Southmoor Academy Professional Development

Southmoor Academy

Mathematics and Computing College

LEARNING POLICY

Good teaching happens when pupils make good progress. There ought to be no prescription about what teachers should do to bring about pupil progress. However, there is research which tells us what ‘works’ (improves pupil progress) in the classroom. This can be can be simplified as follows:  Assessment for Learning: Teachers need to know about their pupils’ progress and difficulties with learning in order to adapt their interventions to meet learners’ needs - needs which are often unpredictable. The term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify future teaching and learning activities.

 Dialogue deepens learning: There is an explicit and profound connection between speech (both silent inner speech and oral language) and the development of mental concepts and cognitive awareness. Rich questioning and dialogue also lies at the heart of the feedback loop, which enables the teacher to know where the learner is in order to scaffold the next stages.

Handing Over The Learning: moving towards Move towards a view that: knowledge is co-constructed; curiosity is encouraged;  misconceptions are probed; learning is active, imaginative and participatory; there are real opportunities for independence. Move towards departmental medium term plans that: are shared with learners; explain the big picture; pupils are allowed/expected to repeat and re-draft work and  feedback is used to inform next steps. Move towards schemes of learning that acknowledge there are a variety of ways to bring about progress for different groups of learners. Move towards assessment that: is engaging and challenging; drives the learning;  enables the teacher to give frequent feedback and make appropriate interventions; is creative and enhances curiosity; is aware of audience and purpose. Move towards multiple forms of feedback that encourages pupils to participate in the  process of critically reviewing their own work and the work of other pupils. Move towards learning as a social process where the habits of dialogue and  discussion are reinforced and embedded, within a positive climate for learning. Move towards the use of hard and soft data to inform teaching strategies for  improving pupil progress. Move towards a classroom of creativity and challenge where pupil resilience is  developed through a culture of trust, iterative learning (learning from mistakes) and risk-taking.

Appendix 1 Southmoor Academy Marking and Homework Guidelines Appendix 2 Professional Development Teacher Support Programme Appendix 3 Lesson Observation Form Appendix 4 Work Scrutiny Form

January 2016 Last review date: 24.09.2014

Person Responsible: Helen Mather (Assistant Principal)

APPENDIX 1

Southmoor Academy Marking and Homework Guidelines

1. All classwork and homework should be marked. Work should be marked in three approximately equal proportions by teachers, peers and the pupils.

2. Teacher assessment should always use the PEN technique and should follow academy marking for literacy practice. Pupils should then be given the opportunity to act on teacher marking by completing their corrections in green ink.

3. Marking for literacy should always follow the protocol:

sp = spelling gr = grammar p = punctuation np// = new paragraph t = tense ww = wrong word sl = slang expr = expression

When marking pupils’ work for literacy, staff should: - Underline the error - Add appropriate symbol in the margin

4. Peer and self-assessed work should have advice on improvements as per the PEN policy, and (where appropriate), an evaluation or score. Peer marked work should always be signed by the marker using the green ink pen provided by the school. There is no expectation for pupils to respond to peer marking.

5. Assessments or tests to evaluate likely pupil performance against exam criteria or levels should be undertaken regularly (once every four lessons). Authentic exam materials and mark schemes should be used where possible. Students must be made aware of changes necessary to meet the next grade or level up.

6. Homework should be set every three to four lessons. Where completed, it should be headed ‘Homework’. Homework should support, extend or introduce classwork and it should always be possible to confirm that it has been completed. NB. It should always leave verifiable evidence that it has been completed so avoid tasks like “find out about...” or “ask your parents about...”

January 2016 APPENDIX 2 Southmoor Academy Professional Development Teacher Support Programme 2015-16

All teaching staff at Southmoor Academy are encouraged and expected to take part in some form of professional development as part of teachers’ standards requirements, which states: All teachers must take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

The expectations about the contributions teachers make to the development of others should take account of their skills, expertise and experience, their role within the school, and reflect their up-to-date subject knowledge and pedagogy. As a step towards developing such a culture of positive professional relationships, the school has devised the following support programme. All teaching staff keep a record of their professional development activities within a professional development folder.

Core Programme

Whole school CPD programme This covers any developments and training which will impact on all teaching staff, such as Wednesday afternoon CPD sessions and departmental development sessions on moderation or collaborative medium term planning (schemes of learning).

Coaching / Research and Development / Personalised CPD workshops There is a core entitlement for all teaching staff to provide mutual professional critique and support. It is designed to link to the whole school CPD programme and to address and individual needs stemming from Performance Management, including coaching to improve from Good to Outstanding.

Subject or skill specific training This is determined from whole school needs or from individual needs stemming from Performance Management, e.g. attending a course about a new specification or subject, first aid courses, etc.

