On pupil learning
What has been the overall impact on pupil learning?
Pupils have raised esteem and aspirations as they have appreciated the personalised attention from subject staff, subject leaders, mentors and SLT.
Pupils have taken more responsibility for their own learning, attendance at extra-curricular workshops, booster and focus sessions was good.
Student voice exercises documented appreciation of curricular targets and particular reference was made to the intervention of the Headteacher and Head of year, with visits to the learning dashboard (a wall in the head's office) and explanations of 'where they are at, where they could be and how to get there.'
Thoughts you think are relevant to overall impact on learning
The roll-out effect of inclusive quality first teaching and the wave model of intervention has improved learning for all, reflected in our best examination results and CVA ever.
Quotes you think are relevant to overall impact on learning
I am now in the sixth-form at Todmorden High, I was struggling in year 11, but knowing my targets and how to improve really helped me
(year 11 Student)
I was advised to concentrate on my best eight subjects, doing ten had always been too much for me
(year 11 student 2009)
At a glance, I could tell who was predicted to get English and not maths and vice versa, I used the data dashboard in my office as a snapshot of real school improvement
Re-forming the tutor-groups was the key intervention from my point of view, tutors were able to focus on specific subjects with their needs -based groups and I was able to track and monitor achievement and many 'Interventions' soon transformed to 'satisfactory' or better.'
Quantitative evidence of impact on pupil learning
- CVA data
- Data comparison of cohorts
- Periodic teacher assessment
- Test results
Qualitative evidence of impact on pupil learning
- Observation outcomes
- Pupils' work
Describe the evidence of impact on pupil learning
We selected a cohort of 13 from 133 in year 11, 2009. These students were identified as they were not on trajectory to achieve targets and were in receipt of free school meals.
Of these students selected; 61.5% achieved 5 A* to C grades, 30.8% achieved 5 A* to C including English and Mathematics, 100% achieved grades A* to G.
The average value-added (FFTB) was + 4.32 and the CVA for cohort 1010.80.
We narrowed the gap between the attainment of disadvantaged pupils and their peers from 43% in 2008 to 27% in 2009.
Our intervention strategies led to us narrowing the gap between our most disadvantaged learners and theirpeers by 16% in one year. We are looking forward to seeing the gap narrow further this year.
What has been the impact on teaching?
Teachers are engaged with the wave model of intervention, lesson observation record sheets and now include the 'Wave' criteria for inclusive quality first teaching and learning for all. Teachers employ a range of strategies to engage learners and realise that it's not the amount of teacher talk and classroom management that contribute to good standards of learning but the planning for progression and the use of the lesson stages.
Teachers plan for positive behaviour for learning and integrate independent learning into their lessons.
In an audit of teaching and learning styles and using feedback from the 'Wave' lesson observation sheets, our Director of Teaching identified scaffolding and peer and self-assessment as areas for improvement, consequently these have become areas of increased training and focus.
Thoughts you think are relevant to impact on teaching
Most teachers now measure learning in lessons and can change or modify plans to reflect individual and group needs, they see lessons as stepping stones to achieving targets and learning objectives as small steps to attainment/achieving potential. They are aware that too much teacher talk can adversely affect learning and are trying to adopt a variety of engaging techniques. We continue to strive to improve the quality of our teaching across the board.
Teachers can now see the bigger picture, how inclusive quality first teaching provides opportunities of challenge and pace for gifted and talented learners as well as children with other significant barriers to learning. They also recognise that wave one intervention is the responsibility of the class teacher and each teacher must have a firm handle on individuals' data in order to track and monitor progress.
Quotes you think are relevant to the impact on teaching
I did not expect year 11 to react very warmly to the change in their tutor-groupings, however there seemed to be a general consensus that it was for the greater good and they gelled together very well in my needs-based 'maths but not English achievers' group.' The regular visits from the Head of year 11 and SLT were always a boost to them making them feel important...and somehow they felt...'looked after'
(Year 11 form-tutor.)
