GRADUATE SCHOOL OF EDUCATION College of Social Sciences & International Studies

St Luke’s Campus Heavitree Road Exeter EX1 2LU

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Report by Bernadette Hancock on the application of The Victory to become an accredited Thinking School by the Cognitive Education Development Unit, University of Exeter.

Context

The Victory Academy is a “rapidly improving school”1 in Chatham, . It is a smaller than the average- sized mixed . It is in an area where there are grammar schools and as a result, whilst welcoming students of all abilities, the student body tends to have lower prior achievement. The school also has a greater number of students with special educational needs or disabilities than average and a higher number of students who come from disadvantaged backgrounds. It is part of the ‘Thinking Schools Academy Trust’ led by The Rochester which is a family of schools working together to "improve the life chances of all their children and young people.”2

Evidence Base

The University of Exeter received the school’s submission from the Thinking Skills Co-ordinator, Ms Laura Gladstone, evidencing the school’s progress towards meeting the accreditation criteria. Victory Academy School began its journey towards becoming a ‘Thinking School in 2015 when it changed its name and became part of the Thinking Schools Academy Trust.

The evidence presented on the school’s web site was well-organised and included pictorial evidence of displays and work showing how pupils apply and use the tools to enrich and enhance their learning. There were statements from staff, examples of teachers’ planning, observations of learning and classroom practice, minutes of meetings, evidence of communication with parents, presentations and standards of achievement. The assessor also spoke with the thinking skills leader. The school then submitted further evidence by e-mail.

School Ethos

From the evidence presented, it is clear that staff at Victory Academy are intent upon raising the achievement and aspirations of all. This pervades the school. The thinking approach has engendered a consistent methodology to developing learning and a spirit of cooperation and collaboration. This can be seen in the ‘Victory Virtues,’ based on the ‘Habits of Mind,’ which are particularly key for staff and pupils.

Senior Management and Whole School Commitment

The school’s vision is grounded in the school motto of “Aspire, Endeavour and Achieve.”

The head teacher has made a formal commitment to cognitive education as part of the school’s development priorities, called the ‘Victory Vision.’ This is a plan of actions that the Academy wishes

1 Ofsted report September 2017 2 Vision of the ‘Thinking Schools’ Academy Trust. Found on the Academy’s website

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to achieve and is developed annually into “an overview Vision Document which acts as a road map (of actions) for key stakeholders with both the Academy and the Trust.”3

The members of the Governing Body are supportive of the school's approach to cognitive education and share the vision of the Thinking Schools Academy Trust. They have also taken part in observing learning in the school.

There is a collective understanding that the ‘Thinking Schools’ approach has been a successful pathway for raising student achievement and continues to transform how pupils and staff view learning.

However, there is little evidence that the governors, together with all staff have made a specific commitment by articulating their own particular vision of what it means for Victory Academy to grow and develop in its ‘Thinking School’ journey, and, how this vision can engage all stakeholders in reinforcing and improving its existing practices to transform the learning of all. It is only by regularly revisiting its own ‘individual’ vision of what being a ‘Thinking School’ means for and how this impacts upon its purposes, goals and values, that the Academy will continue to develop as a ‘Thinking School,’ rather than a school that engages with thinking practices.

During the transition evening new parents, are "given a presentation about the Victory Academy as a Thinking School, and what this means for their children and their experience.” 4 The school’s web site and prospectus includes information about the cognitive approaches at Victory Academy and there are plans in place for Year 7 students to give parents further information about the Academy’s cognitive approaches.

The lead teacher is a member of Senior Leadership Team who, with the drive team, has led the development of cognitive approaches that have been so integral to the Academy’s drive for improvement. There has been a phased approach to the introduction of the whole school development in the use of thinking tools and strategies led by . Right from the start, Victory Academy has taken ownership and made its own decisions regarding in which order they would implement the thinking tools and strategies.

The drive team represents staff from all areas of the school. Their areas of responsibility are clear. They hold regular meetings to discuss and reflect upon the teaching and learning experiences related to the development of a thinking school. The drive team monitors the impact of the cognitive approaches and because of their findings are able to support staff through mentoring, the designing and redesigning of staff development training and their planning for future developments. There are explicit expectations that all staff are obliged to use the thinking strategies and tools to effectively develop learning. This formal commitment is given further status through the use of performance objectives as “The use of Thinking Tools is a key aspect of the Performance Management of staff, and form several of the objectives.”5 The Drive Team also wrote, ‘The Compass Guide to Teaching and Learning at the Victory Academy’, “which shares the expectations we have of Victory teachers,” and gives “clarity as to the approaches that form the core of our pedagogic approach.”6

During the academic year 2016/17, the school created from the student body a group of Thinking Cadets. The aim of this student group is to not only to harness the student voice but also to act “as ambassadors for the Thinking School approach…contributing to both staff CPD and supporting the

3 Narrative of evidence presented by Ms Laura Gladstone, Thinking School Co-ordinator 4 4 Narrative of evidence presented by Ms Laura Gladstone, Thinking School Co-ordinator 5 Narrative of evidence presented by Ms Laura Gladstone, Thinking School Co-ordinator 6 Ibid

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introduction of new and/or younger students to various cognitive approaches.”7 There is evidence that the cadets are having a positive impact both in and out the classroom such as their idea of displaying ‘Thunks’ in the galley.

