Middle leadership - WordPress.com · Leadership and teamwork m Every child flourishing ues es 3 Aim, values and strategic priorities. 4 es A world class experience A calm and purposeful

Middle leadership handbook

2020 - 2023Courthouse Junior School

3 4 5 19

26 27page

Aim, values and strategic priorities

What drives our decision making?

Vision

What are we aiming to achieve?

Strategies and their active ingredients

What aspects of our strategies need to be implemented with fidelity?

Understanding impact

What difference can we make and how can it be measured?

Prioritisation

How do we decide what is worth the effort?

Managing change

How do we implement strategiesand preserve climate?

29Curriculum implementation

What advice are we giving to colleagues?

Behaviourstrategy

How do we create a calm and purposeful environment?

38

46Quality assurance methodology

How do we know how well strategies have been implemented?

Contents

3

A world class experience

Addressing underachievement

A calm and purposeful

environment

The right support at the right time

for families

A skilled workforce and a high

performing cultureDeveloping leaders

The pursuit of knowledge

Doing the right thing

Leadership and teamwork

Every child flourishingAim

Val

ues

Pri

ori

ties

Aim, values and strategic priorities3

4

Stra

tegi

c p

rio

riti

es

A world class experienceA calm and purposeful

environmentA skilled workforce and a high

performing culture

Addressing underachievementThe right support at the right time

for familiesDeveloping leaders

The curriculum offer is regularly reviewed to check that children have learned what was intended and iteratively improved to keep it ambitious. The transition from Y2 to Y3 is carefully designed to minimise the junior school dip. We ensure equality of access for all children, including providing rich experiences to complement the curriculum and life beyond school. We ensure an extensive music and sport provision and prioritise social and emotional development to build character. We celebrate diversity and difference through whole community events.

We ensure that children experience success so that they are motivated. Kindness and gratitude are the default interactions. Lessons are free from disruptionand time is used efficiently. All adults have equal authority and consistently lead behaviour in and out of classrooms. Children take up varied leadership positions. Children have a sense of pride in the school environment.

We provide effective professional learningopportunities for all staff to gain expertise in solving the problems that they face. The conditions of autonomy, mastery and purpose are prioritised by leaders. Staff work hard but only on practices that make a difference. Staff collaborate in planning for and providing a world class experience, learning from each other. This is underpinned by an effective appraisal system.

Our practices are research informed and developed through effective professional learning. We prioritise oracy and literacy, ensuring equality of access to the curriculum for all children. Our mastery curriculum is underpinned by a mastery mentality and we have high ambition for all children regardless of SEND or disadvantage.

We maintain a nurturing environment. Our practices prioritise mental health and social development. We are a buffer for vulnerable families before early help is available. We foster strong community links and provide a hub for vulnerable families during holidays.

We provide authentic leadership opportunitiesthrough distributed leadership. Succession planningensures the continued focus on strategic priorities. We ensure that leaders develop extensive knowledge of common problems and solutions through a bespoke leadership curriculum. We contribute to system leadership through school to school supportand use these opportunities to generate income to benefit our children.

Vision4

Reading strategy Active ingredients

The right support at the right time for families

Developing leadersA world class experienceA skilled workforce and a high performing culture