Additional Support Programme

6 Week Support Plan

Whilst the universal offer outlined above will remain as the core entitlement for all staff, there may be a need for additional support in some cases. In order to address these additional needs, a support plan provides a further stage of support for those:  whose teaching is graded as inadequate or requiring improvement (as identified by termly lesson observations)  at risk of not fully meeting appraisal targets (as identified in appraisal review meetings)  failing to adequately complete tasks falling within the scope of their job description or the Teachers’ Standards (as identified by line managers from evidence such as work scrutiny and RIP reviews)

Process:  Any concerns from lesson observers, appraisers or line managers must be passed to the Principal//Assistant Principal Principal, who then takes the decision to place the teacher in the additional support programme.  During a meeting with the Principal/Assistant Principal, the teacher agrees the objectives and anticipated measurable impacts/outcomes of their Support Plan. Support is individualised and teachers are given the opportunity to choose the type of support that they feel would be of most benefit to them.  The teacher is allocated a professional support teacher, who meets with them and creates an action plan based on the agreed objectives and outcomes of the support plan.  Each support plan will last 6 weeks; during this time, actions taken are logged by the professional support teacher on a tracking sheet. The Principal/Assistant Principal will review progress half-way through, by methods such as a lesson observation, work scrutiny or a performance review meeting, as is appropriate. Learning Walks may also be used to evaluate progress.

January 2016  At the end of the 6 weeks, progress towards the support plan objectives are reviewed by methods such as a lesson observation, work scrutiny or a performance review meeting, as is appropriate. The quality of the outcomes are noted on the Support Plan by the Principal/Assistant Principal, the Principal then decides the next steps.

A failure to respond to this level of support will lead to the introduction of the Teacher Experiencing Difficulty process as per the appraisal policy.

Support Plan Process

Teaching is graded as Teacher is at risk of Teacher is failing to inadequate or not fully meeting adequately complete requiring appraisal targets tasks falling within the improvement scope of their job description or the (as identified by (as identified in Teachers’ Standards termly lesson appraisal review observations) meetings) (as identified by line

Concerns from lesson observers, appraisers or line managers are passed to the Principal/Assistant Principal

The Principal takes the decision to place the teacher in the Additional Support Programme (Support Plan)

The teacher and Principal/Associate Principal agree Copies of the Support Plan the objectives and anticipated measurable outcomes (page 1) given to: of the Support Plan  Teacher  Professional Support Teacher Support is individualised – the teacher chooses the  Principal/Assistant Principal type of support that they feel would be of most benefit to them

START OF SUPPORT PLAN. Teacher and Professional Support Teacher meet. The support teacher creates a coaching plan, based on the agreed objectives and outcomes of the Support Plan The support plan lasts 6 weeks. During this time, the teacher and professional support teacher meet regularly. Actions taken are logged by the professional support teacher on the coaching plan

INTERIM REVIEW. Half way through the support programme, progress towards the support plan objectives are reviewed by methods such as a lesson observation, work scrutiny or a performance review meeting, as is appropriate. Learning walks may also inform progress.

END REVIEW. At the end of the 6 weeks, progress At the end of the 6 weeks, The towards the support plan objectives are reviewed by Professional Support Teacher methods such as a lesson observation, work scrutiny gives a copy of the completed or a performance review meeting, as is appropriate. coaching plan (with actions recorded) to the Principal/Assistant Principal

January 2016 TheCopies quality of the of completedoutcomes are recorded on the supportSupport plan Plan by (allthe 2 Principal/Assistant pages) given Principal, andto: the next steps discussed with the teacher.  Teacher  Appraiser  Principal/Assistant Principal

ReturnA further to Teacher SupportCore Experiencing Support Plan

Teacher’s Curriculum Area name Professional Date Support Teacher

Concerns/Issues Failure to meet career stage expectations as highlighted by interim appraisal review lesson observation Objectives 1.

Anticipated Measurable Impacts/Outcomes 1.

Type of Support Minimum INTERIM review FINAL (add any amendments/notes) number comment or REVIEW requested amendment (Tick if provided) Jointly planning a lesson

Team teaching a lesson

Observing a good/outstanding teacher teach a lesson Being observed teaching a lesson and receiving coaching based feedback Having a coaching conversation

Jointly marking a pupil’s work

Work scrutiny of a pupil’s work with coaching based feedback

January 2016 Visiting another school (where provision is not available/suitable at Southmoor Academy) Other (please state)

I agree to the above support plan

Teacher’s signature Date

Principal’s signature Date

INTERIM REVIEW Date Quality of Outcomes 1.

END REVIEW Date Quality of Outcomes 1.

