NPQH Spring 2023 Event 3

Thanks hardal so it really is a warm welcome and those of you that have joined us um just recently there we were saying as soon as colleagues joined this morning it it feels like not that long ago that we were together for event two um and really looking forward actually this morning to checking in on what's happened for you in terms of your leadership practice in school as a result of having gone through that Second cycle now on leading culture and Ethos and it's a really Timely cycle for you I think um being an Autumn

cohort for thinking about culture and Ethos I know that lots of you were saying that that was something that you were going away to think about in more detail um so we'll we'll look forward to kind of catching up on what's happened later on this morning for you um I no introductions necessary today folks we we were both here at the last event um Just as a reminder we we have got those phases covered today with my background being primary and hard was being secondary um we're lucky today to have some um send colleagues with

us as well which makes the group a really diverse Rich experience um today is a brilliant day because we're going to be thinking about leading teaching and I imagine I'm gonna I'm going to make an assumption here but I'm imagining when you saw that cycle 3 Was leading teaching there was a little sigh of relief for for many of you because teaching is our bread and butter isn't it I think we've said this before but you know if um if I'm at a dinner party which doesn't happen often or think like that and people say

what do you do my response is I'm a teacher um and I'm sure that's the case for many of you also teaching is what gets us out of bed in the morning um it's the staple of what we do day in day out but today I Hope you're going to leave thinking really critically about what leading teaching means and we've got a fantastic activity that we're going to work through and I'll explain that in more detail in a moment for you where we're going to really unpick what leading teaching can look like in schools um

which will ultimately help to lead us to creating that culture and vision Etc that we've worked on previously as well so you'll Start to see those tight connections folks coming through between the Cycles now as we as we move forward thank you hard can we have the next slide we'll have the next one as well thank you just some the For Thought really this quote from Tom sharington have a quick read great teachers are drivers nurture relationships take joy in going off peace celebrate intrinsic rewards appr principled about people and a effective curriculum designers just

Reflect for a moment everyone on the teachers in your school at the moment and just think about is this what teaching looks like in your school for your staff um or is there anything in there that you think is really tricky for colleagues at the moment if anyone's prepared to raise their virtual hand and just give us their thoughts that would actually be brilliant to get today going and Kickstart our our thinking around leading teaching and remember there's no Right or wrong with this it's your opinions that are are really valued just having a quick

glance down no comments anyone ready to be brave nine o'clock in the morning yeah the bit about um going off pieace I think that um teachers would like to do that but I think because their and all the curriculum design is so has to be so rigorous and followed it feels like there's a lot in so I think Sometimes teachers may feel they don't have the freedom to go off piece as much as they would like to do brilliant thank you Charlotte and that is exactly the bit that we have heard picked up on many

times before in events like this um the the extent to which your teachers can go off piece will completely depend on what your schools approach to your curriculum is as well um and that's going to impact on the The Journey that your schools and I really dis like that word but you know The the journey your school's on you might have a really experienced teaching staff um who are are exceptional at what they do um you have built really good relationships there's a lot of trust there and actually you're able to let them go off

peace because you know what they do is going to be high quality it's going to connect to learning before and move peoples forward in other schools you might be working with teachers who aren't there yet you're not in a Position to be able to do that and so the going off piece has to be more restricted so really important Point Charlotte thank you Emily gonna be a bit controversial um I've always worked in schools where I've been allowed to go off piece because of the types of school that I've worked in and I've looked around

other schools where each lesson has to begin with reading or it has to begin with a you know a Written Task or something like That and I'm I was a music teacher and I always really hoped that I never ended up in a school that works like that because that would have I wouldn't have joined enjoyed teaching in that way so I've always really um relished actually being able to go off peace because that's how I've taught best and it does frighten me a little bit that I see so many schools that actually don't allow

that and that the curriculum is quite stifled and and you Know you have to teach this way you have to start this and have to do that and you know it's got to have this this and this I think the element of surprise is something that's really important and I think if you're a student and you've got six lessons in a day and they've all got the same formula for I think if I was that student I would find it really challenging and I think that the going off pece is something that I think is

really important and we have to give our Teachers that freedom and ownership to teach and deliver the way that suits them their subjects and and also their personality as well because I think you know but for me you know teaching was always sort of like you know 60% standup comedy so I think you know it's it's about delivering and making it a bit of a show that's all I've got to say thank you no really valuable and and you know please don't worry about things that you think other people might think are Controversal as well

that is the whole purpose of this program it's really good it's a reason why I wanted to get some thoughts on this and we can see more and more coming through Bev I'll come to you in a moment and then we'll we'll move on after Bev's comments but what you're saying there Emily I think is exactly what recruitment needs to look like in schools you know when we're thinking about who who's going to be best to work In our school it connects really to what Charlotte was saying around is is the way we do things

around here we've heard that phrase on the last event haven't we the way we do things around here is the way we do things around here a way that aligns with how you work how you're principled coming all the way back to event one because if not this relationship isn't going to work and that's going to impact negatively on the um on the pupils but I completely agree With you and I think schools really do and I think most of us would agree that we want to get to a position where teachers can be autonomous

um and can you know follow a conversation when something gets thrown in and you think completely separate to what I'm teaching but that's really interesting and I need to go with that um and for those of you who are early years teachers um on the call today you'll be thinking well that's exactly what we do in early years And isn't it interesting that we see more of that model trickling through elsewhere certainly into primary and and that will probably spread even further um time place really really important so thank you Emily some really good contributions

there really good to know your thoughts Bev finally let's come to Y um yeah I raised my hand in response to Emily I totally agree with her and I think when when I look around at the teachers in our school the best Engagement from the pupils is with the most creative teachers I think um and the ones that that perhaps do think outside the box I do think there's a place for structure particularly for the new teach teachers um because I I know that some some of the newer teachers don't want it to be a

guessing game as to whether they're getting it right um so I think it's about changing how we're observing teachers and how we're you know what we're looking for when we're Doing drop-ins and learning Journeys so long as we're not saying we have to have that structure that when teachers do go off piece As Leaders we can recognize whether the lesson is good you know whether the children are learning brilliant thank you B and and you know what I take from you there is a really nice way to draw it together actually it's a balance isn't

it everything we've heard there from yourself Charlotte and Emily is about that balance of who have I got in front of me and what do they need right now um that's going to be really really important in terms of how much of this we can achieve really quickly and today when we head to the Activity part of our our process that we're going to be thinking about is going to be you know where is this school at right now how much do do we need that structure how much do we need um those kind of

I guess tight systems in place um those expectations really Set in terms of what and how things are delivered or actually do we have that aspect of Freedom or is there different pockets of the school working in slightly different ways because of who's who's on the seats I don't think there's a hard and fast answer to that so it was really useful to hear from all three of you um today because having this level of debate and discussion around you know quotes like this topics like this um what make the mpq so so fascinating and

Interesting and hopefully the rest of you are sitting there reflecting on your own staff thinking okay who have I got that is doing this and who have I got that I haven't and what is it that's stopping them doing that but actually is that the right thing for them at the moment bril thank you hardal can we have the next slide please great so here's our narrative for the day folks um we are right at the start and we're going to be going into our check-in shortly Which you're growing in familiarity with um but on

the next slide I will walk you through um what today is going to look like we will um play around with a timing slightly based on what's happening in the group today so if we need slightly less time for something then uh we'll do that if we need slightly longer for something we will do that also we'll very much follow your lead so don't get too tongue up on the times and the timings of this um event Program today folks what we will promise you is we will make sure that we finish um on time

or ahead of time by condensing things like our lunch break um if appropriate you today so we make that promise to you today today is um going to be broken down into a series of different activities that are going to lead us towards a group presentation uh more to say on that later but we're going to be thinking first of all back towards that leading culture and Ethos Cycle that we've done thinking about vision for culture and what that's meant for your leadership we're then going to think about the um her teacher presentation that hopefully

you had a chance to listen to today and some of the key themes that connect to um some of the content areas that we're going to be looking at so we're going to be looking at teaching we're going to be looking at curriculum and assessment and we're going to be looking at additional And special educational needs which is why I'm so excited to have the broad range of different schools that we've got on the call today because it's going to make today um such a a kind of gritty and Meaty session for us to get

into but what we're going to be doing through each of those different um blocks teaching curriculum assessment and um addition on send is we're going to think about those key Concepts that we see early on in the day we're then going to Look at some of the very key research around those um content areas and then we're going to think about well how can we apply this against a case study school to bring about Improvement okay so that's where we're going to be heading today now we could have done that Allin one go and and

sent you away for hours to kind of prepare the task we're not going to do that uh we're going to keep coming back and we're going to chunk it if you like because it Will really allow us to concentrate on those um content eras and Concepts in in their um individual sense so rather than getting it making it Complicated by bringing in aspects that don't perhaps tightly Link at that moment that's why we're going to break it down in that way um it's a very very successful day and what will it will mean with is

at the end of the day you will have a presentation that you have prepared and there's lots of time for That today because I know previous days it's been quite tight to fit that in we got lots of time for that today uh where you'll present your report to um another group who will be acting as your Governors and then we're going to move forward to think about what's to come in cycle 3 online course what's to come in terms of our practice activities and our fats um before we close so that is how our

day is going to look today we will make sure that you have uh plenty of Time for breaks today as well because it is a long time to be on screen for all of us um just as a reminder from right up front when we do have breaks um I know the temp ation is to dip into your emails to pick up work that's kind of trickling through the day take some time to come away from your computers folks um to give your kind of Minds your eyes are rest um go and get some fresh

air take walk around Etc stretch your body is really important in terms of you Looking after yourself when we're online all day okay thanks hardal I think we've been through this already um but today is a brilliant day in us really connecting everything that we do see talk about to the mpq learn that and learn how to statements so as a reminder um hopefully today you've got your resource packed to hand we are going to be using that today so make sure you've got that open and hand um folks we'll also drop that into the

chat for you for For anyone who hasn't kind of downloaded that ahead of today but please um remember that resource 2 has those key content areas we're looking at with the learn that and learn how-to statements in it so that's going to be a really key resource for us today um because everything we do anchors right back to those learn that and learn howto statements we're also really tightly today connecting to and focusing on the Research the research that your framework is underpinned by and thinking about what that means for a case study school hopefully

you're also thinking what does that mean for my school alongside that and the reason that this is all going to be so important um folks is not racing ahead to our Readiness when we think about event five and preparing you for your final assessment but when you do get to that stage like we said at the last event you will need To be making sure that you're drawing on Research in an Evidence base uh we're not talking Harvard quot Harvard quotes or referencing or anything like that here but you're going to need that evidence space

so today's a really good day to earmark some great pieces that might be useful for you you're also going to need to be referencing the learn that and learn how to statements in terms of their numbers 3.1 for example um and so today they will help Us begin to build some of that practice which is going to help you further down the line on this program so if we make reference to that you can see where our line of sight is going in terms of further events we're going to have thanks hardal and I think

thank you it's a good opportunity now for me to stop talking um after 15 minutes of talking and hand over to you so as always we're going to start today Folks with our Leadership Learning and practice our check-in activity Okay so this is where before we start thinking in more depth about that leading teaching we Look Backwards at what has come previously we know that many of you left this event um feeling quite pumped off actually after talking about Visions for culture Etc and the work that you've done and know many of you were already