Addressing underachievement

A calm and purposeful environment

Vocabulary instruction

Teaching background knowledge

Teaching fluency (including phonics) and prosody

Reading to children / oral comprehension

Knowledge of books / promote reading

Expert choices of books

5

Writing strategy Active ingredients

Internalisation of model texts

Sentence construction

Spelling instruction

Underlying structure / boxing up

Writers’ toolkits

Modelled and shared writing

Editing, redrafting and publishing

Audience and purpose

A skilled workforce and a high performing culture


Developing leadersA world class experienceA calm and purposeful

environmentA calm and purposeful

environment

6

Maths strategy Active ingredients

Daily review

Worked examples and guided practice

Scaffolded tasks for novices

Sufficient time to work without scaffolds

Depth tasks for quick graspers

Fluency / automaticity of facts and procedures

Reasoning and problem solving throughout

Concrete, pictorial and abstract representations





environment

7

Behaviour strategy Active ingredients

Consistent, calm adult behaviour

First attention to the best conduct

Equality of adult authority

Reasonable adjustments

Analyse, don’t personalise

Positive language choice

Relentless routines, taught and practised

Enable success because success breeds motivation

Every child has unlimited potential for us to unlock





environment

8

Site improvement strategy Active ingredients

What you walk past, you accept

Regularly communicate expectations

Collective responsibility and ownership of the environment





environment

9

Oracy strategy Active ingredients

All staff model ambitious and challenging norms for talk

Regular and purposeful discussion across the curriculum

Everybody talks, everybody listens in different groups

Model and insist upon prosody

Vocabulary, grammar conventions and sentence structures

Speaking opportunities with varying formality

Communication to build community





environment

10

SEND strategy Active ingredients

Positive relationships between families and school

Wave 1: scaffolded tasks for specific needs

Wave 2: carefully selected in-class, small group and 1:1 intervention

Wave 3: external assessment and expertise

Develop independence through tiered support

Assess, plan, do, review

Remove barriers to learning and life opportunities

Education about opportunities and ambition for children and families






environment

11

Pupil premium strategy Active ingredients

Key measure of school effectiveness is how well disadvantaged children achieve

Positive relationships between families and school

Education about opportunities and ambition for children and families


Remove barriers to learning and life opportunities

Tiered approach





environment

12

Cultural leadership strategy Active ingredients

Build safety

Share vulnerability

Establish purpose

Leaders there to serve and protect staff

Consultation / opinion seeking / everyone has a voice

High levels of mixing (inclusion)

Communicate in person

Advocate change

Reference to the bigger picture outside of education





environment

13

Curriculum strategy Active ingredients

Regularly reviewed

Teacher autonomy over task choice to meet curricular goals

Broad and ambitious, centred around the Courthouse context

Anchored by rich texts

Carefully sequenced overviews to link across the key stage and between subjects

Prioritise long term learning over short term performance

Substantive and disciplinary knowledge

Threads of key concepts developed over the key stage

Components build to composite pieces

Semantic design through explicit instruction complemented with episodic elements

Cross curricular links where they develop schemata





environment

14

Experiences strategy Active ingredients

Community focused

Free to children

System to encourage independent continuation

Complements the curriculum

Future focused – life beyond school

Increase cultural capital





environment

15

Homework strategy Active ingredients

Manageable for teachers, useful for children

Specific automaticity for selected children

Independent access by children

Short feedback loop

Opportunity for some to do extra – excellence through practice

Non academic options to ensure success for all

Media to suit the task (online/ paper / oracy)

Review and consolidate learning in school





environment

16

Transition strategy Active ingredients

Multiple visits to school over Summer term

Adults visit feeder schools

Early and regular parental contact

Early assessment and intervention

Detailed handover between current and new teacher / TA





environment

17

SEMH strategy Active ingredients

Regular screening

Tiered response with increasing adult specialism

Explicit teaching of social and emotional skills

External expertise


Analyse, don’t personalise

Supporting families to access external services





environment

18

Adults’ knowledge

Adults’ behaviour

Systems and processes

Climate Outcomes for children

Culture

Impact – What difference can we make?19

Subject knowledge (including common

misconceptions)

Pedagogical knowledge

Expectations of quality of work

Knowledge of cultural leadership

strategies

Knowledge of the children you teach

Adults’ knowledge


Pursuit of knowledge

Pedagogy Building and maintaining relationships

Efficiency in core tasks to free up

working memory

Insisting on high standards

Adults’ behaviour


Professional learning

Pedagogical guidance

Core subject strategies

Cultural leadership and behaviour

systems

Planning, assessing and giving feedback



Autonomy Mastery Purpose Team belonging

Climate


Academic attainment and

progress

Physical / creative development

Social and emotional

development

Behavioural and attendance

progress

Feelings of enjoyment and

belonging

Outcomes for children



What more will children know and remember?

