Morpeth and Bonner Teaching School Alliance: developing and transferring best practice in the area of literacy.

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1 Morpeth and Bonner Teaching School Alliance: developing and transferring best practice in the area of literacy. Introduction Both Bonner Primary School and Morpeth School have been identified as excelling against the odds (e.g. Ofsted 2009a, 2009b): in other words, recognised for their success, not only in raising standards, but also for the current performance of their pupils against a backdrop of high levels of social disadvantage (both at Key Stage 2 and in terms of GCSE examination results). These two outstanding schools are now also in the unique position of being jointly responsible for a teaching school alliance (comprising 1 additional secondary school; 4 primary schools; 1 special school and 1 nursery school). This position affords Morpeth and Bonner a leading role in the initial training and professional development of teachers, support staff, leaders and head teachers, as well as contributing to the raising of standards through school-to-school support. Aims of the project Knowledge Mobilization (KM) examines the ways that connections between research, policy and practice can be strengthened (Brown, 2013; Campbell and Levin, 2012a). Typically this is through the identification and subsequent application of best practice. In the context of this project, KM is regarded as the process of identifying the specific effective practices that are undertaken in a number of identified locations and then embedding this practice within other locations. In order to help mobilize the effective practices employed not only by Bonner and Morpeth but also by the other schools that comprise their teaching school alliance, the London Centre for Leadership in Learning (LCLL) has been working with alliance partners to identify: i. The unique achievements/what the core best practice employed by alliance schools comprises. In other words, to develop an understanding of those elements of effective practice that have engendered enhanced outcomes for schools. ii. How this effective practice might be articulated (including how it relates to formal expertise) and so how this effective practice might be mobilised and developed across the Bonner and Morpeth teaching school alliance. iii. How this effective practice might be scaled-up/mobilised for one or two groups of schools, nationally dispersed and that represent a diverse range of contexts. iv. How we might evaluate ii) and iii) the impact it has made. Approach In order to ascertain i), above, Dr. Chris Brown undertook both a substantial literature review and interviews with staff at Bonner, Globe, John Scurr and Phoenix schools. The literature review involved a search for, and analysis of, documents relating to: How schools and other organisations perform beyond expectations and how they sustain this performance (for example OFSTED, 2009a and 2009b; Hargreaves and Harris, 2011). OFSTED inspection reports for each of the schools concerned. How best practice might be both identified and scaled up within and beyond organisations This includes recent work on Joint Practice Development (for example, Sebba et al., 2012a, 2012b) as well as more general work on effective Continuing Professional Development (for example, Ofsted, 2010; Stoll et al., 2012). 1

2 Issues pertaining to KM more generally: for instance with regards to practitioner engagement with formal research, the notion of learning communities and the concept of knowledge creation (for example Seashore-Louis, 2010; Stoll, 2008). The interviews have typically involved face to face, in-depth, semi-structured discussions with the headteacher, the person responsible for leading on literacy and, where the person currently responsible for literacy was new to post, a member of staff with knowledge of progress/issues over the last 5 years. Specifically, the interviews focussed on the following questions: What are the benefits of being part of the Teaching School Alliance (both to the school and to others in the alliance) and in partnerships more generally? What is the school s attainment in literacy and how this has changed over last five years? What data is used track progress in literacy? What factors and actions have driven /are driving this change in attainment? Which of these factors/actions are intrinsic to, or have been developed by the school and which were things learned/experienced/imported from elsewhere? What has been the role of external partners and/or the teaching school alliance in driving or assisting this change in attainment? With regards to specific actions, how are these evaluated? What is now regarded as core practice in terms of literacy? What is the school s ethos in terms of teaching literacy? When are these actions, core practice and ethos articulated, with whom? Findings Analysis of literature and data suggest that the following six themes have been instrumental in enhancing performance within the network Effective collection and analysis of assessment data Processes in place to take action on the basis of data Bespoke literacy initiatives and resource Consistency in approach and application Sustained focus and commitment Harnessing the wider community These are explored in more detail below: 1) Effective collection and analysis of assessment data Teachers know exactly what pupils need to learn next (Ofsted school report on Bonner). Accurate monitoring and evaluation enables leaders and managers to identify areas for improvement and to take effective action (Ofsted inspection report on Morpeth). The school makes good use of comprehensive systems to track the attainment and progress of groups and individual pupils (Ofsted inspection report on John Scurr). Progress for pupils is tracked very carefully, with teachers showing a good understanding of the progress that pupils make (Ofsted inspection report on Globe). The key characteristics of Bonner school document refers to attention to detail and knowledge of individuals : i.e. the collecting, sharing and appropriate use of information so that individual circumstances are considered and catered for. Effective knowledge use also means that children s learning can be considered in a holistic way over the course of their school career. 2