Next Step (circle) Return to Core Support Programme / A further 6 week Support Plan / Teacher Experiencing Difficulty

I have discussed the quality of outcomes and next step Teacher’s signature Date

Principal’s signature Date comments

January 2016 Teacher’s comments

APPENDIX 3 Southmoor Academy Trust Lesson Observation Form

Subject: Outcome: Teacher: Date: Group: Period: Observer: Joint Observation?

Appraisal Objectives Professional Practice To improve the quality of formative assessment in line with national standards and school policies/expectations Professional Outcomes To secure pupil progress of teaching groups in line with, or exceeding, minimum school expectations (MEG). Including (and with particular reference to) CLA/FSM pupils

Guidance Strengths Areas for Improvement d

n Deep understanding is a g

t evident, the teacher n e c i g e d

j constantly demanding d n b e ) a l

u more of pupils t 3 S ( s w

r Interest is fostered and o e n

d misconceptions k n

u addressed

e Planning maximises c

a lesson time p

d Teacher sets challenging n ) a tasks to support and

4 ( g challenge n i

n Inspirational teaching n

a strategies extend l P

, learning r

u High expectations o ) i 7 v throughout, including (

a g h entry and exit to the n e i

b classroom n

a Clear rules consistently n i e l

g enforced via a range of r a o

n BfL strategies f a Decisive action taken M

r when needed o f

Teacher checks g

n understanding d i n ) h systematically a 5 c

r Clear understanding of e e t o

p the needs of all groups g n p e n l i Questioning and u l t s a p discussion are highly h a c

d effective to support and A challenge d n ) Teacher provides a 6

( t incisive feedback, n k c e including regular and a m b

s effective marking d s e

e Pupils use feedback e s f s effectively and are eager A to know how to improve

January 2016 Evaluation Evidence Evidence of Moral,SocialSpiritual,or Culturalelements pupils over time. over pupils tonon-disadvantaged progress similar are making they show ability. books Exercise same the of pupils disadvantaged non- as feedback quality formative of same are atleast given the They implemented. planned and plan;is a seating on support identifiedpupils Disadvantaged Evidence of support for disadvantagedpupils 2 7 1,2e,4b, 3c,d,e 4c 6 5 5 7 4 3 for areasof improvementandMAIN Summarystrengths January 2016 January

TS Good progress and Expectations and Quality Quality of Teaching learning (1,7) RWCM (3c,d,e) Homework (4) outcomes (2) attitudes to Good progress Goodand outcomes progress learning expectations High and attitudes to mathematics communication, writing, Reading, Homework and feedbackAssessment and discussionQuestioning challenge supportAdapting and teaching for Managing for behaviour learning andPlanning pace understanding knowledgeSubject and prior prior knowledge pupils’ of An awareness is pupils above expected most Progressmade by able) more disadvantaged and (including progress andsustained Rapid resilienttofailure andare Pupils thrive challenge learningof the interested and love curious,Pupils are will pupils achieve pupils; determined of expectationsHigh all skills literacy and numeracy opportunitytodevelop the Pupils have language inof usemodel role the an Teacher excellent is next steps the for prepares them understandingand the pupils’ challenging;itdeepens is Homework Strengths (tick to 3) up Strengths O G RI I O G Achievement m Ter 1 m Ter 2 m Ter 3 O G RI I O G RI Good progress Goodand outcomes progress learning expectations High and attitudes to mathematics communication, writing, Reading, Homework and feedbackAssessment and discussionQuestioning challenge supportAdapting and teaching for Managing for behaviour learning andPlanning pace understanding knowledgeSubject and Areas for improvement(tick forup Areas to to 3) Behaviour for Behaviour Learning m Ter O G RI I O G 1 m Ter 2 m Ter 3 (Including professional development points in order to improve) This lesson was ______overall because

Evidence towards Appraisal Objectives (shown at the top of the first page)

Outcomes following feedback conversation including professional development opportunities, actions or comments as appropriate

Support plan offered? Yes No Not Applicable Support plan requested / accepted? Yes No Not Applicable Observer Teacher signature Date: signature Date: : :

January 2016 Grade descriptors – Quality of teaching, learning and assessment in the school Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach which relies on the professional judgement of the inspection team. Area 1 Outstanding 2 Good 3 4 Inadequate (Teacher Requir Teaching, learning and s’ es assessment are likely to be