doing pieces of work on that within your schools anyway so this is an opportunity For you to think about that online course your practice activities your fat you know what statements where which areas if you like did you have the most development in that second bullet is absolutely fundamental how have you applied your understanding in your school and what impact has it had that might be things that you've said done that you've asked others to do things you've just recognized things that you found that you're much more aware of now Um or conversations that have

come off the back of something that you've done on mpq okay so that second bullet point is really really important application is key you can also have a think about what behaviors you've done demonstrated um and finally is there anything that you are still working on that you want to do more learning on or need to develop further in in terms of the last bullet as well now hopefully um you did have a chance ahead of today to think About that cycle two and the learning that's happened and make some notes on resource 3 just

so I can um read the room today can I just ask people to use the emotion things at the bottom if you uh what they actually called they're reactions they're called on Zoom aren't they if you find the reactions on the bottom for me I have to click the three dots when you click on reactions you'll find that there's um thumbs up can you just please give a thumbs up if you have Been able to make your notes on resource 3 please don't worry if you haven't um it's just going to let me in Hardy

or gauge if we need to provide any time for that in advance oh look at you Lucy you've been Fancy with the cross as well thank you brilliant okay so what we do then is I know a few of you have been able to um make those notes in advance but I think what we'll do hardial is we will just um go very quiet now folks for a couple of Minutes two three Mo uh three minutes here and allow you to open resource three and just make some jottings before going into your pairs so that

you can have a much more fruitful conversation so I'll stop talking now um and in three minutes I'll jump back in hardal has dropped resource um resource the resource pack into the chat for you if you needed it that brilliant so like I say just a few Moments there for you to gather your thoughts um in terms of of what you're going to discuss with your pair I think like magic hardal will have been working in the background to put you in um pairs now to have your peer conversation around what happened in cycle 2

and your application of learning remember Focus that conversation on the second bullet there um predominantly hardio how long have we got in the breakout 10 minutes 5 minutes each brilliant do you want more Than that no that's perfect thank you hard that's what I was what I was thinking as well so there's 10 minutes in the breakout folks um be diligent set yourself a timer or something so that after five minutes you can make sure that you swap to the second person it's really important that both people do get to sh share their um Leadership

Learning there um as part of this activity when we come back we will just ask a few groups for some feedback on that key Learning um so if one of you in the pair can be prepared to share something that would be really useful we will not get around all of the pairs we will get around everyone today I make you that promise um but it will just give us an opportunity to check in with all of you on some of that key learning enjoy your conversations and we'll see you back shortly okay very Swift

return there for lots of you thank you very Much super that breakout has ended now so we've got everybody um just checking back in the room with us which is super um really interested to know some thoughts really on on what you've discussed with your pairs like I said we won't get through everybody but we'll just take some kind of short feedback um I'll just go to some rooms randomly if that's okay um just to make sure that we kind of can get through as many people hearing from as many people as we can Today

so Why not start with room one Matt and Melissa is is one of you happy to kind of just unmute for us quickly and summarize some of that kind of key thinking about your learning and how that was applied thanks Matt yeah we were um I was talking about um the CP a CPD element of the um ldr from last time that I was that was particularly timely for me in school um we'd put in a lot of new CPD structures in school but Actually the staff survey was saying 47% of staff was saying it

didn't have impact on their practice so actually wow yeah unpicking that and and what what we came to with staff was actually staff saw CPD as something that they went out of school to do um and actually CPD is the strong in my opinion the strongest CPD is sharing it with a colleague going into someone else's classroom sharing that best practice so trying to get staff to understand that so hopefully This year's staff survey will be more positive that's really interesting Matt because I think what you're talking about there is kind of really challeng alling

some kind of norms perhaps and some traditions around what CPD is in education you know the days of someone goes out on a 500 pound course has a nice lunch and some really decent coffee across the day comes back and nothing happens with it um and I really love that you're saying no no that's not what CPD necessarily looks like for us how did that land with staff um it's taken some time I think also for context we're we're in the Channel Islands in G so there's not a huge amount of variety to to draw

on other than you know so I think it's it's taken time but what we have invested in is time for so there's time built into our release schedule for staff to go and see you know colleagues every every staff member has um an hour allocation Every half term to be able to get you know to their choice sometimes it's Guided by others leadership team if it's if it's an area of practice that we've seen and we want to direct that person to see some something but other times it can just be you know we've had

some year six teachers requesting to go and see phonics in year two or year one because that's just something they wouldn't otherwise see so it it it's getting there I think it's improving real thank You Matt a really good example of how you're shifting your culture in your school around the way that you do things here the way that CPD happens in your school um I could probably spend the rest of today talking about CPD in schools I think it's one of the hardest things to change it's so deeply ingrained embedded in the way that

schools do do things you know the hour a week after school and the way that's structured Etc to be quite radical and To throw that up because it's not what your school needs at the moment I think is really bold and brave so congratulations for that Matt and Melissa I noticed you've unmuted as well you want to jump in quickly before we go into another group yeah I was just we were very similar to Matt but um unfortunately we went through um a staffen reduction just before summer we'd had a really successful off stad in

April uh and our Focus was on the Behavior was um judged as good but because of the staff and reduction um we lost a pastoral and Safeguard and manager who was actually although we're small school she was out of class fulltime um so coming back in September we really had to unpick um our Behavior policy um and we're part of the behavior Hub as well and it just went hand inand with what um we were doing in cycle 2 um so that was really useful and even some of the Research with Tom Bennett who have

been you can actually meet as well and as part of the behavior H um I just wanted to say that went hand in hand and so we've we our was is a long process it's going to take probably a full Academic Year to really un pi and get it right but um just picking up what Matt said um it's give us the opportunity to really think on me really strategically and uh and take my time with it and pick one bit at a time so that's gone really well That's really interesting Melissa and I wondered

if anyone would draw to behavior because um for anyone that's on kind of I still call it Twitter at XX now or anything like that you know there's been so much around Behavior at the moment hasn't there in in kind of the discussions in education I actually noticed the teacher tap survey um that Laura mcer kind of spoke about a couple of weeks ago if you haven't looked at that it's worth having a look at I think It was 9,000 teachers that they surveyed it could have been more than that but um Behavior was stand

out as the thing they think is the most difficult thing in primary and secondary schools at the moment um so really timely and but there's so much debate on on you know the the way in which schools should do behavior management actually my perspective on that is it doesn't matter when you look back to those bits of research that we did and Melissa I think This is what I'm hearing from you it's the kind of principles that underpin that that level of consistency the knowledge and clear um understanding of the school's expectations whatever that might

be and how they're applied across your whole staff team that can make the biggest difference um so really interesting Melissa to the that's been a theme for you and isn't it just you know sympathies also isn't it frustrating that when you get to a position where You think right great everything's really settled for in a good place then you L staff and you're kind of back to back to the ground and kind of knock your down in a sense it was and it was really just really looking at rules and responsibilities and going back to

basics and looking back at the teacher standards and making sure our teachers are you know know that they're responsible for um for the behavior of their children in class yes we will Support and you know we'll have the new Behavior policy but um it was establishing all of that and just having a big reset so yeah real thank you Melissa thank you for for jumping in there um shall we go to um I'm just G to I'm just trying to pick a room with where we go to with some different schools in so that we

can hear from everybody let's come to um room four David and Leone if we just jump to you quickly is one of you prepared to jump In and just give us kind of a summary of your discussions and thinking thanks Leon hi um so we when we were talking obviously our experience has been very different actually I was I talked a lot about culture so in our school the culture um and the ethos and the well-being of stuff I think is something that we need to focus on um so a lot of the um work

we did last ter was very much about where we start from I think we need to really revamp Everything we do um some of the challenges that I have as I'm de heading my school um I teacher doesn't see that that needs changing um so my summative assessment was quite an important piece of what I did around culture and where we are as a school and for me it was really quite um an eye opener to how staff a feeling how I didn't feel valued didn't feel had a voice um and I did share that

with our head teacher and chair of Governors however it still Didn't really hit home and actually there was an issue there we change and I was talking about how so what I just as a deputy head I have responsibility for certain areas within the school and it was those areas that I would focus on that I couldn't make a difference on Al I couldn't do it a whole school um so a lot of the things I focus on was the why and I know when we listen to K Sparks talk about why you're doing things

and I think communication really Key to encourage staff to understand that they are valued they are part of the bigger picture um so I I whenever we're talking I always go back to why we're doing why are we doing this we're doing this because this is the outcome we want to see at the end and that your part might be very small within that but it still comes back to the same outcome and everyone has a really clear um purpose we have over over around 200 staff our school it's huge because we Have um obviously

lots of children who have onet toone support so our our school the amount of staff that we need to get to buy into the culture buy into the vision buy into what we're trying to do is is we have a huge turnover staff at the moment I think due to the fact that our wellbe the wellbeing within the school and the culture and vision isn't as strong as it needs to be um and staff do feel um I think feel deskilled at the moment and a little bit Looking at the behavior for the behavior for

our can be quite extreme and quite challenging and we do have quite strong Behavior policy but actually staff to feel they are supported when when things don't go um as well as it can be and those are the areas where Staff feel they want to have a voice and they haven't done up until now so there's lots of things that I think lots of things need to continue all needs to continue um but I I the I did it in the End because I wasn't being listening to was I sort of help L sat behind

the mpq evidence and said this have a look at this video I found it really inspiring can you have a look at it and and try and do it that way and I think when talking to David he's he's got a head teacher that's actually buying into everything he's doing and the culture in the school was already starting to shift so he sort of just added on to all the res that he found um sort of supported What they were already doing whereas we were the complete opposite and I think that's the that's the value

in having these conversations I think you know first of all like congratulations to you for for finding a way in when it's difficult um I'm sure we've all been there working with leaders who um aren't very open their ears aren't open if you like um to to what they're hearing but I think very clever strategy for colleagues to pick up from Leona there In terms of sharing the learning that you've had and anything you can anchor onto a research base is really hard to to challenge as well um in many senses that doesn't mean to

say that all research works everywhere we're not that naive but you know it is helpful for you as school leaders in terms of convincing and aligning others including those colleagues who are more senior than yourself to your way of thinking um two things stood out for me when you were Talking Leon the first one was everything that you were saying there connects back to that draa quote of culture eat strategy for breakfast because what you are trying to convince your your leaders and your team of is we can have all these Grand plans none of

it's going to work because we're all feeling um devalued deskilled everything else at the moment so we need to concentrate on that because otherwise the strategy won't come so I think That's a really um important kind of reminder and starting point there for you in terms of using that with your your leaders as well and interesting to see how you know schools points in their Journeys can affect and impact on whether we do need that strategy or whether we do need that culture first um and we spoke last time about you know sometimes you do

need the strategy um as well as the culture because you're in a position where you have to move um I Think for you that culture is really standing out there so thank you very much Leon and Hardy we've had some really detailed feedback there I think probably we should look to move on to our next activity but hopefully just hearing those comments was useful for all of you in terms of cementing that learning and actually great to hear you know there's more we need to do that's always the way in schools I think the schools

