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Seeing HPL in action;

Click through our tour of HPL Schools around the world

We have changed the future of nearly 60,000 students by improving the pedagogical practice of over 6000 teachers

We now work in 13 countries around the world and this grows every year. Click next to explore HPL Schools across the globe.

HPL focuses a school back onto what really makes a difference to young people's education: Teaching and Learning

Click through to have a look at what our schools in the UK are doing

Tormead School (Guildford)

Tormead is one of the country's leading independent day schools for girls aged 4–18 years old. The school gives strong support both academically and pastorally; their girls are very motivated, being results-focused.

Tormead’s priorities involved building and developing character in the girls so they embarked on their HPL journey.

"We are helping their girls to develop into fully confident and resilient young women, pushing their intellectual curiosity and their sense of responsibility for their learning."

Idea:

The school introduced HPL student leaders for providing a student voice

Hear more about Tormead's journey with HPL from Chris Ives, their HPL Lead:

Castle Hill Primary School

The HPL vision linked closely with an OFTSED action to “improve planning so progress is consistently strong across the curriculum and more pupils reach the highest standard of which they are capable”

Castle Hill Primary were a pioneering HPL school and are now members of the Fellowship of World Class Schools; having been accredited in 2019.

They have a new campus with a huge influx of students on role. Whilst managing this growth and trying to maintain focus on their core purpose- teaching and learning was becoming stretched and progress of all pupils becoming more and more challenging....and so they adopted HPL.

What HPL looks like at Castle Hill:

Idea: Using the rewards system like Class Dojo (its free!) to embed the ACPs and VAAs:

What HPL looks like at Castle Hill, The ACPs and VAAs:

All the ACPs and VAAs have a character to help students with the language and meaning behind each one! e.g. they know they can practice being a Percy penguin when they don't give up on a challenging task

What HPL looks like at Castle Hill, the changes it has made:

“Establishing an emotionally safe and positive environment helps pupils achieve their academic potential, and our pupils now consistently achieve above national average results. The teaching and support staff are critical to the school’s success through their focus on each child’s individual educational requirements.”

John Martin, Headteacher, Castle Hill Primary School, October 2019

Click to watch a clip from Cat's webinar on introducing HPL:

St Mary's School Cambridge

St Mary's is home to one of our Global Lead Teachers!

Andy is an HPL expert for classroom advice and resources

As part of the school's commitment to a research-based approach to teaching and learning, St Mary's adopted HPL. An all girls, all-through Catholic boarding school that sought a refresh and re-focus on staff pedagogical practice.

Optimising teaching with enquiry based learning:

Teachers have been focused on starting lessons or lesson series on a "big question" which is framed around a real-world application where possible...

St Mary's already had a demanding curriculum but by starting with a question, students are actively engaged in finding the answer and this provides excellent opportunities for developing the ACPs and VAAs

“HPL sets a level of expectation that is much more ambitious whilst creating a positive and optimistic culture in the school. Teachers enjoy being able to focus on building success in individual students and the students become happier, more open minded and at ease with themselves as they are more confident and independent learners. The fact that they cannot do something yet but are capable of learning how to do it makes them feel more at ease and ready to embrace a challenge. What really matters to the students though is how their teachers are more open about explicitly valuing them as people as well as learners” 

Charlotte Avery, St. Mary’s Cambridge, September 2019

Mounts Bay Academy (Cornwall)

We interviewed some very vulnerable students who aren't pictured for safeguarding reasons: Click to hear what they have to say

Mounts Bay has high levels of disadvantaged students, as well as being in the county in the UK with the least young people attending University.

By embedding the philosophy that every student, regardless of background is capable of achieving highly, we are providing a supportive message to those students who would not typically aspire.

There is still more work to be done but we see the gap closing in HPL schools like Mounts Bay:

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The Edron Academy is a co-educational school, situated in Mexico City. The school is bi-cultural with 1100 students, from ages 1.5 to 18, mostly from Mexican or Latin American backgrounds. In the Primary and Kinder schools, Edron follows the English National Curriculum alongside the Mexican Curriculum. In the secondary school, it offers the IB, IGCSE and the Mexican Diploma.

Edron joined HPL to help them to "develop a culture of high expectations across the school for raising standards of attainment for all children."

SEND at Edron:

HPL aims to remove barriers for everyone but these barriers are more significant for some.

Edron believe in "learning together", using the same language but with more visuals, they don't lower the bar but scaffold learning more for those who need it.

Idea: ACP/VAA targets are attached to student's desks in front of them as a reminder. Every time they show they are doing their red target they get 1 reward point, yellow is 2 points and green is 3 points

HPL uplifts performance across the whole school and gives everyone a more ambitious, positive outlook: 67% of our schools achieved the best results in their recent history in 2019!