Test scores

Observation of children’s behaviours

Workbook scrutiny

Independent pieces of work

Discussions with children

Case studies of individual or groups of children

Attendance and exclusion data

Adults’ knowledge

What more will adults know and remember?

Surveys (self reporting understanding of a particular subject area on a scale)

Discussions with adults

Moderation records

Case studies of individual or groups of adults

Adults’ Behaviour

What will adults do differently?

Lesson visits

Workbook scrutiny

Discussions with adults


What routines will be in place?

Lesson visits

Workbook scrutiny

Discussions with adults and children

Behaviour records

Climate

What will it feel like to be in this team / learn in this subject?

Surveys of children, adults and parents

Discussions with children, adults and parents

Measuring impact25

What is on the strategic plan related to my responsibility?

Work towards this.

Does everyone know and enact the vision consistently

and effectively?Work towards this.

Is there anything amenable to change?

Consider both tasks and people.

DoPlan

Drop Consider

Impact

Ease

Not easy but could have a significant impact –

typically worth doing.

Easy to do and could have an immediate impact –make this an immediate

priority.

Not easy and may not have a significant impact –

don’t waste your time.

Easy to do but may not have a significant impact -

may be worth doing.

Prioritisation matrix26

Treat implementation as a process, not an event.

Create an environment and climate that is conducive to good implementation.

Link to full document here.

Managing change - Implementation guidance27

https://educationendowmentfoundation.org.uk/tools/guidance-reports/a-schools-guide-to-implementation

Managing change – promoting autonomy28

Curriculum implementation - Teaching and learning guidance

We use a mastery approach

All children can master age appropriate content given:• Sufficient time• The right provision• Effort on their part

We teach to the top and scaffold work for children that need it.

Children that grasp concepts quickly are given opportunities to deepen their understanding before acceleration through the curriculum.

Fluency in the basics is a necessary precursor to higher order thinking and these are practised to automaticity.

What makes great teaching?

Subject knowledge Instructional quality Classroom culture and climate

Get to know the subject content well including what it builds on and what comes later in the term / year / key stage

Review prior learning to interrupt forgetting

Ensure quality of interactions between adults and children

Get to know the pedagogical knowledge of how best to teach the content

Get to know the ways children think about content

Get to know the common misconceptions and how to prevent / address them

Model, explain and use worked examples

Ask good questions (see page 2) and get children learning to and through talk

Provide adequate time for guided and independent practice

Scaffold tasks so that all can access the content (see page 3)

Keep high expectations of effort, quality of work and behaviour

Use lesson time efficiently

Assess and feedback / adapt instruction

Get to the know the substantive knowledge – the established facts to be taught

Get to the know the disciplinary knowledge – how we think about the subject content

Set and practise routines so that everyone follows them

Further reading

Principles of instruction - RosenshineWhat makes great teaching? Sutton Trust6 strategies for effective learning – the learning scientists

Modelling and worked examples

Scaffolds and prompts

Concrete resources

Teacher guided

Layered support

29

https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

https://www.suttontrust.com/research-paper/great-teaching/

https://www.learningscientists.org/blog/2016/8/18-1

26 Curriculum implementation - Teaching and learning guidance30

Task at a greater depth

Task that all should master

Task with a scaffold

Sequence of learning

Ensure that children who initially need a scaffold have an opportunity to work without scaffolds.

Give children time to practise to automaticity.

Give children the opportunity to progress to deeper tasks.

Curriculum implementation – removing scaffolds31

Type of instruction Cognitive load theory

Novicelearners

• Teacher models a worked a example in its entirety.• Teacher thinks aloud.• Children repeat the example themselves, one step at a

time.• Teacher asks questions to check understanding of each part• Variation theory – another worked example with only one

thing changed. And another. And another.

The worked example:• reduces cognitive load for novices with

insufficient background knowledge,• builds a schema and• exemplifies success criteria.

Developingin expertise

• Teacher and children tackle an example together.• Through questioning, children assist in the completion.• Teacher checks understanding and models specific parts

that children need more practice with.

The partially completed example:• gives children practice in solving each part, • enables children to solve problems that they

might not be able to independently yet.• Enables the teacher to draw attention to

success criteria one at a time.

