Year 11 Planning/Resources
Thank you for the recent work on the mapping of Year 11 schemes of learning and the development of resources in line with core expectations. As mentioned in Monday’s briefing, I have discussed this with other members of the senior team to ensure that there is a shared clarity for the ‘non-negotiables’. To this extent, alongside the 4Es document, the following has been extrapolated and should be explicitly built into plans:
- Scaffolding to support students to attain the one clear objective
- Methods for checking understanding
- Opportunities for granular feedback
- Independent practice
As Louise has previously communicated, the scheme of learning document is only necessary where departments feel the format will help.
Linked to the ongoing improvement of the Quality of Education, I am interested in the views of CALs. This will be explored next half term (as part of work highlighted in the item below). Should you wish to arrange a discussion with me, please let Lindsay know.
Staff Perceptions Survey
As previously mentioned, please see an overview of the recent staff survey. 73 responses were submitted with the groups, as identified by individuals, included. Alongside the graphs, which include benchmarking against average scores, you will see the breakdown of responses for each staff group – numbers below 4 are in red whilst above 5 is in dark green. I have communicated on two separate occasions that I’m interested in feedback from staff within the teacher group, this offer remains and is now extended to all colleagues. With the survey being anonymous, it is useful to a degree (as outlined below), but where the views of specific groups seem incongruous with the overall outcomes of the survey and with ongoing feedback, evaluation and general views of school, hearing from individual colleagues is the only way to understand the rationale for perceptions.
General areas highlighted as causing concern are behaviour, professional development and quality assurance (referred to in the survey as observations/performance management). In response, please see the points below:
- Repeated low-level disruption and how this is managed was discussed at the Behaviour Working Party. Details of tweaks to the Behaviour Policy will be communicated in due course with further information on the whole-school approach to this and the expectations for individual members of staff
- I will be working with the senior leaders for Q of E to review and develop our processes for Quality Assurance. The focus will be on how this captures the delivery of our core curriculum principles, the way it evaluates the design and implementation of our teaching and learning strategy and how this is used to inform the development of best practice across departments and for individual colleagues
As mentioned above, I welcome any further, relevant feedback/discussion