that really um are in trouble Are those that do stand still for too long um so brilliant thanks folks thanks Emma wonderful contributions really and we want to hear from other people who haven't had the opportunity in that last session don't worry you will get that during the the rest of the day there'll be plenty of opportunity for you to speak in this session now we we're really going to introduce you to the three themes uh key themes that you're are going to be really focusing on in Detail throughout the rest of the day and

those are uh you can see this is where we are in terms of uh the holding slide and those are the three key themes of uh which are part of leading teaching three distinct areas but interconnected obviously are on teaching curriculum and assessment and additional and special educational needs and disabilities we will be looking at each of them or you will be looking at each of those in your groups and using the information and the Research uh from those to help you uh with your case study and your presentation so everything you're going to be

doing in your groups uh following this head deter presentation will be all about uh getting prepared for that uh presentation this afternoon using the research to to your uh advantage and uh there there are a key learn that and learn how to statements and if you look at resource two uh they summarize or or all the key learn that learn how to Statement that are linked to these three uh key themes are in there so if you ever need to get back and look at what are the key themes on teaching or curriculum assessment or

send just go there into uh resource two and all the key learn that and learn how to statements are there and in terms of head teacher presentation as well uh one of the briefs of Richard Middlebrook and hopefully you most of you had a chance to listen to that was to try and talk in Terms of these key themes and uh how those uh key themes have worked out in practice for him uh in his role as head teacher we'll come back to that in in a moment okay so that's what we're looking at and

so I think I've covered most of those and the thing about it is for you during the course of this morning and uh for the first part of this afternoon try and look at the key uh bits of research that will be allocated to different groups and in Those research see how that research links to the learn that and learn how- to statements and how they can then be used to make a difference to your uh case study school for your presentation but more than that as Emma said earlier on start thinking I'm sure you

will be how that can make a difference to your own school and your own school's practice because at the end of the day the key part of this mpq is not just looking at the research not just looking At the the theory but how you go on to apply that theory to improve your leadership and improve your practice in your setting so let's have a a quick introduction to these three themes uh uh to to to uh in a little bit more detail and really in terms of teaching the key message uh are really two

uh that I want to get across to you and uh the first one is really summed up in in terms of the learn that statement 2.1 and that is learning involves a Lasting change in pupils' capabilities or understanding that that really is one of the key things that we're trying to achieve as teachers in in the work that we're doing with our children in the classroom and then we as leaders in supporting and enabling teachers to be able to do that with their young people in in the classroom and the second uh uh thing is

to really look at the power of uh teaching and really effective teaching what it can do and that is Summed up by uh learn that statement 2.2 which says that effective teaching can transform pupils' knowledge capabilities and beliefs about learning that really is powerful the the power of teaching to transform lives uh for for the better and the more of us as uh professionals and teachers and as Leaders understand that the more of a difference we can make to the lives of of of our young people and the role of leaders really in terms of

Uh teaching and leading teaching is to try and get those okay we we we we can have uh the power of um people going on on their own and be Innovative but however to try and get consistency in terms of the quality of teaching that is going on in the classroom that doesn't mean to say it has to be the same there is still uh opportunity for people to uh be Innovative be a little bit different because if if that wasn't the case if we couldn't bring our own personalities and And our own uh uh

impact in the classroom then you may as well have robots you may as well have everything just on online and and statements and I'm sure AI part of that will be go heading in that direction however what we've got to do is with in the context of high quality teaching and learning and then if you look across at your slide there teaching is right at the center on all those things around it are key to enable those to uh learn that Statement 2.1 and 2.2 uh that I mentioned earlier on so you've got to have

planning and preparation is absolutely key uh to that and in order for teachers to really introduce new material uh they have to do it in steps explicitly uh and uh look at what students have previously studied as as well that comes part of uh the planning and preparation process and if you look at in your resource pack two you will see learn that statement 2.14 and 2.16 as well as some learn how to statement such as 2 a and 2B make clear reference uh to to the to that and uh in terms of if we

move around there in terms of explanations and and modeling again uh What uh learned that statement 2.13 says is that worked examples uh that uh talk to take pupils through each step of a new process are also likely to support pupils uh to learn and again that is something again we we as leaders should be paying attention to to ensure Are we given staff an opportunity through our CPD program to be enabl uh to do that and obviously uh prior knowledge is covered by learn that statement 2.6 I'm not going to read that out that

again is in in in your packs and memory is obviously a key part of teaching and we got to there are obviously two elements to that in terms of working memory as well as long-term memory and we've got to make sure that we we're not overloading that and some Of the research that you will look at today will be uh looking at that clearly how do we approach that and then we look at questioning again the the particular tools in the teachers to uh uh kit how do we have effective uh questioning uh for teachers

and learn that statement 2.18 it makes reference to that and for you as a leader then as a head how do we enable that to happen how do we ensure that our staff are trained enough to ask the appropriate questions to uh give a Appropriate challenge to to the young people in in their uh classroom and then when we go on to pupil thinking and metacognition your job again as leader is to make sure that staff have enough time to be able to focus on this in terms of to enable P to think hard about

their Lear learning and go back to that planning and preparation to ensure that they they are including that as part of their uh lessons so that those are all different aspects of teaching that you Will be coming across uh today and uh particularly looking at various bits of research in relation to that obviously curriculum and assessment is is a key part uh of the uh leading teaching and the first thing to say about curriculum and assessment is that the really sets out a school's curriculum uh sets out the knowledge uh the skills and the values

it wants it pupils uh to learn uh Encompass it in in in a variety of ways whether that is uh through uh the Curriculum intent uh policies it has but also through the extracurricular uh opportunities it provides within the wider vision for Learning and if you look at learn that statement 3.1 that that covers that and you as heads really need to think about that what is it that you want your pupils to at the end of uh their time with you to have learned so they can use and apply uh to their future and

uh paths and uh goals so that that is very important in Terms of really looking at that in order to have that curriculum it needs to be coherent need to be sequenced uh so that you know there are various stages we can build on children's knowledge bit by bit and if you look at learn that statement 3.5 3.8 31 they are all making references uh to that and obviously you can have a curriculum but how do we know that the the uh what what we're teaching uh the students are actually learning that and That's part

of an effective assessment process because it provides a link between uh what you've taught and really pupils having an understood and uh internalize that information as as well and you've got to be really clear always as teachers what is the purpose of assessment and what are we hoping to get out of that assessment and you've got to really be clear about that if you don't do that then what is the purpose of doing an assessment too often we're gave Too many assessments when we we just store away that information we're not using it to any

great extent and uh much of the research is saying do less assessment but use it in a variety ways and that will make a difference to your children's uh lives and what about feedback if you look at learn that statement 3.17 and 3.18 they're all about what is effective feedback does that feedback always have to be written does that Feedback enable your child to move on uh with their learning and again think hard uh about that as heads uh in order to enable your uh staff to be on the same page in terms of what

your vision for the school is in terms of curriculum and assessment and obviously secure subject knowledge the more confident you are about what you're teaching the more secure you are the easier it will be and it all I was always used to as a secondary I always used to say I wanted Really uh staff infusing about their subject in their lessons because if you're doing that the chances are your children are going to enjoy that those lessons as well and gain something uh from it and obviously literacy is a key part of that so in

your settings that will be absolutely critical because if they can't access the curriculum because of literacy issues uh they're they're not going to prog at all in in in in their learning and sort of be aware Obviously that there are obviously two key parts of the literacy the components that you need to be looking at those are word reading and comprehension in order for the children to make sense of of what what what is actually being taught and effective implementation so you can have all the different policies on curriculum and assessment or teaching or send

if we don't Implement that uh well then that that is only ever going to be theoretical and the impact is is going To be minimal so always be thinking about what is your uh how are you going to implement any policies on assessment or curriculum or or orend what is the best way of doing that and what are uh is the role of CPD in terms of that and are you building in enough time for staff to actually take those things on board and final uh theme to to look at then is uh scnd and

again it is since since the code of practice in 2015 and in Equalities act 2010 really now does spell it out that the children are entitled all children are entitled to an appropriate education appropriate to their needs and promotes high standards scend it does not mean dumbing down the curriculum for any child at all it is about adapting that that curriculum through your adaptive adaptive teaching so that it is accessible for them yet still challenging you so you're still having uh the same expectations so if You want to look at adapted teaching the relevant learn

that statement to that in in your PES uh learn that statement 5.3 and in terms of having high expectations of them all all the time and you've got to get you that across to your teaching staff your support staff such as t as well that it's got to be high expectations and how effectively are you using those support staffs such as Tas are they being used in a targeted way and again if you look at the learn That statement 5B that makes reference to to that how we looking at uh using the different resources that

are available to you as a head teacher in terms of The Specialist support to getting to support children with scnd h as well as other stuff within your school as well and how are you collaborating with the external agencies but also within schools are you given enough time for teachers and te to collaborate together in mainstream Setting that again is a key role of leaders to strategically plan that so that your children with scnd are getting uh a good deal and if you look at groupings if you look at learn that statement 5.8 or learn

how to statement 5j it talks about ensuring that there are flexible uh groupings rather than rigid groupings so that children with scnd get uh that appropriate support they need and I think I've already mentioned the the Code of practice but it's also covered in a learn that statement 5.2 so that's a quick kind of overview of the three key themes that you will be looking at today we'll be keep referring to them we have a session devoted to each one of them and Richard Middlebrook hopefully you've listened to him and he was also given that

brief to talk about those three areas as well in addition to talking about effective planning what was the role of feedback what's the role Of the head teacher in that and what about assessment how what was approach that to as a head to that including curriculum design and he talks also about staff accountability so I want you to have some time within your groups and to think about from Richard Middlebrooks uh uh talk he he's the chief executive o of a Martin chesher and what resonated with you uh about what he's saying uh about the

role o of the head in this and what were the key messages that you want To draw out and discuss or what what did you think wasn't quite uh in in terms of you thinking what what challenge you thinking in terms of that so have we got about 10 minutes in the groups and then we'll take a bit of feedback from you I've done 10 minutes I'll open them now enjoy hey welcome back everybody I think most people are now gradually returning so hopefully within your groups uh you've had a good conversation in terms of

what resonated with with you The most I'm just going to go around the groups may not be able to get around to everybody just let's think about some of the key themes I'm going to start from the bottom uh go go to room six first uh Allison Lucy and EMT uh anyone one of you share the key what what resonated with you most I'll talk CIO um we've just had a little bit of a therapy session I'm I'm not gonna lie we all having quite tricky times at the moment um and I watched the video

and loved it But don't have my notes me I couldn't remember anything specific from it but I was saying to Alison what I I loved about is it it was what a 20 minute video or something I think it took me nearly an hour to watch it because I kept pausing it every two minutes because another thing that he said that was making me think of something I needed to do or something that I wanted to consider or something I needed to look into and find out about um so it Was one of the best

videos I've seen so far because um every two minutes it was coming up with something else that was prompting me to to act on something else or consider something else um so I found that really really helpful um but yeah I think one of the things that um I do remember is that something about monitoring and evaluating and we've had such staff shortage has been incredible and between staff shortage and behavior issues this term had very little time Actually getting into classes as much as I wanted to be hadn't been um hadn't even looked at

our monitoring schedule for for for a while and it was it felt like it was the video gave me a little bit of a reset of like okay I need to catch like where do I need to be right now and and and what um are the priorities going forward between now and Christmas I watched it a while ago yeah um and I did find that really helpful but I'm sorry I can't be more specific Was very good he touched on most of the key themes uh there but I mean considering the context you're saying

one of the key things there he was saying was I mean no matter what else is happening keep the main thing the main thing and that is Never Take Your Eye Off the uh ball in terms of this is all about uh learning and teaching if you focus on that then the other things will fall into place and if if you are as a head have that at the center of all your Discussions and then that that that really is is the meain thing that you really need to be looking at it's bit like Bill