Expertlearners

• Children attempt problems independently• Teacher provides feedback and prompts to refine children’s

thinking.• Teacher provides problems with similar underlying

structures but different surface features.

The independently tackled problem:• allows children with sufficiently developed

schemas to apply their learning and• allows children to experience the

hypercorrection effect when given feedback on mistakes or misunderstanding.

Curriculum implementation - instruction32

Wait time

Question Response

Hands up to ask, not answer

Ask

Answer ×

Choose who answers

not or

Whole class responses Think, pair, share

Write

Write, pair, share

Response to question

Improved response to

question

feedback

Insisting on an improved response

Curriculum implementation – questioning strategies33

Recalling from memory makes memories stronger

Check children’s understanding

Prompt deeper thinking to improve understanding

Break tasks down into smaller chunks

Give sufficient time to process instructions and work on tasks

Present information in graphic organisers

Prioritise understanding over task completion

Allow enough time to practice to automaticity

Curriculum implementation – SEND strategies

Scaffold tasks: eg partially completed, minimally different

34

Print what’s on the screen to place flat on their table

Give sufficient time Repeat instructions verbatim

Present information in graphic organisers

Phonics vs precision teaching

Sit near the front

Support spelling so that that the thought process is not slowed

down

Shop

Curriculum implementation – dyslexia friendly strategies35

Teachers share expectations regularly

Give sufficient time Repeat instructions verbatim

Children redo work that does not meet expectations

Stationery and equipment expectations are shared

regularly

Handwriting is taught in lower Key Stage 2

Strategic rewards are used to celebrate high standards of

presentation

Curriculum implementation – high standards of presentation36

Written work expectationsIn your written work you will:• Write in a blue handwriting/ ink pen (not biro).• Write the correct date and lesson question at the top of the page and underline it with a ruler.• Write neatly in your best joined up handwriting and form letters correctly, on the line.• Stick in sheets the appropriate way round and straight.• Proof-read your writing and insert missing words, add missing punctuation and check for grammatical and spelling errors.

Maths Book expectationsIn your maths book you will:• Write with a sharp pencil of a decent length.• Write the short date and lesson question at the top of the page and underline it with a ruler.• Draw a margin and present your calculations in 2 columns where appropriate.• Leave clear spaces in between each calculation.• Write one digit per square.• Use a ruler to draw shapes, graphs and tables• Check your calculations for silly mistakes.• Stick sheets in straight and neatly.

Curriculum implementation – high standards of presentation37

We ensure that children experience successso that they are motivated. Kindness and gratitude are the default interactions. Lessons are free from disruption and time is used efficiently. All adults have equal authority and consistently lead behaviourin and out of classrooms. Children take up varied leadership positions. Children have a sense of pride in the school environment.

A calm and purposeful environment

The pursuitof knowledge

Doing the right thing

Leadership and teamwork

38

What behaviours do we want to be the norm?

ready respectful safeCome to school on time.

Look at and listen to the person talking.

Follow instructions the first time.

Start work straight away.

Wear the correct uniform.

Line up promptly.

Come to school with the correct equipment.

Greet adults politely when we arrive each morning.

Thank the adults that we work with at the end of the day when we leave.

Pick up after ourselves and others.

Do things for others because it feels good.

Work hard in lessons.

Notice when others have done something for me.

Hold doors open.

Win gracefully.

Use people’s names.

Move calmly around the school and outside.

Use play equipment properly.

Kind hands and feet.

Tell an adult if something is wrong.

Play only in the places allowed.

Use technology responsibly.

Wash hands regularly.

Catch and bin coughs and sneezes.

39

Avoid asking ‘why’ questions when dealing with misbehaviour.

Use partial agreement (maybe, but) to stop conversations

going off on a tangent.

Draw attention to the majority meeting expectations rather

than the minority not doing so.

Give conditional permission when children ask to do

something When you have started your work, then I can come

over and help you.

Narrate the reason for tidying up: If we leave this room like this,

someone will have to stay later and see their families later. That

isn’t right. Let’s do this together now…

Narrate the reason for not wasting food: It has taken three

hours to cook the food and putting it in the bin is not right. Eat

all you take.