Implementation

The school has implemented the cognitive approach through embedding a range of thinking tools and strategies into their practice since 2015. They began their journey with an understanding of the ‘Thinking School’ approach to learning and initially used the strategies of Ryan’s ‘Thinking Keys’ and De Bono’s ‘Thinking Hats’. These strategies are used extensively to support and evaluate learning. For example, students use 'Thinking Hats' effectively to reflect on their reading.

Since then, the Academy has incorporated the use of Hyerle’s ‘Thinking Maps’ and specific strategies to develop questioning. Ian Gilbert’s ‘Thunks’ are used to kick start creativity in thought and communication between students. The Question Matrix linked to Bloom’s Taxonomy, supports the questioning of staff who “use questions to encourage pupils to explain their thinking.”8 However, there is little evidence of students as yet, using these tools effectively and independently to develop their own questioning skills.

There are many examples that show how Thinking Maps are being used creatively and effectively across the curriculum and in displays around the school, such as in supporting student’s revision. The examples show how the metacognitive frame or the ‘Frame of Reference’ helps pupils to reflect on their learning. However, the examples submitted of the bridge map were varied in quality and in the accurate use of the ‘relating factor.’

The ‘Victory Virtues,’ are based on the Art Costa’s ‘Habits of Mind’. Staff chose the habits that “they felt were most valuable for our students.” 9 The chosen habits were then incorporated into the ‘virtues’ which were introduced to “the whole school including a special additional habit or Virtue, which students have really adopted as their own: that of ‘bounceability.’”10 Students are rewarded with points from staff when they are seen to be developing a particular Victory Virtue and these points lead to house points and prizes.

The school uses their understanding of a Growth Mindset as an invitation for staff and pupils to grow. Indeed the school uses the visual based on the ‘Learning-Pit’ in the Victory Values posters. Qualitative data stated that “The Victory Values have been very useful this year in helping pupils not to give up but to persevere even though the result of their mock exams were not what they had wished for.”11

In conversation with the Thinking School Leader, it became apparent that the school is beginning to recognise that the Victory Virtues, based on Habits of Mind, are unlike the other strategies and tools. There is an appreciation that in order to develop these positive behaviours and help students to understand that they are capable of growth and can improve their abilities when outside their comfort zone, the school needs to do much more than ask students to recognise and use the virtues. The school needs to teach their students how they can internalise the ‘Victory Virtues’ and to recognise what it means to them as individuals to develop in their capacity of growth. As a result, the school is at present

7 Ibid 8 Ofsted report. September 2017 9 Narrative of evidence presented by Ms Laura Gladstone, Thinking School Co-ordinator 10 Ibid 11 In conversation with Laura Gladstone

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developing rubrics with staff and students that will help both to develop the ‘Victory Virtues’ and see progress.

The school has developed a logbook that students are required to have with them at all times which acts as an aide-memoir “and (is) a central resource providing key information of approaches and programmes including Thinking Maps, the Habits of Mind/Victory Virtues, Stop, Understand and Move On (SUMO) and the Q Matrix. The Logbook also utilises both the Hats and Keys to structure student reflection during pastoral time.”12

The school knows that it needs to continually clarify expectations regarding the use of thinking tools by staff and pupils in order to expand and refine their repertoire of practices and so ensure progression, consistency and continuity. Pupils in Year 7 are introduced to the thinking tools, and to how the brain works during a ‘Brain Development Day.’ Through the school’s self-evaluation processes they found that it is essential in the future, to review and revise the pedagogy and use of the tools with all year groups and staff, not just with Year 7. (see Assessment page 7.) This annual revision and reminder will ensure that students are fluent with skills, tools, and strategies and are increasingly able to use them in an integrated way which will impact positively upon their attitudes and learning outcomes.

There is little evidence that governors and staff use the thinking strategies and tools themselves in their leadership practices, such as when problem solving, when planning and facilitating their own meetings, coaching and mentoring etc. If staff and governors were to routinely use the tools themselves, they would strengthen and deepen their own understandings and encourage and model thinking across the school.