Clinton's quote of it's the economy stupid you know in or most elections that becomes the focus for us it is about learning and teaching yeah the time I watched the video everything had kind of was beginning to slip away from me a little bit and when I watched the video it felt like I managed to pull everything back in and Get focused again and on that that sort of key message than thanks for sharing that Lucy okay room five then Charlotte Anna Vicky and Leon I think Leon's uh already spoken today so if one of

the others uh can I'm happy to start um yeah we picked up a few things I think the thing we spoke about most was probably about that um the consistency but we maintaining creativity and how that was was going to be applied differently in the different schools that we were Working at um but about the importance of that consistency but keeping the teachers um own um personality and creativity and that links to what I said at the start I suppose about that going off piece when they need to um so we had a bit of

a conversation about that part um for for quite a bit time how how would you as aead because it's it's it's quite a challenge isn't it to have consistency and creativity what what was this kind a key message to You as ahead what do you do to enable that knowing it's that knowing when to trust and when to control and and in that bit of which bit we needed to control and have that oversight in which we could let the teachers and give them more trust to do I suppose that links with the other thing

we SP about was like Clear Vision for teaching and learning um and the only gave a good example of a vision in her school um with that and is having That very clear simple so that actually that bits controlled and then away from that you can then trust there to be a bit of creativity and yeah as long as they you know your main vision is and controlled and everyone's consistent with that yeah I mean I think definitely and then you as a head you're creating that culture H you're and you're modeling those so if

you are seeing creativity around the class rooms and Around the school if you're praising that as you're going around then you're modeling that you're saying that it is good to have that creativity within that consistent vision and being applied rather than saying it everything is just done this one way and that rigidity okay thanks for sharing that uh there Charlotte Let's uh go to room four any anyone from David Karen KY or scn KY yes hard I'll I'll talk um if that's okay um we spoke about behavior that he Mentions uh and how ly Little

Johnny uh behaves for one teacher and not the other teacher so it's about actually how can we support the teacher where little Johnny isn't behaving um as a school to make sure that actually we are more successful um we spoke about how um there is a need for someone on SLT to be lead in teaching and learning and then we briefly touched on how he uh Richard midbrook mentioned [Music] About maybe if that's not your area of expertise then employ someone or choose someone recognizing your strengths and your own weaknesses and actually be brave enough

to to to own it and be open and honest um so you're not doing the score disservice um we spoke about a Clear Vision for teaching and learning um which needs to be Revisited every year he mentioned um to make sure that it is consistent and how everyone is responsible for teaching learning how he Said about employing expert teachers middle leaders to make sure that everyone is accountable for teaching and learning definitely it is everyone's business I think is is the key message in terms of that so thank thanks for that you covered a lot

of uh points there it is important for for you is ahead to be aware of th those strengths and uh when you I've done uh learning walks whereby I followed a child from one uh for for all morning and the Difference between how they are behaving and accessing the curriculum from one lesson to another is huge and then what you do about it and that is where you need to it isn't an issue with the child it is often an issue with in terms of that that approach taken in those classroom what what do you

do how do you approach that to develop more of a consistent uh Vision across teaching and learning uh there so that uh you know that that that child gets a better Experience as they're going across rather than getting very very varied experience and that's one of the big challenges of being head in terms of teaching and learning how do you cut out that variability in in in the quality of teaching that doesn't mean to say uh we have to have clones everywhere it is about that there is high quality teaching and learning and with that

has to then sit high quality CPD uh for for Those those members staff who who who aren't quite there but I think you make a good point about Richard picking up the fact that well if teaching and learning isn't your key strength make sure you have a trusting and and a clear leader on your SLT who responsibility that is so thank thanks for sharing that um room three then we might be able to get around a few now uh Chris Bev Kate and Melissa any anyone from yours yeah I don't mind Talking we discussed um

monitoring and um and I suppose roles and responsibilities similar to what was just discussed in the previous um I always feel like after these sessions I go back to my exec head and say right is it my responsibility or is it my role to do this or is it yours or who's responsible for this um and that did make us think about that um we also discussed the purpose of um observations and different things like That and the structure of having those observation Tim taes um throughout the year and the purpose behind that are they

just for Performance Management then there's no point in there it needs to be about the teaching and learning and the main thing being the main thing of that as well mhm what are you going to do with those is the key thing I think that's saying Kate it's no point doing those observations giving some written feedback verbal feedback and Then hope that that that's that that's just finished how is that uh going to lead to a conversation and then support or sharing of practice as a result of that observation which is going to move not

only that member of Staff but teaching and learning in your schools forward because if there are elements of good practice that needs to be shared if there are elements of support needed that needs to be access and you have to Enable that to happen but that that again comes within that vision for teaching and learning and within that Vision uh it depends how high stakes you make that and uh you know in terms of U uh leading that learning and teaching within your school to what extent uh is is you you've got to get to

a position in too many schools accountability is kind of a dirty word uh and because it is so high stakes accountability we're all accountable is A vision you need to create however accountability with support is the key uh uh for that and I think so that that was one of the key messages that that was coming across from Richards as well I'm going to just take one more groups because the uh time is uh pressing so let let me go to room two now that was Emily Matt Rebecca and Adrian any any from you that

resonated with you anything that we haven't covered so far would be Really good I don't mind feed him back okay Rebecca thanks no that's no problem um we talked about how obviously the thread that came through the G thread was consistency it has to be assistent all the time um and we discussed about which someone else has already mentioned um about it's not just what's happening in your class it's what's happening next door and also supporting colleagues um we discuss the things like the observation schedule is it just done by SLT um is your school

large enough to be able to have middle leaders on board as well and if it's just done by SLT um Adrian brought up does it then become an other and them situation and then trust then becomes an issue which is you want to develop and create and Foster um an element of trust and mutual respect um so yeah those are the things that we talked about and a lot of the other people have talked about um the elements that we talked about as well there There's always that challenge then isn't there in terms of how

many people are doing it and then the consistency in what what what being observed what they're looking for and are the people The Wider you make that team are those people have have they had sufficient training into in order to do that uh quality assurance as well and if they have there's no problem with that the issue becomes when they haven't got that and then you're acting on data making Assumptions making interventions which may not necessarily be uh valid so that that that again is a an issue that the head needs to really tackle effectively

in order to get that uh uh consistency of approach but that has to go hand in hand with the people being trained and that culture and there being right as well for for that okay I mean I think I've missed one one group is there anything from anyone just raise your hand that we haven't yet covered from That talk by Richard midbrook that you think would uh or someone else would really benefit from hearing other than just your group and anyone just raise your virtual hand if that's the case Okay uh nobody I think we've

Pro perhaps covered most of the key points and as time is uh pressing on uh we will uh move on uh from from this now thanks Hardy I think you made such a good point there about the how do you train those staff to do those monitoring activities Those checking activities as well and I'm sure this colleague who will obviously remain anonymous wouldn't mind me sharing this with you but I was actually doing some school improvement work a couple of weeks ago um and was with a middle leader in a primary school um who was

hugely experienced and just because of some of the themes that me and the the deputy assistant principal had kind of come across through the day we said can you Just go and grab some books from your subject because we just want to look at the books because we've got a bit of a theme and a thread that we were following and as I was talking her through what I was looking for in the books in ter terms of how well her curriculum had been implemented so what she had said to me can we see that

in the books you know the appropriateness of activities how consistent was that appropriateness of activities that Consistency across the books Etc she said to me you know this is the first time in 20 years that I've anyone has ever said to me out loud what they're looking for when they look at some books so when I look at books I'm just looking for are they are they are they teaching my subject yes okay tick are they doing like a lesson a week which is what I require yes tick I'm not going down to that granular

level of what you two have arrived at as something that you want to Focus on today it really reminded me harder when you were saying that actually particularly in smaller schools primary secondary send it can be really difficult to find the time to do that but it's such a critical part of making sure that we get that process right and you could apply that to any type of monitoring activity lesson observations are great we've had a lot of conversation today around um peer observation you know giving staff the Opportunity to go and see colleagues well

actually unless we tell them what you know how to do that really they're not going to bring anything away from it in the same way as if we say right why don't you go with this specific Focus look out for x y and Zed and that guidance is really key particularly for new teachers but don't think don't make the assumption that those of us that have been teaching like we all have for a long time will all have the similar Idea of what a book scrutiny looks like or a lesson observation looks like or what

a peer observation looks like if we went through that today we would all have slightly different definitions of that so it's really important your staff understand your approach as the head teacher of the school sorry hardal I will move on now okay that's great that's good until straight that our first theme of the day um which is content area two for you so when you're Looking at your mpq framework it's content area too and we're going to be starting to pick up on um the themes that Hardy went through with you earlier on today now

this slide is really useful we're not going to do this at at the moment folks but this tells you where we're heading at the towards at the end of the day okay so we're now going to break our day up into three separate sessions session three session four and session five in each of those sessions We're going to look at one of those content areas so we're going to look at teaching first we're then going to look at curriculum assessment and we're then going to look at additional and send so for the purposes of this

first session we're focusing on the teaching element which is your content area too and a reminder that those learn that and learn how to statements that we're looking at today are in resource two of your resource Pack throughout the activities that we covered today we are going to give you excerts um from different sources an oad report some school Improvement information some headteacher monitoring um of West Street primary school and for the purposes of today you are now the newly appointed co-head teachers in your group of West Street Primary School okay and your undertaking an

analysis across session three four and five of the current provision so firstly we're going To look at a current provision for teaching okay uh we are then going to use those excerpts about what we know about the school to draw some conclusions about the current issues that the school is facing we're going to analyze that information um and then we are going to prepare a report to governors in those three sections so a section on teaching a section on curriculum assessment and a section on additional and special Educational needs which identifies the main problems the

main issues it identifies some possible solutions for those main issues and you're going to provide a rationale and your rationale is going to be from an Evidence base and connected to your learn that and learn how- to statements so if you've got an issue you're going to provide the solution you're going to say what bit of research that solution comes from or or is underpinned by if You like and then connect that to your learn that and learn how to statement so at the end of these three sessions this is what we're going to end

up with a 10-minute presentation um and you're going to be preparing this as you go through so the today's really well chunked but just this is giving you the overview of where you're going to head I love this activity in terms of also preparing you for final assessment because your final Assessment is essentially this task guys okay so you're going to have a series of excerpts from things like offed reports School Improvement documents monitoring some data all of those sorts of things whatever it might be for that particular one and you are then going to

be pulling together um your thoughts on that identifying the issues providing the solutions and providing your rationale for that so this is a scaled down version today so it's a brilliant task For for looking forward on the program also for you thank you hardal can we have the next slide so that being said folks we're going to start today by um having a brief look at the session statements and actually I'm not going to go through these in um a huge amount of detail because hardal did such a good job earlier on of going through

um the cogs on the wheel if you like when we were looking at those themes actually hard deals covered much of what these Session statements are are sharing with us here these are really really useful I think as school leaders um I know a number of school leaders that we've had on this program have said where they have gone through this part of the this cycle this part of the program they've got a member of Staff who is struggling with teaching they've got a group of Staff who are struggling to get that consistency these specific

