Effective Feedback

Discovery Schools Trust

Implementation and impact of the Teaching and Learning Strategy

2019

Purpose?

The DfE recently published some interesting findings in its paper on, ‘sustainable improvement in multi-school groups.’ December 2018. One of the contextual factors identified which influence how MATS structure and undertake their work on school improvement was the beliefs and values of the MATS founding leaders. The research sites that in order for sustainability the majority of successful MATS standardise and align their work in key areas such as school improvement, data and assessment however not so in terms of curriculum and pedagogy, however many are working to align or standardise practice in some areas.

‘To become an All Black means becoming a steward of your own legacy.

Your role is to leave the jersey in a better place.’ James Kerr, Legacy.

Shared vision

The teaching and learning strategy is based upon the five elements of the Discovery Trust learning wheel. The five spokes comprise of the five key elements which lead to successful learning for all pupils. The five key areas reflect current research and encompass the significant areas of teaching and learning that impact most on pupil outcomes, they are not sequential nor do they have any priority in terms of importance, they are all equally weighted.

‘Education is a powerful engine for personal development. It is through education that the daughter of a peasant can become a doctor, that a mine worker can become manager of the mine, and that a child of a farm worker can become president of a proud nation.’ Nelson Mandela.

Consultation

Communication and consultation of the strategy has been achieved on multiple levels. The strategy formulation and consultation was conducted over a period of twelve months. Half termly head teacher meetings were used to engage with all headteachers of the Trust in order to gather ideas, share progress of the strategy and present the final version. The strategy was also presented to the board of Trustees at its draft stage in order to gather feedback. The strategy was consulted upon with our Education Standards Committee and has also been shared with Advisory Board and Cluster Governing Body members.

Implementation

What was our bench mark?

By talking with leaders, teachers and pupils we have developed a clear understanding of the key principles that underpin the Teaching and Learning strategy, resulting in a strategy built upon a shared set of principles in line with our Trust vision. External and strategic environments have had to be considered when preparing the strategy, one of course being Ofsted. However we never set out to produce a Teaching and Learning strategy that would be a tick list to help schools achieve a good Ofsted. We had to be clear that aspects of the strategy were in line with the Ofsted framework for teaching and learning but we wanted this to be more about developing the learning skills of each child and enabling all to have synchronicity in the quality of teaching and learning that they receive. Taking into account each schools’ context has also been a factor to consider, however we recognise that all schools need the same degree of expectation and that it is the right of every child to receive the highest quality learning that we can provide.

Knowing the impact.

Do you at times want more challenge?

Always 521

Most of the time 505

Not sure 157

Sometimes 768

Never 314

Do you get to choose the learning

that you would like to do?

Always 114

Most of the time 223

Not sure 297

Sometimes 692

Never 939

We wanted to be able to make a judgement on the impact of the strategy, one year on from its launch. We therefore put together a Trust wide Teaching and Learning pupil questionnaire. This was completed by pupils from year three to year six in all of the thirteen schools. The information gathered was used to inform areas of particular focus as well as acting as a benchmark to judge ourselves against in a years time. All schools used the strategy to evaluate their practice against it, this helped inform planning focuses within their Raising Achievement Plans for the coming year.

Is the learning in each of your lessons

made clear?

Always 734

Most of the time 1055

Not sure 113

Sometimes 332

Never 31

Is your learning too easy?

Always 210

Most of the time 467

Not sure 191

Sometimes 1040

Never 357

Seeing it in action

How do we know its happening?

To launch the strategy

Impact

Where to Next?

Next Steps

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