Training

The Thinking School’s leader has trained as a trainer in thinking maps and has “received significant training in the theory, use and assessment of cognitive approaches.”13

Staff value the on-going training they receive. There is a planned induction programme run by Rochester Grammar School, which is well established. Ongoing training is provided through formal as well as informal mentoring support. After receiving training, staff are sometimes asked identify the strategy or idea that they will incorporate in their own practice. This is then monitored for take up and impact. There are also regular “‘marketplace’ sessions which enable staff to share best practice and learn from others about how they can use the Thinking Tools to support all students in their learning.”14

Staff are encouraged to take ownership of their own professional development. They have access to the “Compass Room” which is a classroom “designated the ‘Thinking Hub’ of the Academy (in which) Thinking Tools (and) articles discussing recent research and possible applications to our context are displayed.”15

The central place that thinking has within the curriculum is highlighted through the weekly ‘Thinking Reminder’ in the staff bulletin, which helps “to ensure that staff are keeping thinking at the forefront of their minds.”16

12 Narrative of evidence presented by Ms Laura Gladstone, Thinking School Co-ordinator 13 Ibid 14 Narrative of evidence presented by Ms Laura Gladstone, Thinking School Co-ordinator 15 ibid 16 ibid

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Good practice has been shared with other schools within the trust, with other schools nationally at the annual thinking schools conference and with international visitors.

Assessment – measurement of progress

Victory Academy has found using ‘Myself as a Learner Scale.’ (MALS) effective in determining areas for development such as using the tools with the 6th. Form to aid revision more effectively and for the school to “consider the Thinking approach we take with students at the start of the year.”17

The evidence shows that pupils know about a range of tools and approaches, see them as useful to their learning by enabling them to articulate their thinking, help them to reflect on their learning and to revise for exams.

Outcomes

It is difficult for the school to extrapolate the impact that their focus on cognitive development has had on the academic outcomes of students, and therefore robust evidence of a causal relationship is imprecise. However, the rise in the academic achievement of students, their improving “attendance and behaviour,”18 demonstrates the positive impact that the Victory Academy’s approach to teaching and learning, infused by the development of thinking skills, has had in meeting the needs of pupils. The head teacher feels that the thinking strategies and tools used by the school “has contributed to the development of a whole school language and a shared vision and identity for our Academy, its staff and students, which are aligned with our core Habits, the ‘Victory Virtues’, and a core set of behaviours that we expect our students to demonstrate as they become ‘Victory citizens’.19

Evaluation of Programmes

The cognitive school action plans, highlight in general terms the impact of the school’s actions. Qualitative data is collected through staff feedback, talking to students and questionnaires. Observations of learning take place regularly. Staff appraisal is linked to performance management objectives that not only highlights for staff the importance of the cognitive approach but also gives clear expectations. The school is now well placed in its journey to share the strong practice in certain areas of the school with the areas that are not so fluent in the use of thinking strategies thereby minimising any in-school variation. It is through focusing on consolidating, deepening and perceptively developing the cognitive practice of staff and students, rather than widening the number of thinking tools or strategies that Victory Academy will strengthen its position as a ‘Thinking School.’

Ownership

There is no doubt that Victory Academy has taken on the cognitive approach to learning and is increasingly making it particular to their own needs. Through the choice of the ‘Victory Virtues’ linked to the Habits of Mind, the Victory poster, the use of the ‘Hats’ cube and the Mind -set dice, Victory Academy are making the tools work for their pupils.

Conclusion

The range of evidence submitted confirms that the school has fully embraced the cognitive approach and assimilated a range of thinking tools and strategies into their practice in a relatively short space of time.

17 ibid 18 ibid 19 Mandy Cage. Principal. Web-site.

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Discussions with the Thinking School leader, confirms that Victory Academy meets the criteria set by Exeter University’s Cognitive Education Development Unit as a ‘Thinking School.’ I therefore recommend that accreditation be awarded from March 2018 until March 2021.

Further Recommendations:

The purpose of the recommendations is to help the school to use the information that the accreditation process has generated in order to inform, support and encourage their continuing development as a ‘Thinking School.’

 To continue Victory Academy’s journey as a ‘Thinking School’ by consolidating and developing the tools/ strategies already in use and explore ways in which the voices of staff and students can be encouraged to enrich their use.

 For staff, pupils and governors to regularly examine and reflect upon the Academy’s values and aspirations as a ‘Thinking School,’ so that all stakeholders know how the Academy is similar to and distinguished from other successful schools, from other schools that use thinking tools and from other ‘thinking’ schools.

 To continue to develop students’ questioning and their effective use of the questioning tools.

 To enable students and staff to develop a deeper understanding of the Victory Values by creating with pupils a clear picture of what progress looks like in each Value using rubrics or another progressive continuum. This will help to shift the emphasis to the processes and behaviors’ that would allow pupils to achieve growth.

 To incorporate the thinking models in the repertoire of leadership tools such as; when coaching, guiding reflective practice and when involved in purposeful engagement and collaboration such as in meetings etc. This will help promote a shared language of thinking, thought-filled decision-making, co-operative learning and foster a greater understanding of the use of the tools and strategies.

 To engage and strengthen the partnership with parents and the effectiveness of communication with them so that they are better able to share in your thinking journey.

Bernadette Hancock (MA)

Cognitive Education Development Unit Graduate School of Education College of Social Sciences and International Studies University of Exeter

On behalf of Dr Judith Kleine Staarman, Director, Cognitive Education Development Unit

March 2018

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