Standard Improv inadequate if one or more of s) ement the following applies: Teachers use their secure subject knowledge Teachin Teachers demonstrate deep knowledge and to plan learning that sustains pupils’ interest g, Subject understanding of the subjects they teach. They and challenges their thinking. They use learning Knowled use questioning highly effectively and questioning skilfully to probe pupils’ and ge and demonstrate understanding of the ways pupils responses and they reshape tasks and assess Understa think about subject content. They identify pupils’ explanations so that pupils better understand ment nding (3) common misconceptions and act to ensure they new concepts. Teachers tackle are not are corrected. misconceptions and build on pupils’ yet strengths. good. Teachers use effective planning to help Teachers plan lessons very effectively, making pupils learn well. Time in lessons is used Planning, maximum use of lesson time and coordinating productively. Pupils focus well on their Teaching is poorly pace, BfL lesson resources well. They manage pupils’ learning because teachers reinforce planned. (4,7) behaviour highly effectively with clear rules that expectations for conduct and set clear tasks are consistently enforced. that challenge pupils. Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and In lessons, teachers develop, consolidate and Adapt skills securely. They introduce subject content Pupils or particular groups deepen pupils’ knowledge, understanding teaching progressively and constantly demand more of are making inadequate and skills. They give sufficient time for pupils for pupils. Teachers identify and support any pupil progress because to review what they are learning and to support who is falling behind, and enable almost all to teaching does not develop develop further. Teachers identify and and catch up. their knowledge, support effectively those pupils who start to challeng Teachers check pupils’ understanding understanding and skills fall behind and intervene quickly to help e (5) systematically and effectively in lessons, sufficiently. them to improve their learning. offering clearly directed and timely support. Teachers provide pupils with incisive feedback, Assessm Teachers give pupils feedback in line with Weak assessment in line with the school’s assessment policy, about ent and the school’s assessment policy. Pupils use practice means that what pupils can do to improve their knowledge, feedback this feedback well and they know what they teaching fails to meet understanding and skills. The pupils use this (6) need to do to improve. pupils’ needs. feedback effectively. Teachers set challenging homework, in line with Teachers set homework, in line with the the school’s policy and as appropriate for the age school’s policy and as appropriate for the Homewo and stage of pupils, that consolidates learning, age and stage of pupils, that consolidates rk (4c) deepens understanding and prepares pupils very learning and prepares pupils well for work to well for work to come come. Pupils cannot Teachers embed reading, writing and communicate, read, write communication and, where appropriate, Teachers develop pupils’ reading, writing and or apply mathematics as mathematics exceptionally well across the communication, and where appropriate well as they should, so they RWCM curriculum, equipping all pupils with the mathematics, well across the curriculum. For do not make sufficient

(3c,d,e) necessary skills to make progress. For younger younger children in particular, the teaching progress in their children in particular, phonics teaching is highly of phonics is effective in enabling them to knowledge, understanding effective in enabling them to tackle unfamiliar tackle unfamiliar words. and skills because they are words. unable to access the curriculum. Teachers are determined that pupils achieve High well. They encourage pupils to try hard, Teachers expect and encourage all pupils to Expectat recognise their efforts and ensure that pupils work with positive attitudes so that they can ions take pride in all aspects of their work. Teachers apply themselves and make strong progress. (1,7) have consistently high expectations of all pupils’ attitudes to learning. Pupils love the challenge of learning and are Pupils develop the capacity to learn from resilient to failure. They are curious, interested mistakes and they become keen learners Attitudes learners who seek out and use new information who want to find out more. Most are willing to to develop, consolidate and deepen their to find out new information to develop, learning knowledge, understanding and skills. They consolidate and deepen their knowledge, (4b) thrive in lessons and also regularly take up understanding and skills, both in lessons and opportunities to learn through extra-curricular in extra-curricular activities. activities. Promote Most pupils commit to improving their work. good Pupils are eager to know how to improve their They are given time to apply their knowledge progress learning. They capitalise on opportunities to and understanding in new ways that and use feedback, written or oral, to improve. stretches their thinking in a wide range of outcome subjects, and to practise key skills. s (2) Parents are provided with clear and timely The school gives parents information about Wider information on how well their child is progressing how well their child is progressing, how well responsi and how well their child is doing in relation to the their child is doing in relation to the bilities standards expected. Parents are given guidance standards expected, and what their child (8) about how to support their child to improve. needs to do to improve. TeachersNovember are 2015 quick to challenge stereotypes Personal and the use of derogatory language in Teachers do not promote and lessons and around the school. Resources and equality of opportunity or Professio teaching strategies reflect and value the understanding of diversity Teachers promote equality of opportunity nal diversity of pupils’ experiences and provide effectively and so Notes: What outstanding teaching looks like: What weak teaching looks like:

APPENDIX 4 Southmoor Academy Trust Work Scrutiny Form

Teacher: Outcome: Subject: Date: Pupils and Key Groups scrutinised (e.g. FSM, CLA, SEND, HIGHER ABILITY): Scrutiniser: Standardised? MAIN STRENGTHS: MAIN AREAS FOR DEVELOPMENT:

ACTION REQUIRED BY:

November 2015