Teachers in my faculty use data to track their learners in their class, we set targets and monitor individuals, from discussion with my teachers I flag-up learners for interventions, for example; G&T group, MGP, one to one tuition or mentoring, we concentrate on year 11 and this good practice needs to spread to all years
( Head of Faculty.)
Evidence of impact on teaching
- Evidence from observation and monitoring
- Teacher perceptions
Describe the evidence of impact on teaching
For the academic year Sept 07- July08 53 lesson observations took place, 1 was Inadequate, 17 (32%) satisfactory, 35 (66%) good (of these 10 were judged to have outstanding features)
In the academic year Sept 08-09 25% of lessons were judged to be satisfactory, 54% judged to be good (ten with outstanding features) and 21% judged as outstanding.
On school organisation and leadership
What has been the impact on school organisation and leadership?
Data tracking systems have become a major focus: our Deputy Head for Student Experience has introduced the PASS data system and all staff have been trained on how to access it electronically. The 'inadequate' grading has been replaced by 'intervention' signalling to all the need for additional input.
Intervention starts with identifying the child and we have collectively recognised the need for accurate and telling data that maps starting points, present progress and baseline/aspirational targets.
As a result all faculties submitted timetables for assessment (APP, exams etc) that dovetail into the school's assessment and reporting calendar. This data is analysed at all levels and SLT have recognised the need to be pro-active instead of reactive, putting systems in place for interventions which are starting to provide th linkage between the 'deep experience',' 'deep support,' and deep learning' gateways to personalised learning.
Thoughts you think are relevant to overall impact on school organisation and leadership
We have recognised the need for accurate data that gives us all a transparent snapshot of where individuals, groups, and whole cohorts of children are at a particular point, and importantly, where they came from and where they should be. As a result we have overhauled our assessment system and re-written our assessment and recording policy. (We have also adapted our systems to accommodate the demands of the Making Good Progress K2S website deadlines.)
Assessment is more robust and consistent, with all subjects requested to submit the necessary information. Leaders at all levels are able to gain and accurate picture of the whole-child.
Quotes you think are relevant to overall impact on school organisation and leadership
'Putting all the data into a 'one-stop shop' is an excellent way forward in making the data more easily accessible to teachers who have 7 lessons a day.'
'Makes perfect sense, this would make a huge difference' (teachers' feedback after the twilight training)
'When I found out that my tutor-group was changing, I was a bit worried as I thought I would be separated from my friends, but it was really good, I was with others who were of a similar ability and our new form teacher did focused work every morning that set us up for the day...this included; thinking skills, the way I learn, and some group work on revision mnemonics which I found really useful' (year 12 student identified as G&T and FSM, now doing A levels at our school.)
Evidence of impact on school organisation and leadership
'Making data work at tutor level' was the focus of our latest twilight training evening. SLT, middle leaders and teachers are committed to making the data come alive for students. Teachers discussed ideas for strategies on how tutors could be used to trigger academic intervention. These were feedback to SLT and discussed at the Deep Support meeting.
SLT have identified the need to work more strategically re intervention, putting systems in place that will trigger intervention eradicating the need to react to data and then put a plan in place. This will involve the whole-school community.
Our data systems are now capable of producing our own 'Raise on line style' report as a predictive exercise as to how individuals/groups and whole-cohorts will do, not a as a post results trend analysis tool.
- Lesson Plan Template [ doc : 618 KB ]
- Todmorden High School 'Wave' Bookmark [ pub : 693 KB ]
- Todmorden High School 'Wave' Bookmark - word version [ doc : 148 KB ]
- Independent learning presentation [ pdf : 1.9 MB ]
- Questioning training presentation [ ppt : 187 KB ]
- Wave intervention presentation [ pdf : 334 KB ]
- Download all [ 3.4 MB ]