In such an environment, delivering successful school improvement is far more than a box-ticking exercise. It requires commitment to the implementation of CPD and teaching programmes that have a lasting, measurable effect and which are fiscally sound.
Our four-step approach
Such considerations have led us to develop a streamlined, four-step model that delivers maximum impact with minimum effort and which is now very much part of all our teaching, learning, leadership, management and safeguarding programmes.
Underpinned by the latest educational research and pedagogy from the Education Endowment Foundation, The Sutton Trust, The Teacher Development Trust and others, this model is one that works for any school and its leaders, teachers and students.
Step one — Deep consultation. Only by fully understanding a school can you properly evaluate and determine its unique set of needs. It is our deep consultation process that enables us to deliver solutions that focus consistently and effectively on enabling pupils to achieve their full potential.
Step two — Customisation. Because all schools are different, a ‘one size fits all’ approach is not appropriate, which is why each of our programmes can be personalised to fit your school’s exact requirements and objectives. For instance, our student learning programmes are offered either as assemblies or as workshops. We can do this for you no matter where your school is, or whatever its size, improvement objectives, and perhaps more importantly, allocated budget.
Step three — Expert training. Given the uniqueness of your school, we deliver bespoke training programmes that are carefully devised to work within your timetables over an agreed period. We will provide you with the guidance and tools you need to assess the impact of both our CPD and student programmes over time. Having the ability to see the effectiveness of what we do is one of the reasons why eight out of ten teachers rate our programmes as outstanding and strongly supportive of student learning.
Step four — Continued learning and training. To ensure that learning is fully embedded, we provide follow-up teaching resources that enable on-going exploration of subjects beyond the initial student masterclasses or assemblies. Consequently, all our programmes can be boosted by ‘reflective resource packages’ that offer between eight and ten hours of related teaching slides to enhance the training and learning that’s gone before. Meanwhile, our teacher CPD can also be bolstered by additional training and mentoring.
A never stop learning ethos
When it comes to professional development, we believe schools should take a ‘bottom-up’ approach. Consequently, we see all teachers and school leaders in this process as stakeholders who should be included in discussions about school improvement. This is just part of a ‘never stop learning’ ethos that should be a fundamental and essential pre-requisite in any attempt to deliver learning and teaching improvement.