Explain clearly what you expect, provide

examples and model it.

Tell them why good behaviour is important

and get them to explain it to each other and

the group.

Narrate positive recognition for children

doing the right thing.

Frame instructions using positive language.

Gain attention, pause, then give an

instruction.

Only talk when the group is silent and

looking at you.

Have a signal for silence such as a bell.

What to do: What to say:

Setting and maintaining social

norms

Creating a feeling of belonging

Enabling success so children are motivated

Recognising successResponding to inappropriate

behaviour

Stand still to speak and give good eye

contact.

Explain expectations before they follow an

instruction.

Break expectations into small chunks and

provide lots of practice.

Arrange furniture with a clear purpose.

Have a lining up order and instruct line

leaders to stop at given points.

Keep expectations at all times – don’t ease

off.

Reboot expectations regularly.

Children greet teachers politely each morning / first time they see them.

Children thank teachers at the end of each day.

Show kindness as the default in every situation.

Involve children in choosing awards for their peers (such as the recognition board).

Get children to think / write / talk about values important to them.

Develop a collective activity e.g. song / dance / game.

Children write termly thank you letters.

‘I’m telling you this because I have very high expectations and I know that you can reach them.’

Highlight interests and experiences you and children have incommon.

Narrate how lucky children are to have adults that careabout them to hold them to high standards.

Tell children how hard you work for them preparing lessons etc.

Show kindness as the default in every situation.

Show a genuine interest in children’s lives.

Emphasise the similarities, shared values and common identity between children.

Narrate what makes Courthouse special regularly.

Narrate a child’s value to the group.

Tell children that they belong to the group.

Teach children to notice when someone has done something for them.

Encourage new friendships.

Involve children in choosing awards for their peers (such as the recognition board).

Encourage children to take joy in the success of others and to appreciate their hard work.

Encourage humility in success.

Encourage children to see their peers’ points of view.

If we do not show children that they belong to our community, they will find somewhere else to belong.


norms




behaviour

Narratives Teaching social skills Setting tasks for children

Motivate the elephant Direct the rider Shape the path

Provide clear explanations and modelling.

Give short, clear instructions (consider pictorial prompts).

Have a clear outcome in mind.

Show an example of what excellence looks like.

Give timely and useful feedback.

Script the critical action: first tuck in your shirt.

Provide scaffolds.

Prevent disruption.

Break tasks into small steps.

Make it easy to start the work (think one click purchasing on Amazon).

Give positive recognition.

Provide lots of practice.

Explain why the work is important.

Understand that different children are motivated by different things (pleasing adults, wanting to be the best etc).

Explain that they were successful because of their own efforts.

Make the desired behaviour sound appealing – you’re going to be an excellent role model.


norms




behaviour

We want to encourage more:

kindness high quality work productive classroom habits

house point tokens

tell parents

share success with other staff

values award

postcards with class celebration

tell parents


values award

class recognition boards

tell parents


values award


norms




behaviour

Narrate the story of their success to them and others, focusing on what they could control.

1 2 3 4

Low level one off Low level repeated Low level persistent Serious incident

You might:Use non verbal cues to avoid disruption to flow.

Express private, firm disapproval.

Reset expectations and set a target to get on the recognition board for a desirable behaviour.

Allow take up time to let the child save face, to process your instruction or to avoid confrontation in front of an audience.

You might:Give a time out within the classroom / move their seat.

Give a closed choice: You can either get on with your work now or you can finish at break time.

Keep them back briefly at break / lunch / after school to reset expectations (script 2).

Reset expectations in front of parents, supported by year leader (script 3).

Record in class notebook.

You might:Give a time out to the year leader (no discussion –supervision only). Follow up at the next opportunity yourself, supported by year leader (script 2).

Meet formally with parents, supported by year leader (script 3).

Put the child on report for two weeks (child checks in with year leader every break, lunch and after school). Review in two weeks.

- - -Senior leaders might:Set an internal exclusion if appropriate.