Learn that and learn how to statements have been helpful in helping the leaders to break down exactly where the issue with that lack of consistency in teaching is because it provides those individual statements rather than thinking at teaching broadly and that will be helpful for you as we head through today so um bear these in mind they are what is in resource to and you're going to be working tightly with these today folks When thinking about your case study so thank you hardal I think we'll we'll we'll move on from there brilliant which brings us

to our first bit of prep for our activity okay so we are now focusing on the content area of teaching um we are going to be putting you into groups of three or four because we we're going to now leave you in the groups that you're going to be working in for the remainder of the day okay so you're going to be with the same group now for The rest of the day so you can build towards this presentation but before we look at the excerts for the case study school before we even start to

think about that case study school we're going to look at the research surrounding teaching okay so what we have done is for each group we have allocated you a piece of key research in part of your um Resource One in your your resource pack you were asked ahead of today to to look at um Some pieces of research so the links to the research are in resource one of your resource pack folks you are going to be going into your groups you're going to have a very brief discussion and I suggest we make this maybe

just 10 minutes hard you we can probably take a couple of minutes off there um because we've got smaller groups summarize the research that you've been allocated um what are the main messages What are the main points um and have a conversation around any kind of the potential challenges for schools implementing this okay um you can use resource 5 as well to think about those key statements which relate to your research um if it's useful for you but focusing on the research itself is going to be the most important thing now because we're if we

were in the room we would be doing this on flip chart paper um and because every group has got a Different bit of research then You' then be able to take away photos of everyone's work you'd be able to use everyone's work for your planning later on we don't want to miss that opportunity so Hardo and I have created a jam board which we are going to ask you to use today okay so sometimes we do Jam boards and we say use them if you want don't use them the jam board today is a must

folks um if I just pop that link into the chat for you now you Should be able to just click on that and it will take you to the jam board that we have set up and I'm just going to pinch hardel's share screen very quickly and then I will talk you through what we want this to look like brilliant and I can see you all popping up there which is fantastic great so you can see the jam board on my screen now and you'll see very clearly what we have done here group one you

are going to be Looking at the co- piece of research so in your breakout room it will tell you what group you are in so look for whether you are room one room two room three room four room five or room six and then you will use the toggles at the top here to go to the room that you're in okay and it will say group one group two group three group four group five group six so group one are going to discuss the main points around the co- research on what Great's great teaching They're

then going to use sticky notes to add their thoughts and we we will all be able to then download this at the end and share their thinking room two you are also going to be doing the Cod piece of research on great teaching resist the urge to be looking at each others uh while you're doing it because it'll be interesting to see whether we pull out the same or different things again just toggling at the top room three you are Going to be looking at the EF 2017 piece on metacognition and self-regulated learning I have

also made sure the links are on there that you can copy into a browser if you need to room four you are going to also be doing the 2017 EF piece room five you are going to be doing Rosen shine principles of instruction and room six you are also going to be doing Rosen shine okay so don't go any further because they're going to be for our later sessions there Um we are going to give you 10 minutes and at the end of that 10 minutes you should have your jam board populated with the main

thinking the main points from your Al ated piece of research which should give us as a group six slides full of Snippets of wisdom from Key research which we can then use and apply on our case study school um apologies for being so explicit there on the sharing the screen and showing you the jam board thank you hardal sorry Back to you um but I hope that helps you with um with just getting going with the task straight away so we have got 10 minutes um you can share screen in your group as well so

you can obviously all see the jam board but if you want one person to share it and do the typing while you all discuss you decide that um really looking forward to kind of watching it all happen from the background and after 10 minutes we will come back together And I will explain how we're going to use this with the case study school so do not look at anything for the case study school yet folks do not look at any of the excerpts you're just looking at your allocated piece of research for the next 10

minutes but thank you hardal welcome back everybody we've got everybody back in the session now um firstly well done for your work in that very very short space of time that you had there um obviously it was um set up And designed in this way on people having kind of read in advance I appreciate that's not always possible because you're all very busy in schools so please don't worry if you haven't got as far with this as you would have liked um the whole reason that we've gone into six groups is so we've got two

groups working on the same piece of research so that we can have um as much benefit as possible and it just allows that that sort of slippage if we need it either Which Way um but really impressed actually hardio and I with how much we have managed to get on here I think what we're keen to do um folks is to very quickly just ask each group for one person to summarize really um what you've put onto the jam board um am I still here hardal you are yeah yeah everything perfect um everything had froze

on my end there sorry folks um just one person from each group just to have literally 30 seconds to a minute to Summarize something within your research that you thought was um really important in terms of teaching so if we come to room one first of all Hardy was kindly sharing the jam board so we can all see here and so in room one we had Matt Charlotte David and Leone uh anyone prepared just to give us a very very quick summary of of your Co research we um we identified the the six components that

came out in the in the report and then we were starting so the Blue for us was starting to consider the challenges to that um we didn't get the next stage unfortunately because the time run out um but we sort of Tred to go through each one and consider you know what challenges are there in schools around that so if we look at content knowledge in particular we were think we were talking about from a primary point of view um with you know a very knowledge heavy curriculum and and increasing expectations as we as we're

Getting into up a key stage two the level of subject knowledge that is required by our teachers across a wide variety of subjects yeah ever challenging and it and it's something that certainly at my school we struggle with in terms of how do we you know teachers need to have that confidence of the subject knowledge to be able to deliver to teach the children well enough but it's really challenging because it's so wide and varied in a Primary setting and I'm not saying it's necessarily easier if you just teach in the secondary I've never I'm

not a secondary teacher but um you know in my mind if you're a history teacher and you and that's your subject then that's that's a different scenario to a to a prim primary teacher yeah no and I'm going to stop you there m that's really really thorough and um well explained thank you um I actually really like the way you've done the blue bits at the Bottom I haven't seen it done that way before by a group but um wasn't me that was Charlotte was very that's not that's not a bad thing either um but

what it does is it really makes me sit here and question actually yeah like what does that look like is that even possible is that plausible in a school of this size um I think that's really important and and I love the explanation you gave around content knowledge there um because I think it connects with so many Other things we've spoken about already even hearing about your your own kind of um thinking around CPD recently that links directly to well how do we support teachers with subject knowledge Etc so brilliant thank you room one now

room two you had if we can skip on hard you thank you you had the same piece um and we can see some very similar structure there um so Laura Adrian and Katie uh someone prepared to just unmute for us quickly just take us through your Thinking thanks Laura hi yeah um yes we um combin these are our thoughts together so I was typing so that's not just my um Post-it notes but um I guess what the the the large of the posted note maybe the areas we spoke about in more detail we didn't get

too far in that's okay obviously yeah you've got the six common components and we said I think one of the things that we ended on before we came back in was about um just the the profile of self-esteem and Selfworth in um not just children but also in the parents of our communities um in particular is something that we all agreed on was was a challenge at the moment in terms of that classroom climate and climate and building that and I guess just um the need to acknowledge what is going on in some of our

children's lives at home or um in personal situations around their parents um so yeah that's why that's slightly bigger in the There um and I'm going to stop you there Laura because that's perfect it's given us that summary of your thinking and also pulled out something else that's really important and very much spoken about at the moment in terms of relationship so thank you very much room too uh room three we have Chris Emma Katy and Melissa and you were looking at the EF metacognition piece um again we've got lots of nice bullets pulled out

here some of those main points of Thinking um somebody from room three prepared to come jump in and just talk us through how you arrived at what you've got there thanks Chris uh yeah we went through sort of the main the main recommendations um we spoke quite a bit about changing the language within the lessons and changing the process around actually um the process of learning as opposed to the content um and then we started talking we we went off track a little bit and spoke about how it links In really well to the Rose

and shine work um and how the two fit in really well together B because they're both based on the same research aren't they um and then the pink was when we started to look at the challenges but we didn't have much time on that because we'd spent so long off track talking about Rosen shine but the big kind of spoke about was um to do with well the content um there's so much actual knowledge and content as Matt was saying in primary But also in secondary to find the time to focus on the process of

learning as well as fitting all that content in um is something think that's a big challenge for for a number of teachers I think absolutely absolutely um and what has to come first I guess in some aspects too you know it's the Chicken and the Egg debate isn't it what's what what is the most important thing to establish first um is it that how they learn that that kind of process or is it The what they're going to learn um and everyone will have their own kind of view on that also um what I found

really interesting about the way you've presented this and you can see it's come from those summary of recommendations also but immediately for me there is direct links to your mpqa to learn that unlearn howto statements so aspects of those statements what are part of resource 5 that are in resource two when it's talking about scaffolded tasks when It's talking about vocabulary when it's talking about developing knowledge and modeling guided practice they are all things that are directly worded in your learn that and learn howto statements so thank you very much Chris and thank you room

three room four um which was Hannah Kate Rebecca and Vicki anything to add on the EF metacognition piece um that that you've popped down here that we haven't covered with Chris and room three we did kind of get oh sorry no go On Vicki we did get a little bit sidetracked when we were looking through the report we were talking about how we know we have to teach it explicitly but we feel it should be an intrinsic part of everything we do and we'd had experience of some teachers who see it as a I'll add

in a bit of metacognition at the end of the lesson and all will be well so so we talked about that a fair bit and I don't think that's sidetracked Vicki and Chris you're getting Sidetracked with rose and shine it's not it's that's brilliant that's exactly what this program is about it's making those connections between um what we're reading what we're seeing our own experiences and our beliefs so not a problem Vicki to do that and we were talking about how to help staff understand that they're probably doing Fair bit of this research themselves in

their classroom but don't really understand that it's metacognition so Pulling it all together and doing some sta CPD around it would be useful yeah brilliant super and again some really important language in there and you can see the connections between group um three and group four fantastic thank you room four so on to our final piece of research for teaching um it's worth putting these bits of research in your back Locker folks for that final assessment as well so I'll show you how to download this at the end of today but Keeping them to hand

still working on it room five still working on it h room five we've got Alison Bev Lucy and EMT um who's going to jump in here and just give us a short explanation of of how you've arrived at the kind of key components of this bit of research thank you Bev um well it's a it's a big um piece of research as you know um but once we got going we realized that obviously the the subheadings are what We written down effectively um because they are very self-explanatory and I think um you know we the

first sort of few of those subheadings are probably the most important um and then we started to add bits in different colors um but that really we were so short on time with it being such a huge document um that was the experience of room six as well um did you just it's on pages 12 To 20 Bev yes yeah perfect perfect um you jump in sorry I I was no no I no I was just going to say we literally just lifted the subheadings off so we haven't started to really delve into you know

what that would look like um I think the bit that you've done is exactly is exactly appropriate for this activity because those head subheadings are giving you those principles aren't they so that's the main part and actually what this is useful for The Wider group for is if you're in your case study later on or you're in your own School in three weeks time and you have this to hand and you're thinking oh I really want something on Guiding student practice if we have this from the work you've done I know exactly where to go

