combination of challenge and support as we have a zero tolerance approach to underachievement.
Highly focussed questions tailored to the needs of the department and students with action points to enable improved attainment.
Includes update on any Controlled Assessments with current and estimated grades.
Reporting on accuracy of estimates.
Learning conversations with
Heads of departments
Vulnerable group leads
Heads of Years

43. Learning conversations pre-populated with data on
Attainment 8
Progress 8
Attainment at Grades 7+, 5+, 4+ , & 1+
Subject Residual
Teaching groups
Vulnerable groups such as PP, EAL, SEN, & High ability
List of students causing concerns (2 or more grades below target) in each teaching group

44. Learning Conversation Template

45. Learning Conversation Template (cont’d)

46. Learning Conversation Template (cont’d)

47. Completed Learning Conversation Exemplar Pre-Populated Data

48. Completed Learning Conversation Exemplar Pre-Populated Data

49. Completed Learning Conversation Exemplar Pre-Populated Data

50. Completed Learning Conversation Exemplar Pre-Populated Data Students Causing Concerns

51. Completed Learning Conversation Exemplar Pre-Populated Data Vulnerable Groups (PP/SEN//HA/EAL)

52. Completed Learning Conversation Exemplar Department Responses

53. Completed Learning Conversation Exemplar Department Responses

54. Completed Learning Conversation Exemplar Department Responses

55. Completed Learning Conversation Exemplar Department Responses

56. Completed Learning Conversation Exemplar Department Responses

57. Completed Learning Conversation Exemplar Department Responses

58. Interventions to raise achievement of all students

59. Intervention forms running from the summer term of Year 10
After school Exam Skills Programme during term time from September of Year 11
Year 11 information evening in September of Year 11 outlining all possible support available
Targeted coursework intervention
More able boys only groups created in core subjects such as English
Year 11 mock results evening with parents – disseminating mock results and outlining strategies to raise achievement

60. Provision of revision guides and resources to students for Core and Ebacc subjects at the Year 11 mock results evening
Holiday and weekend revision sessions
Raising achievement evening with a view to launch mentoring for identified students
Pre-Exam booster sessions for all exams during the summer examination period
Year 11 learning hub

61. Our Exam Skills Programme

62. Our Mentoring Card

63. Year 11 Learning Hub

64. Questions