Record on CPOMS.

You will:Ensure that everyone is safe and send for SLT.

- - -Senior leaders will:Remove the child from the classroom / playground.

Call parents into school to inform them and reset expectations (SLT and teacher together using script 5).

Put the child on report for two weeks (child checks in with SLT every break, lunch and after school). Reviewin two weeks.

- - -Senior leaders might:Set an internal exclusion if appropriate.

Issue a FTE / PX if appropriate.

Record on CPOMS.


Where a child has a mental health condition that amounts to a disability and this adversely affects their

behaviour, we make reasonable adjustments to our policies, the physical environment, the support we offer

and how we respond in particular situations.

Certainty matters more than severity.


norms




behaviour

Interrupting others

Dropping / walking past litter

Distracting others from working

Not listening to the speaker

Slow to line up

Low level misbehaviour

Defiance

Swearing

Insulting others

Bullying

Violence

Serious incident

Do you remember (yesterday/last week) when you (give example of previously seen positive behaviour)?

That is the (name) I know and that is the (name) I need to see today.

Be ready / be respectful / be safe.

Thank you for listening.

Script 1Resetting expectations

Script 2Restorative meeting

Script 3Parental meeting

Tell me about what happened.

Tell me what you were thinking at the time.

Tell me what you think about it now.

Tell me about how what you did might have made others feel.

Tell me about your ideas to put things right.

Tell me about what you will do differently in the future.

Tell me our rules.

Explain the reason for the meeting(To the parent)Thank you for meeting me. Unfortunately, name chose to be rude to an adult / walk out of class for example today. This is unacceptable.

Refer back to the rules and give a sanction(To the child, using pictures as a prompt)Name, what are the rules?What rule did you break?I am very disappointed. The consequence of being rude to an adult / walking out of class for example is X.

(To the parent)Working together on issues like this is best. Can you think of a sanction at home too please?

Reset expectations(To the child)I expect you to be respectful at all times / stay in the classroom where I can keep you safe.Do you understand? (Insist on a ‘Yes, Miss / Mrs / Mr X.’)Thank you.


norms




behaviour

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Support teachers to:• Interpret medium term plans• Plan sequences of learning• Develop their subject knowledge

Model key pedagogies for colleagues, considering:• Appraisal targets• Known areas for development• Requests from colleagues

Team teach with colleagues to guide them into adapting practice.

Coaching conversations with colleagues to support reflection on key practices.

Record strengths and areas of for improvement for individuals. Use this to inform sustained working with colleagues. Look at patterns – what is typical? Use language of teacher standards.

Is the curriculum intent being implemented effectively?• Multiple lesson visits (teaching and

learning guidance, appendix 2)• Workbook scrutiny (appendix 3)

Discussions with teachers from those lesson visits:• Check understanding of curriculum

/ pedagogy• Arrange modelling, team teaching

or coaching as necessary

Make judgements on strengths and areas for improvement:• Are we having the planned subject

specific impact ?• Are we meeting the good grade

descriptors?

Update records of strengths and areas for improvement. Use this to inform sustained working with colleagues. Look at patterns – what is typical? Use language of teacher standards.

Present curriculum intent and how it is implemented to SLT. Include impact so far and summary of strengths and areas for improvement.

Multiple lesson visits (teaching and learning guidance, appendix 2). Does what we see in lessons reflect our intent?

Workbook scrutiny (appendix 3):• Use books from the lessons visited• Include children with SEND and

those who are disadvantaged

Discussions with teachers from lesson visits about curriculum / pedagogy.Discussions with children from lesson visits to gauge whether they know and remember more.

Update records of strengths and areas for improvement. Use this to inform sustained working with colleagues. Look at patterns – what is typical? Use language of teacher standards.

Quality assurance methodology46

Judgement Evidence Focus Impact

Use the following for wording:

• Ofsted good descriptors

• Ofsted curriculum indicators

• Ofsted lesson visit indicators

Lesson visits

Work scrutiny

Conversations during PPA

Informal conversations with colleagues

Test scores

Curriculum overviews

External validation

See page 5 of this document for more examples

What have you been working on?