3 2) Processes in place to take action on the basis of data Pupils at risk of not meeting their potential are identified extremely quickly and appropriate support put in place (Ofsted inspection report on Bonner). Bonners priorities are driven by what the data suggests sustained effort is then placed on these priorities (Bonner interview data) The school monitors pupils' development carefully and is closely focused on those who are vulnerable or where there are concerns about progress, behaviour or attendance. The school responds quickly to changes in the needs of individuals but also of groups of pupils (Ofsted inspection report on Morpeth). [Progress data] enables the school to provide rapid high-quality additional support where it is required or where there is possible underachievement (Ofsted inspection report on John Scurr). There are very strong systems to monitor and evaluate the effectiveness of the provision so that managers are fully aware of its strengths and weaknesses. As a result, they have drawn up a comprehensive improvement plan. There are excellent systems to monitor and develop teaching and learning (Ofsted inspection report on Phoenix). Certain pupils are targeted for extra support by the English Specialist throughout the school where intervention is identified in order to ensure that maximum individual progress takes place (Phoenix s literacy and language policy ) A. child should not be starting afresh each year. A primary school s pupils typically stay there for seven years. As such knowledge as to how they learn and their performance should accumulate and be accessed and used by teachers in good time to teach the pupil effectively In a sense then, we are talking about assessing points of learning acceleration and plateaus over a school lifetime rather than a single year (Bonner interview data). Similarly, each July Bonner s teachers get a chance to talk to previous year teachers about their impending cohort. To aid this they are provided with a briefing pack which discusses key families, learning journeys and with suggestions for teaching arrangements. This enables personalised care and attention to be paid to individual needs. 3) Bespoke literacy initiatives and resource Tools should be found that will help the school address its priorities (Bonner interview data) The highly structured scheme for teaching reading and writing skills enables pupils who previously struggled to make very rapid progress in their small groups (Ofsted inspection report on Bonner). Globe undertake intensive reading recover programmes for those who are struggling. This is undertaken by a full time member of staff who undertakes it full time (Globe interview data). Assessment data is used well to target high-quality additional support and also to inform everyday learning. For example, a systematic phonics programme has been introduced and used across the younger classes and is leading to improvements in early literacy skills (Ofsted inspection report on John Scurr). Globe acquired from Tower Hamlets LA in the form of a consultant who could provide model lessons and who taught alongside teachers and gave feedback. At the same time, training was provided on the specific package involved. This ensured that better use was made of existing material (Globe interview data). Within Phoenix, approaches to literacy are both complemented and augmented by: i) the expressive arts curriculum, in particular drama; ii) the sensory theatre encouraging with literacy through interaction: i.e. pupils perform the narrative which helps them better 3

4 comprehend its meaning follows the themes set for literacy (all senses included such as smell, touch, visual and audio Globe have a librarian who, runs reading clubs, arranges a book month, spell-a-thons, reada-thons, and just generally raises the profile of reading, which helps by driving enthusiasm and making pupils want to read. Like Phoenix s the sensory theatre, the library is a new and dedicated resource and every class has a slot and attends regularly (Globe interview data). John Scurr also uses a librarian and reading group for lower attaining year 6 FSM boys (John Scurr interview data). Paired talk and group discussions are ensuring that even the most timid are contributing and developing their important communication and thinking skills (Ofsted inspection report on John Scurr). Use of techniques such as Think, Pair Share to build confidence (John Scurr interview data). Phoenix s literacy and language policy notes that learners are grouped into four reading categories based on ability. Within each group, each pupil is provided with one or more levelled text along with interactive resources [symbol & word boards/games/artifacts etc.] to support their access to, development and progress within reading: teachers are therefore required to choose books that most suit their pupils, devise activities that provide optimum opportunities for increased student achievement and progress through their targets this ensures maximum opportunities for differentiation, creativity, communication and interaction, and accommodates the variety of learning styles our pupils exhibit and our teachers must embrace (Phoenix s literacy and language policy). In Years 3 to 6, ability groupings make it easier for teachers to tailor the work precisely to meet pupils' needs. Pupils' progress is kept under constant review, and they are often taught basic skills systematically when grouped according to ability, in small numbers (Ofsted inspection report on Bonner). In Phoenix, teachers are provided with a framework of supportive materials and resources, and are encouraged to share planning and disseminate good practice [These resources] provide the scaffold upon which excellence in Teaching and Learning is embedded in the planning for each Individual, resulting in Pupil centred Termly Plans. This is because we believe that an English Curriculum tailored to the individual student s needs will unlock potential and maximise progress (Phoenix s literacy and language policy ). Similarly John Scurr has centralised the use of texts to ensure progression from year to year in terms of text difficulty. Greater use of AfL techniques is also being made so that pupils can assess their own progress (John Scurr interview data). 4) Consistency in approach and application Teachers develop consistent practices and good teaching skills. Teaching is now good: lessons are well planned with clear learning objectives and valuable opportunities to develop pupils communication and thinking skills (Ofsted inspection report on John Scurr). At Globe it was noted that things have to be implemented in a consistent way, that they cannot be demoted or watered down that consistency is part of the concerted effort and that it ensures things are done right and well. 5) Sustained focus and commitment Sustained focus: Bonner has directed the effort of the whole school towards improving literacy outcomes everyone should be flat out and targeted at the goal (Bonner interview data). 4