to find that which is really useful for me and that's going to be really useful in the next part of your task um I think actually Rosen shine always fascinates me because 2012 it's Amazing that really we only started talking about this most schools in like 2021 2022 to like a decade later um and it's fascinating how many people are using kind of Tom sherrington's walkthrough model Etc now which is all also based on Rosen Shin's principles so um actually it isn't it is a meaty document but much of this is I think what you

will always do as excellent teachers and we know you're excellent teachers because you're on this program Um so have confidence in what you've done there room four room five sorry that's very very useful thank you Bev and finally room six oh my goodness look how much you've put on there since I jumped in I don't mind talking that is impressive Emily actually talking about Tom sharington he's got a book about the rais and shine principles of instruction which actually I think is a bit more accessible um and easier to read for People like myself than

that that big research document but anyway I think you know as the other group just said it's pretty self-explanatory there are 10 principles and I think the the difficulty with the principles is is I think lots of teachers do lots of different bits of it but it's actually embedding the whole thing as a as a culture within the school and making sure or finding ways to really follow it through that the 10 different principles Rather than dipping in and out of different things and I think different teachers have got different strengths Within These 10 principles

and it's making sure that they um feel supported and can can find ways to embed those 10 principles within their their teaching practice Yeah really really important there and again we're drawn back to that theme of consistency aren't we which Richard was anchoring on to as well I think that's why um Thomas sherrington's Walkthrough model is successful because that's what it helps that's what it's designed to help schools to do essentially isn't it to do exactly what you're talking about there Emily um and also really useful that you found his book on the Rosen shine

principles useful because that might be something that others of you want to go away and have a look at um because similarly you'll find it more accessible often when it's written by sort of one of us I Like to say things do seem more accessible don't they so brilliant thank you room six great hardal I think we can come back to the slides then if that's okay now hardal okay right folks we are going to use this um now for our case study school so in a moment you're going to go back into your groups

and what we're going to do is we're going to give you an extended period of working time in your group and we're going to ask you to manage yourself a break as part of um The time that you have together now working through the next part of this task we've looked at that key research you can see and some of you have made this really explicit actually um I noticed some people have put on the learn that and learn how to statements how it connects back to that framework within which we're working to and how

we're thinking about how we can improve teaching in schools in resource 5 if you scroll down in resource 5 um you will See that there are excerts on your new school that you are now co-head teachers of I think we' said this before is where you decide you either want to be a co-head or you really dislike it Al so often when we work in this way um our groups are nice and small today so it should allow you all to really um get your own viewpoints across rather than going into bigger bigger bigger groups

also which will be useful as a group we want you to read through the three Excerts okay so the first one um is an excert from the March 2022 ofstead report and that will start to give you a flavor of what teaching looks like in this Primary School you then are going to read um an external School Improvement partner an excert from their report from May 2022 so a period of time has passed and there have been some improvements made um but there are still issues identified and then you're going to look at the head

teacher monitoring In September 2022 um I think that's the position at which you're coming at this from folks okay so imagine your you're coming at this from the September after this monitoring and that's where you're writing it from um and that is an excerpt which is going to also help to build that picture of what teaching looks like in that school what you need to do as a group and there is a template um on resource four that you can use to Help you plan your presentation but you don't have to use that do it

in whatever way you want to plan your presentation you don't have to use the jam board you can create your own slid do it however you like but what you need to do is read the excerpts as a group consider what the main issues are and there might be lots of issues so which ones are the main issues you probably don't want any more than two issues that you're looking at hard you I Would say would you say that's reasonable in yeah um to get the level of depth that we want to go into what

is a possible solution for that issue that you've identified in teaching where is your your rationale and you can use all the evidence on the jam board to help you with that all of the groups is accessible for you and then can you connect that to a learn that and learn how- to statement as well So by the end of this working time um which is going to be slightly extended because we want you to take a break in there as well you should have one or two main issues with teaching based upon the excer

information you've got a solution which connects to that issue a rationale that connects to your solution and then thinking about where that connects to the learn that and learn how to statements can I just look For some nods of head shakes of heads if people are clear on that um lots and lots of nods okay super hardio how long are we going into these breakouts for we want them to have a break uh I I've thought maybe 50 minutes perfect okay so we'll go in for 50 minutes um remember this isn't about having a many

many issues with many many solutions if you just have one but it's done really well that's okay aim for two but if you get one that's fine um you Feel free to take your break now um before you start if you feel like you do with coming away with from the screen for a bit um or feel free to take it Midway through or at the end but please promise us that you will make sure that you come away from the screen and do take um a coffee break a 10-minute coffee break in that time

also okay without further Ado then I'm going to stop talking um we will jump in and out of your rooms just to check you're Okay um because we realize this is a big task so we'll just nip in to make sure that you're all right in sort of 10 minutes or so um good luck and enjoy remember that at the end of this breakout there isn't additional time to plan your presentation you're going to present from what you create during this time okay and then we're going to repeat the process for curriculum assessment and we're

going to repeat it for additional special educational needs Over to you all thanks Aral okay thank you thanks Emma we haven't taking any feedback because you'll be making a presentation on that anyway so we'll we'll be able to hear it uh then so we're moving now on to session four which is curriculum and assessment this is where we are in terms of the day we're on our second theme curriculum and assessment I'm not going to go through the session statement because we covered Them earlier on and as I say they are in your resource pack

you are now very familiar with what we're uh doing in terms of the day we're going to do exactly the same uh task that we've done with teaching but now with curriculum and assessment and you're going to go onto your your jam boards we allocated uh them uh the same way uh in terms of Deans for impact uh group one are going to do Deans for impact in terms of curriculum and assessment as is group uh Two group two are also doing Deans for impact as well so that's set up on the jam board uh

for you and groups three and four are doing EF uh the toolkit on feedback and groups five and six are doing the EF toolkit on Mastery approaches that's all set up on the jam board which you have been accessing so we want you to do it in exactly the same way do not look look at the context of the school for this because there's a bit more information there uh in terms Of curriculum and assessment for that this is purely for you to have a look at the research what is the research saying about curriculum

and assessment and how is it link to those uh learn that and learn how to statements and what are the its implications for practice that's what we're going to get you to do we we're sending you back into your uh breakout rooms now for 10 minutes to just look at that uh research on curriculum assessment in terms of what Has been alloc research piece that's been allocated your to your group just focus on yours okay is everybody clear what we're asking you to do real you're very good at doing that so that's why we can

speed this up a bit now okay Emma we'll pause the recording now back okay welcome back everybody uh Emma and I have just been looking at the Brilliant work that you've been doing and you can see how everything is speeding up uh look at the amount of uh things that you've actually put in and uh and so you're definitely getting faster there even the links to the learn that and learn how to statements are there and look at that it's really well organized so shows how much you can achieve in such a short space of

time just 10 minutes so so well done for that so we're going to now move this on a bit Uh if you look in resource six now and that uh gives you an update on uh the excerts on curriculum and assessment in terms of the ofstead report from March 202 20 tells you what offset said about curriculum and assessment and then uh just as it was for teaching you've got then an external uh School Improvement partner record of visit May 2020 on curriculum and assessment and finally the very latest information you've got Is the head

teachers uh monitoring uh report on curriculum and assessment and exert from that and that's dated September 2020 that that is your starting point as said now we're going to give you um what time is it now just uh just before quarter pass we're going to give you until quarter 2 one to go and uh use that uh information the latest information from West Street Primary School along with the the the the research information you've got There to continue with your presentation now you've already done the your section on teaching now is your opportunity to identify

uh no more than about two uh issues two problems in terms of curriculum assessment how are you going to address them what what's the rationale for them and the rationale is usually uh linked to the research and to learn that and learn how to statements and how you're going to go and Implement that okay so think about that just Exactly the same process that you're engaged with for teaching now you're doing that for curriculum and assessment so we're going to give you half an hour in there till Quarter Two And when we come back we

will have half an hour for lunch and because we're having a shorter lunch and our experience with you in the past is that uh you prefer slightly shorter lunch and then we can have a an earlier finish because rather than having an hour for lunch it's probably Better to have half an hour is that okay is everybody all right with that so everybody understand what we're asking you to do uh Rebecca you okay or you just putting thumbs up I thought you wanted to ask a question that that's good then so let let's go into

your breakout rooms for half an hour to look at curriculum and assessment at West Street Primary School how you going to tackle one or maximum two [Music] issues okay thanks Emma welcome back everybody and you have now hopefully is there anybody who haven't hasn't their group hasn't actually finished uh the curriculum and assessment part of their presentation anybody just raise your virtual hand uh I I visited one of the groups and they they were they they' done it and I think Emma's visit about I've been in all the others yeah all the other she's she's

very fast is Emma get Round them all so are they all finished then have they yeah I'm really impressed again um by you know how swiftly you've been able to kind of identify those issues and come up with the solution and it's interesting I was just saying to one of the groups there you know and saying it seems too easy it seems too straightforward it is straightforward because of the structure and the way it's being organized because it's broken down into these small chunks I can see Some nods on the screen where you're you're kind

of recognizing that um and actually that format that all of you have chosen to kind of use that resource also is just really good and concise around thinking right what's the main issue what's the main solution to that and actually why do we think that which connects really nicely to some of those earlier conversations around building alignment to your kind of culture through using key bits of research so um I've been very impressed by what you've put together so far and some interesting connections between you know where we've seen some of you have identified the

same issues and then some very different issues as well so your presentations will be interesting to listen to the other group yeah brilliant and I think it's no small measure to the Way Emma's actually set set up the jam board to make it easier for you to do the research so well done to Emma for for For that as well that was all her work so right so we are now at lunchtime should we say half an hour for lunch and uh if we come back here at uh quarter past is that is everybody all

right with that because we're having a shorter lunch uh time that we'll bu able to finish a it sooner than the publish finishing time everybody all right thatone okay with that does anyone feel like they need longer because this is your need longer then we can change Happy anyone would like that no lots of shakes lovely all right well we'll see you back at quarter pass then switch up brilliant so if you are someone who's still sort of halfway through your lunch please don't worry because we're going to be going back into those groups in

a minute because in our kind of copy paste nature of today if you like for the activities we're now finally coming on to additional and special educational Needs as our final theme of the day and um and thank you very much hard you can see that what the team have done here um is they have pulled out some of the content five statements for you that lend themselves best towards the research base that we're going to look at and then the case study also and again I think there's many connections here to what Hardy all

went through in quite a lot of depth earlier on um and what's interesting I think about this Content area and and your work here today is the amount of work that schools have been doing in this area in probably the last 12 months I would say um you will see that language of adaptive teaching weaved through everything that you do on mpq and we can see that in 5.4 you've got adapting teaching there in a responsive way in 5.7 adaptive teaching um is less likely to be valuable and there it pulls out you know it's

you're creating those different distinct tasks So it's almost kind of countering differentiation there if you like um without using the word differentiation explicitly so there's some really interesting kind of themes and Concepts in this part of the day that probably your school will have been doing work on um in the last few months as we move towards that adaptive teaching which is responsive so hard could we have the next slide please because we're not going to spend ages on those um learn That and learn howtos again folks because is all there in your pack for