What still needs to be addressed?


Adults’ knowledge

Adults’ behaviour


Climate

See page 4 of this document

Record keeping of judgements (JEFI)47

Curriculum

1a Teachers use subject expertise, knowledge and practical skills to provide learning opportunities.TS2, TS3

1b Teachers ensure there is an equality of opportunity for all learners to access every lesson, as building blocks to the wider curriculum.TS5, TS6

1c Strategies to support reading / vocabulary understanding / numeracy are in place for pupils who need it / cannot access the curriculum.TS1, TS5, TS6

1d The content of the lesson is suitably demanding.TS1, TS2, TS5

1e The lesson content is appropriate to the age group and does not lower expectations.TS1, TS2

1f There is a logical sequence to the lesson.TS2, TS4

1g Teachers provide opportunities to recall and practise previously learned skills and knowledge.TS2, TS6

1h Assessment provides relevant, clear and helpful information about the current skills and knowledge of learners.TS6

Teaching

2a Teachers demonstrate good communication skills.TS2, TS3, TS4

2b Teachers’ use of presentation allows pupils to build knowledge and make connections.TS2, TS3, TS4

2c Teachers use relevant and appropriate resources during presentation to clarify meaning to pupils.TS2, TS3, TS4

2d Teachers possess good questioning skills.TS3, TS6

2e Teachers give explicit, detailed and constructive feedback in class.TS2, TS3, TS4, TS6

2f Teachers effectively check for understanding.TS2, TS3, TS6

Behaviour

3a Teachers create supportive classrooms focused on learning.TS1, TS2, TS7

3b Teachers create focused classrooms through their high expectations for pupils.TS1, TS2, TS7

3c Teachers communicate clear and consistent expectations which are understood and followed.TS1, TS2, TS7

3d Pupils’ behaviour contributes to the focus on learning.TS1, TS2, TS7

1 2 3 4 5

This aspect is absent in practice. Major weaknesses evident (leaders have not identified or started to rectify weaknesses).

This aspect is sufficient but there are some weaknesses overall in a number of examples (identified by leaders but not yet rectified)/

This aspect is embedded with minor points for development (leaders taking action to remedy minor shortfalls).

This aspect is embedded in practice (many examples of exceptional teaching).

Notes

Bold Substantial level of reliability

Strike through Hard for observers to assess with a secure level of consistency

Use multiple observers and multiple visits, especially for developmental feedback.

Learning cannot be observed and should be determined through other evidence collection methods. Observation should take on a greater focus on teaching because this tends to be observable and measurable.

Lesson visits48

Building on previous learning Depth and breadth of coverage Pupils’ progress Practice

Pupils’ knowledge is consistently, coherently and logically sequenced so that it can develop incrementally over time.

There is a progression from the simpler and/or more concrete concepts to the more complex and/or abstract ones.

Pupils’ work shows that they have developed their knowledge and skills over time

The content of the tasks and pupils’ work show that pupils learn a suitably broad range of topics within a subject.

Tasks also allow pupils to deepen their knowledge of the subject by requiring thought on their part, understanding of subject-specific concepts and making connections to prior knowledge.

Pupils make strong progress from their starting points.

They acquire knowledge and understanding appropriate to their starting points.

Pupils are regularly given opportunities to revisit and practice what they know to deepen and solidify their understanding in a discipline.

They can recall information effectively, which shows that learning is durable.

Any misconceptions are addressed and there is evidence to show that pupils have overcome these in future work.

1 2 3 4 5

This aspect is absent in practice. Major weaknesses evident (leaders have not identified or started to rectify weaknesses).

This aspect is sufficient but there are some weaknesses overall in a number of examples (identified by leaders but not yet rectified).

This aspect is embedded with minor points for development (leaders taking action to remedy minor shortfalls).

This aspect is embedded in practice (many examples of exceptional teaching).

Workbook scrutiny49

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Middle leadership - WordPress.com · Leadership and teamwork m Every child flourishing ues es 3 Aim, values and strategic priorities. 4 es A world class experience A calm and purposeful