See here how our schools in the Middle East are achieving this...

GEMS Wellington International School

As an IB School WIS had concerns over incorporating the HPL philosophy and framework onto what they already had in place. So we showed them how they could be both and the school continues to go from strength to strength

We can enhance any school approach, showing teachers how to explicitly develop each competency in lessons:

e.g. several of our Preparatory schools use the PSB skills grid.

By mapping our ACPs and VAAs onto the PSB grid we show you how developing these skills and attributes meet the PSB criteria.

The HPL framework enables you to turn your vision into action, supporting the growth of your school identity:

Using our robust and practical mechanism, we have consistently demonstrated that you can build the cognitive competencies and values that enables students to become successful, work-place and life ready.

The Pearl Academy (Dubai)

Pearl Academy is part of the Aldar group of schools, teaching the British curriculum to a very mixed cohort in Dubai. 22% of their students are disadvantaged Emirati and so a key focus has been on raising the aspirations and attainment of this group. Since becoming an HPL School, teaching and learning is now consistent and outstanding across the school and as a result, the school in their most recent inspection, is outstanding:

What HPL looks like at Pearl:

Idea: Student's self-reflect on the ACPs/VAAs that they used well and those they need to improve at the end of each topic

Doha College (Qatar)

"There has been a mindset shift within parents, teachers and students in understanding that we should expect many more students to reach the academic levels once seen as the preserve of the very few."

Neil Thomas, Senior Leader, Doha College

GEMS Jumeirah Primary School (Dubai)

One of the most prestigious schools in Dubai, GEMS Jumeirah Schools provide first-class education based on the English National Curriculum. During formative years in primary, they aim to create a nurturing environment that enables their children to discover their potential and possibilities. They want them to become fulfilled and rounded adults who will make a positive contribution to the world in which they are growing up. So one of their key focuses at the start was on teacher feedback.

Idea: Stickers for ease of marking the use of ACPs and VAAs

Feedback must be targeted and constructive as research suggests it is the most effective classroom intervention. In HPL, AFL is important but must be combined with high expectations

HPL is concerned not just with enhancing cognition (ACPs) but also character (VAAs) and this aspect of feedback is often overlooked.

GEMS Jumeirah Primary are building better learners this way:

“If you want children to go above and beyond and truly articulate learning to depths they don't even know they can go, then you need to focus on what has to happen next and the strengths they need to build in order to get there. HPL is a fantastic and flexible tool for teachers to highlight the ACPs or VAAs they need to practice”

Clare Connor, Assistant Principal

The HPL Progression chart for each ACP and VAA provides novice-to expert mapping that assists in lesson design and – ultimately - in monitoring the level of competence in individual students.

GEMS Jumeirah College (Dubai)

"We really value HPL and are very happy to see it flourishing in our schools"

Sir Christopher Stone

Global Chief Education Officer - GEMS Education

You can't have success without building both the ACPs and VAAs.

At Jumeirah, each tutor group came up with an assembly to introduce and link together an ACP and VAA

Harrow International School Bangkok

Strong parental engagement is a feature of the best schools and students with more supportive parents are shown to have higher aspirations and do better in exams. Harrow Bangkok are therefore exploring ways of involving parents more in their child's learning:

Harrow Bangkok run a huge variety of activities to engage parents; workshops, exhibitions, parent assemblies. But they go beyond that: in conversations and reports they are using the ACPs and VAAs to discuss student strengths and barriers to doing well. They support parent's in how to develop their child's learning at home. You can find out more by reading:

Our international schools have seen a 23% decrease in teacher turnover; teachers enjoy focusing on student success and feel valued as they build on their pedagogical practice

Kings College La Moraleja

A non-selective British curriculum school for 2-16 year-old girls and boys.

They joined HPL because they wanted to provide outstanding CPD that would "develop learning experiences for pupils to help them understand and adapt to wider world contexts and push boundaries to the limitations and constraints of classroom teaching"

In their most recent inspection, La Moraleja are now an outstanding school

La Moraleja acknowledged that whilst practice is the key to success, repeatedly teaching the same thing does not make you an expert.

Deliberate practice, reflecting and improving each aspect, is what leads to expertise:

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Not sure which route to choose?

Imagine managing the change as you driving a car;

In the Foundation programme, HPL is the driving instructor, coming into school to give frequent lessons and observe in-class.

In the Award Scheme HPL acts more as a sat nav, providing instructions on how well you are doing and giving you milestones and a destination but you are driving the change.

Thank you for taking a tour through our schools. We hope you found it informative.

For next steps and any questions please contact me:

rebecca.glass@highperformancelearning.co.uk

or give me a call on 07799413683

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