you and you've been doing a smashing job so far of really connecting the work that you're doing to those particular learner and learn how to statements which you been very very impressed with what we want to do first of all now is look at three pieces of key research that connect to the theme the content area of um additional and special educational Needs and much like the previous two times we're not going to get involved in the case study school or the excerts at this St stage there are going to be further excerpts that you

you'll get access to in a moment but this is all about the research so we're heading back to the jamboard and you've done a really good job on this so far um certainly it's something that I will be saving and taking away from me as well because I think the contributions there have been Um really thorough and and useful for us all beyond beyond today we are starting on slide 13 of the jam board I just had to drag that back from my memory um and if you access that jam board now you will see

the different pieces that the groups are associated with um hold fire for the moment folks until we're into those groups to start discussing I can see someone's already working on room one just just pause for one moment because obviously this should Be a discussion with your group so group one and group two you've got the Davis at how piece um on teaching strategies and approaches for uh pupils with send we have then got in room three and room four you are looking at another EF um document 2018 this time which is why I said to

lots of those dates are really important it's another talkit it's within class attainment grouping really interesting um document there youtil look at and five and six you've got Another EF piece which is send in mainstream schools okay um we might take some very brief feedback on this when we come back um but again you've been using these really well to inform your next steps so I can see that people are already working away on these hard deals so I think we just need to get the groups in so that they can have the discussion around

this so 10 minutes folks um and when we come back we will be well equipped to have a brief Discussion and then move on to um the applying this to the case study school so thank you hardal we have okay we're just waiting for everyone to rejoin us I think we're all there now brilliant can I just ask everyone to just check your on mute that would be super thank you very much everybody um again loads of really interesting um key messages being pulled out from that research um certainly here There's lots of different aspects

and elements that each group has focused on so when you come to thinking about the case study make sure that you're looking to all of the groups bits of research I think you've been doing that anyway but um what that's going to really give you is that very kind of um sharp overview of the different research that you might kind of want to dip into there's some really interesting bits here and actually having delivered this once or Twice both Hardo and myself it's often the bit where we really welcome the views from our colleagues who

work in um send provision whether that is um a special school alternative PR Etc as well because lots of the messages that you have pulled out as being really key is where those colleagues might be saying absolutely won't work in my school absolutely this bit's key disagree with that bit of research and evidence as well and you might find when You go into your groups um you can benefit from pulling on that kind of specialist expertise as well and that might affect and and I guess um change you to think about things differently as part

of your response to the case study so building on that obviously we've got a primary case study yeah I mean is it worth seeing in I'm an assessor for best practice Network on the MP Q as well and I've assessed in both the first two uh cohorts and your case study can be on Anything it it can be either Primary School secondary school special school in fact one of the case studies was an all through school uh and so it doesn't really matter at the end of the day leadership is leadership and you will be

expected to apply your learning from the course to the case study using the learn that and learn learn how to statements using the the research aspects here so whatever you're doing today keep it because that Will help you understanding when you are faced with whatever the case study is neither Emma nor I know what it's going to be when it is your time to do uh the summative assessment task next September but don't worry about it I mean it's good that we're in mixed groups today so you can benefit from each other's uh expertise and

also when you come to do the summative assessment task there's because it's a kind of an open book exam you can actually uh meet up with people Uh so if the case study is released on a uh on a Monday whatever it is you can actually set up a WhatsApp group and meet up with each other and talk about it but once you've done that then you go where the work has to be your own so don't worry about what the sometimes people worry oh this is going to be a secondary case study I'm a

primary school or vice versa it doesn't matter one little bit you're a leader in in any setting and you'll be able to quote with It okay sorry I turn no no no that's really valuable thank you hard because I think sometimes we we don't say that enough in these days um and and for those colleagues who are working in specialist provision or or a secondary in this instance today as well it can feel it can feel like it's not your your kind of comfort zone if you like um so it does move around I think

which is what Hardy was saying which is important while we we focus everyone on that um There's some just really I think interesting points being pulled out as I've said already by colleagues um particularly looking at well all of them but actually the ones I've been drawn to have been the ones around about um ability grouping in classes and what that looks like and if you look at the poits for that there's some interesting kind of points that have come out of some of this research on that um on one of the groups you've really

you've Really pulled out the the impact that it's made the average impact it's group three the way you've done that um shows kind of some of that progress and what that looks like but I think that's something that schools are still thinking about working around balancing you know the sorts of groupings that are used or aren't used in schools and that might give you a really rich discussion as part of the next activity around the case study which again will be something That perhaps you can filter back into your own school as well um it's

essentially there's a time and a place for everything it's about knowing when that time and the place is isn't it okay without further Ado then um we are going to go into our final bit of time to look at thank you hardal look at the case study scenario so we are going back to our primary school that we are head teachers of um and this time we're going to be reading The excerpts found in resource 7 this is the point where probably some of you are thinking well I wish I'd had all of this at

the start because there's overlaps and there's connections between each of the excess it has been intentionally designed this way to allow that thinking to grow and develop over the course of the excerts so that is an intentional Design Within the program um so that you can focus in on different aspects at different places hopefully you are Starting to see the connections that come from your teaching your curriculum and your assessment to now thinking about your additional and um send within the the the content areas and the themes that we're looking at we'll have half an

hour again um actually hardle should we go for 35 minutes this time is that okay um the reason I want to go to 35 minutes is because I just want to give you an extra five minutes folks to make sure that you've decided who's going to be Able to say what as part of your presentation Etc I know that some people like to just read through everything make sure they've got everything um and so we want to build that time in for you today so once I saidia there's no planning time because all of your

planning is your presentation you need some logistical time so there's 5 minutes logistical time there in terms of the who's going to do what excerts in resource 7 um you've got Your research base there you're all well skilled in knowing what you're doing Allison for your group I have sent you over the things and I've seen You' seen those so you know what you're doing in terms of where your resources are now and I think we are good to go any questions from anyone or is that all clear fairly clear this is the final round

of this guys and then we'll get to the Pres presentations I'm actually really excited to listen in on those so Enjoy and we will see you back shortly okay welcome back everybody now now is the opportunity really to celebrate the work that you've been doing uh for uh most of the day and uh we put you you you're staying in your group but we've merged the groups together so that this is an opportunity then for you to present to the other group uh in terms of what your findings are we really want you to uh

uh present your findings as we've asked you before What are what problem or we said maximum a couple of problems to identify what are your Solutions uh and you set those out and what's your rationals that for them and that may well be in the research that you've come across or the learn that and learn how to statements and how will they be actioned or achieved in other words how will you implement them and uh it says there you you're going to have about 10 minutes per presentation don't Worry if it lasts only about 8

minutes or so we we understand uh that and then the other group will have an opportunity for five minutes uh to question you about uh your Solutions your rational or whatever they feel is is appropriate make sure as we said to you before every person is involved at some point in in the presentation and uh you can use the obviously I think uh multiscreen sharing has been enabled so you should be able To share that in the breakout rooms and em and I really looking forward to that I'm going to work from top to bottom

in terms of the groups and Emma's going to go the other way down so hopefully we will not end up in the same room if we do we we'll quickly move out of it in the direction we're going hard it was it just worth the saying because we have um the three groups now com three combined groups we can't be in a group to remind every group of timings when it's change Over time so um if somebody in the group could just set a timer for uh 15 minutes to make sure that you have swapped

over at that 15 minute marker I think that would be advisable wouldn't it hardore definitely because we've we've given you 30 minutes in total in the breakout rooms when you go in there so you know just set make sure the other group does have their allocation of 15 minutes it's only fair if they've worked on it all day Okay any questions anyone everybody okay with that right we will open the rooms and join you at some point in in your presentation look forward to that okay and then we'll come back at the end of this

and we'll just have a quick review what how did you find this exercise and what your learning was uh is from it okay we'll take it from there thank you um uh welcome back everybody we both between Emma and myself we Managed to visit all the rooms and I'm always staggered by the amount of depth you cover in these sort of sessions in the time that you've had available in all the presentations I saw I was really impressed with the the quality of the presentations and uh how much research you you you you'd really looked

at and your rationals were clear uh to to the solutions that you you you identified and that is that is a key skill that you need to have both in terms of leadership But in terms of also this m mpq because that's what you will need to do and I I particularly like the way you'd identified the learn that and learn how to statements as part of the rationale a couple of the groups I saw were very i' set that out really really clearly and it's it's good good to see see that and you were

thinking about the implementation process process as well that it isn't just a an event as you've learned in a previous cycle that it is a Process and you have to give staff time to be able to implement those and plan it carefully rather than have lots and lots of uh things going on so it it was fantastic the the three rooms I I visited and I think one or two of you uh presented for so long there wasn't much opportunity for questions uh left as well because again it show it showed how engrossed you were

with it I don't know what your thoughts were Emma I I Echo all of that actually I just kind of made Some notes before we came in today and I think some of the words that I've written down on on my paper here Hardy you've already picked up on um I actually was really impressed by just presentation generally like online that's really hard to do um you did a fantastic job of that all of you the ones that that I managed to kind of drop into um but I think what really struck me was how

what you what you'd arrived at as Part of this activity and perhaps you know credit to the the design and writers of this program that have helped kind of bring this along in the way they structured the activity but the level of detail and precision you had was quite granular for some of your examples you know there was no in fact I think some of the groups I've saw I saw there wasn't any questions um partly I think because there was no questions really to ask because people had been so precise Around what the issue

was but actually the solution and the rationale for that was really really detailed you thought Beyond just a broad solution um that would that would solve the problem you had really thought about what this would mean for you in your schools and how that would then impact this kind of fictional case study school that we were looking at so huge well done as hardio said it's amazing to see um when you get you know Minds like yourselves together What you can put together in the series of a few hours um and it does lend itself

towards what your your final assessment is going to look like as well forol so I think if you're somebody who's been perhaps finging a little bit apprehensive about what's to come and further down the line hopefully you can seek some some reassurances what I would just be interested to ask CIO and I hope you don't mind me throwing this in is I just was sat here reflecting myself on On perhaps what you might pull away as the takeaways from this activity for you personally um and I just wondered if everyone would pop into the chat

for us their biggest takeaway from this activity that we've been through today because we always kind of keep kind of banging on about application application application don't we um and I think it's really important that we give you the space and the time to think okay well what if there's anything and hopefully There is what is the main thing that I can take away from today and use within my own leadership practice in my school so we'll just let hardi will bring his slides up um and I will open my chat and hopefully we'll start

to see them pop up for us and again there's no right or wrong here it's just that opportunity for us to reflect as a group before we start to think about what Next thank you Katie for kicking us off there structuring improvements when sharing with wider audience what do you mean by that Katie do you mind expanding a little bit yeah no problem at all so when we talked about implementation there was you know real clear learning on how to structure your thinking process and obviously we're going through implementing something or considering how to implement

it but I really liked the idea of going okay this Is the problem this is the solution this is the rationale and this is how we're going to do it it just meant that rather than jumping all over the place it's a really clear way to share what your intention is brilliant brilliant thank you you got in your own leadership do you think K absolutely yeah yeah definitely will it will stop me from waffling on when I have to talk to Governors thank you Katie a really good point from you Kate about that research Keeping

the research behind the why Matt you pulled out that really important word it's been all over my paper today of consistency being key as well and I think to to further on from Matt's point there you know drilling down really drilling down if you're going to get consistency it's drilling down into what is it that's not consistent um teaching isn't consistent well what aspect of teaching isn't consistent is it scaffolding is it modeling is it Expectations is it subject knowledge all those different themes in fact those wheels that Hardy will showed you right at the

front of the day can be really useful in kind of that consistency Rebecca using the evidence base absolutely uh Charlotte I love that making the rationale behind Solutions clear that's your evidence base again we've got evidence coming through is good in terms of linking that to the learning from uh previous cycle In terms of the importance of Staff training if you're implementing something no matter how good your rational is ETC if you do not really consider staff training as part of the implementation process then you'll only go so far so so thanks for sharing that

Vicki really important hard deal yeah and Allison I like what you've put here you know the importance of shared dialogue when identifying priorities um so important and it's so easy to lose Sight of that in schools particularly when you're the head teacher sometimes it feels much easier to just do that yourself and hang on to it but actually that shared dialogue is so valuable and important um don't forget the the the saying of I want to say it's JFK but I'm going to get the president wrong now who went to NASA and asked um somebody

who was cleaning you know what do you do here and he said I'm helping to put a man on the moon that's where that Culture is so so ingrained that everybody knows what ultimate goal they're aiming towards and actually that shared dialogue is is having that kind of that imp impact on your culture as well Emily back to research yeah better staff buying staff alignment brilliant I love it hard you said this already from Vicki but it's making those connections between what we've seen and heard before in different Cycles making sure the development Intention is

clear consistent absolutely the link between the learn that and learn how to and the research to pull towards that strategy Oh They'll be very happy with that um the people that oversee this prr prog Laura definitely D I like the the thing from Kate there about keeping up to date with pedagogi is ahead as well and that links back our head teacher presentation uh from this morning keep the main thing the main thing because that is our bread And butter and uh you you've got to either yourself or identify somebody on your senior leadership chief

who's really very very good on that because that that's going to make improvements and Kylie spoke about that as well didn't she in our last cycle in terms of you know making sure that we're always continuing to learn to and there's different ways in which you can do that that you can keep up to date with things that are happening but it's really Important that you you'll remember this phrase right from the start of your course you have sharp elbows that you ensure that in your working week month term year however that looks for you

you carve out protected time for your own professional development so that you can access interrogate and use that research because that's obviously coming through as a real um really important Vibe for you that was the same for David um Hannah remembering to explain that why Absolutely um and Adele that school culture is we are Adele yes I think you've joined us halfway through there but we are asking for our takeaways um ensuring that skull culture is right and effective to ensure effective teaching and learning for all children well what a thing to and end on

there um absolutely hardi will just said it again there but Richard has it nailed keep the main thing the main thing um and hopefully today you're you came in Thinking oh teaching yeah you know know a lot about that and actually I think we've seen that thought process evolve for all of us including ourselves just working together collaborating challenging our Thinking by um discussion debate and working through the activity brilliant fabulous yeah shall we move on that shows U really how um eventful and fruitful the day has been and with so many takeaways so thank

you so much For sharing that we we're really into the final uh section now this it's the penultimate session but it's not uh that long a session where we're going to really look at and feed forward in terms of your uh learning on the next uh cycle so briefly what you need to have with you uh will be uh individual we're going to give you about uh uh 10 minutes or so to look at your uh leadership development record for the this this next cycle on leading teaching hopefully You brought that with you uh the

online course summar is there uh in resource 10 that's just a quick summary of the key headings that's involved in this course but also that you should have with you uh leading teaching uh the practice activities there are nine there you can choose any three of those and then and in another document there are the leading teaching formative assessment tasks as well and there's three of those and you'll be required to do uh one of Those uh once the uh cycle starts so what I want you to do individually now uh for 10 minutes should

we say open your ldr up and think about where you are in terms of uh leading teaching what you might grade yourself what where are your areas where you're really strong in which are the areas for development and then also then using that think of which practice activities you might choose and which formative assessment tasks you might choose because they should really You should have a rational just as we've been doing for the whole of the day today why are we doing what we're doing you should have a rationale for why you might choose a

particular practice activis and hopefully it will be to challenge yourself and develop yourself because those are areas that need developing as a result of what your self audit on the the ldr so we're going to give you 10 minutes to do that individually now and then uh after that We will uh put you into uh breakout rooms in pairs and we'll give you time to challenge each other about that way you'll explain to the other person what you're thinking of doing and the other person will uh uh challenge you in terms of that and and

ask you to reflect on that so at the end of that you may go away and think well maybe I needed to think about a different practice activity following that uh challenge okay five uh 10 minutes individually now And then we'll put you into breakout rooms so thank hopefully you've had a time uh to individually look at your ldr uh as well as your formative assessment tasks and the practice activities we're going to give you some time now in the breakout rooms to discuss your choice your uh for going for the particular practice activities that

you want and explain your rationale and uh the other person in that coaching Conversation is there to challenge you to ask you to clarify your thoughts and split the time up equally okay we're going to put you into the breakout rooms now and when we come back we'll just do an evaluation and next steps and then we we have done for the day thank okay welcome back everybody I hopefully you had a meaningful uh conversation there and you were able to challenge each other in terms of your uh proposed Pathways and uh remember take You

can take that uh Challenge on board but ultimately at the end of the day you will you you you can change that until you you've actually submitted your formative assessment t task or or your practice activities to your uh LPC so thank you so much for that shall we move on to the next one next steps then Emma yes absolutely um sorry I'm just trying to move some things around on my screen so I put everything on top of each other now which is less than ideal you want me To I've done it I'm there

um we're not going to go through this video today with you folks because we have done this previously um but it's just a good reminder for you to check in on your grades section on canvas so looking for some nods now that people are using this they're doing this lots of nods on the screens your coaches will be on you with this as well to make sure that you don't have any gaps sometimes you got to be on your Coaches to make sure they haven't Miss ticking something off for you as well I know that

from hardal who oversees some coaches groups coach my advice to you as as a participant is every onetoone you have with your LPC say can we look at the grade book together it only takes two minutes and then you've got a common understanding of what's been submitted and what is still outstanding and so there's no issues towards the end of the course a this is the advantage of having A lead LPC as your um as your facilitator as well so thank you hardil that's a top tip there if you're not sure how to do that

just take a screenshot of what's on the screen now it is in your slides as well the video is there that you can play um but we've watched it before with you so just make sure that you are going through and checking that we're we're sort of Midway through obviously by the time we get to cycle 3 so it's really important that You don't have lots and lots of things outstanding because you don't have as much time to catch them up but to be honest that's very rarely the case anyway so in terms of the

next steps then um we do need you please folks to do your evaluations that you have been sent earlier on um I know a couple of people have already done them earlier in the day um we they the best practice they is a requirement that we send the evaluations back in um and they do kind Of they are able to see that people have submitted it and those that haven't submitted it as well so we have to do that as well um it's just really important in terms of making this program work as well for

you as it can and sometimes you know additional things have been um added or put in place as a result of your feedback so mostly it's useful for hard you and I so when we come to our next event we have that really secure understanding of what's Worked really really well for you today or we probably already know that but it is just another method for us to be able to do that so I can see lots of people will be working away on those um you don't need to leave lots of comments unless you

wish to but please make sure that they are done we then have to just walk you through very quickly what comes next now you've already looked at those pathway choices you've had a chance to look at That um online course content what's going to be covered you'll see lots of common themes because remember this is the introduction and then you go further and deeper into those themes through your online course um and we're really pleased that you've had a DEC decent amount of time today to look at the practice activities and formative assessment tasks please

go away and have a conversation with whoever is supporting you in school um we call it Your in school sponsor they don't have to do anything other than support you old mpq they had lots of responsibility but remember that these activities are about you getting to be able to do things that perhaps you wouldn't normally be able to do and I know we've spoken with colleagues today where perhaps there is that tension around what they think should happen and other leaders in school and this can be really good leverage for you to say look my

mpq Is saying this is there any way that I can I can have a conversation about x y and Zed um it would link to my task and and hopefully that might open some doors ways for you there a reminder on those um it's really easy to pick the ones that you know we're going to be able to do really really quickly because we do a lot of that work already prioritize your own professional development where you can no one's going to you know no one's going to help you choose apart from Yourself but think

about the ones that are going to give you the best experiences um so that might be a little bit of choosing something that doesn't feel as natural to you then you're obviously going to complete your online course in leading teaching you're going to do your three practice activities please make sure that you do engage with their reflective task which happens um via canvas as well make sure that you choose your fat and Then upload your fat and your ldrs um to your coach by the date that is specified on canvas hardal do you know that

date of the top of your head don't off the top of my head but it'll be on canvas but look on canvas key thing uh for to remember on that reflective task is make sure not only are you uh posting your own reflection but you have to comment on one other person's reflection as well because if you don't do that your LPC can't Mark that as complete so it'll Just come back to you we just checked a couple of dates the practice activities are doing the 26th of January AR and the facts do on the

nth of February brilliant Lucy thank you so much that's why it's always good to have that time beforehand um I don't have access to the canvas so I can't see those dates it's always useful to have a brilliant team of people to do that that there as well so thank you Lucy for sharing that with us all and finally Make sure that you confirm and I'm going to add attend your coaching appointments um it's really important that you try and ring fence that time folks I know how busy you all are but the coaches are

all also very busy um obviously if something safeguarding comes up we see that happen you have to prioritize that but it's incredibly difficult for the coaches to shuffle around lots and lots of people because you'll know that the coaching groups are quite big so just be Mindful of their time as well and as we always like to remind you um it's important that you really value that time write yourself a little agenda think about what you want to go with to talk about with them it is mpq coaching but often things outside of mpq will

be affecting your learning on mpq So You there'll be more than happy to have that conversation with you and I know from examples Hardy was given before if you want them to just give you advice and Mentor as a one-off ask them because they're all really experienced leaders in education and they often will just say that's fine this is what I would do or I think you need to and then they'll flip back into coaching the thing that's not on here um that we've had raised with us earlier on today um we will raise with

the office we won't get to make a decision on this folks I'm just going to caveat um caveat this is our next session but I think what we will do Is um stop the recording here hardio if that's okay with you whilst we do that element so let's just pause that for a second okay hard so we thank you very much really for being here today those are the contact details if you've got any issu issues in in terms of uh uh your course which are not technical issues uh please contact that email mpq bestpractices.gsu.edu

[Music] the uh this online event and some people May have a uh unavoidable Hospital appointment you contact them and then they might be be able to accommodate you at a different venue as close to you as possible okay right thank you very much it's been a pleasure I uh please do fill in the uh evaluation form I looked a moment ago and there were not that many in uh we can't see uh who's doing it and what have you but we can see the numbers coming in uh and the scores on the doors were not

very high we've got 40 out of 22 so far I think I zoned out when you said where the evaluation was could you just repeat where they are in your emails it got emailed to you earlier on today Lucy hang on there at the end and we can help you find that as well just a big thank you again for today it's been lovely to see you all we look forward to seeing you in the new year I think the final thing to say is have a lovely Christmas and a lovely break deserve it some

time for you all Okay take care everybody yeah have a good one