5 the whole school should be aware of the priorities that are being worked towards (and the end vision) and to share and strive for these. It is also important to retain focus until these have been met ( key characteristics of Bonner school document). Everyone should pull hard in the same direction and be rewarded for doing so (both teachers and pupils) (Bonner interview data). At Globe, before the literacy coordinators arrival, there had been an ad-hoc and disparate approach to phonics use. Phonics was made a particular priority and training and resource was also introduced. Importantly, however, it also became school policy that phonics would be used (including when and how) (Globe interview data). Phoenix s literacy and language policy notes that all classes are timetabled to undertake at least 15 minutes of Guided Reading with adults daily. This is not daily free reading or end of day group story time, nor reading in timetabled Literacy/English lessons which contextualise English Teaching within text based themes. Reading for pleasure and as a Core Curriculum strand coexists with daily Guided Reading with an adult (Phoenix s literacy and language policy ). Like Phoenix, Globe s timetable is scheduled to ensure that children are engaged in reading at least four days a week and in an extended period of writing once a week. Globe noted that with regards to Big Writing : i) everyone does writing; ii) everyone does peer observation; iii) everyone shares ideas and good practice; and iv) regular time and insets are dedicated to discuss progress and maintain buy-in (Globe interview data). 6) Harnessing the wider community The headteacher has initiated many successful improvements by directly involving all stakeholders to create comprehensive commitment and clear direction for the future (Ofsted inspection report on Globe). Globe have 78 reading partners who read with year 1s (30 mins per week on a 1:1 basis) (Globe interview data). John Scurr have a reading partnership in place with the Bank of Scotland and a local solicitor Other points Effective leadership: For Bonner, Morpeth, Pheonix and Globe, Ofsted single out the efforts (and drive and motivation) of the head for praise References Brown, C. (2013) Critique and complexity: presenting a more effective way to conceptualise the knowledge adoption process, London Review of Education, 11, 1, pp Campbell, C. and Levin, B. (2012b) Developing Knowledge Mobilisation to Challenge Educational Disadvantage and Inform Effective Practices in England. Discussion Paper, available at: o_challenge_educational_disadvantage_(2012).pdf, accessed on 21 December Collins, H., and Evans, R. (2007) Rethinking expertise (London, University of Chicago Press). Cordingly, P. and Bell, M. (2007) Transferring learning and taking innovation to scale, available at: %20to%20scale%20-%20think%20piece.pdf, accessed on 26 February

6 Earley, P & Porritt, V (eds) (2009) Effective Practices in Continuing Professional Development: Lessons from Schools, London: Institute of Education and TDA, Bedford Way series. Guskey, T. (2002) Professional Development and Teacher Change, Teachers and Teaching: theory and practice, 8, 3/4, pp Hargreaves, A. and Harris, A. (2011) Performance beyond expectations (Nottingham, National College for School Leadership). Hargreaves, D. (2012) A self-improving school system: towards maturity, (Nottingham, National College for School Leadership), available at: accessed on 24 December, Harris, A. and Jones M. (undated) Connecting professional learning: leading effective collaborative enquiry across teaching school alliances, (Nottingham, NCSL). Katz, S. and Earl, L. (2010) Learning about networked learning communities, School Effectiveness and School Improvement, 21, 1, pp Ofsted (2009a) Twenty outstanding primary schools: Excelling against the odds, available at accessed on 22 October Ofsted (2009b) Twelve outstanding secondary schools - Excelling against the odds, available at accessed on 22 October Ofsted (2010), Good Professional Development in Schools, (Manchester, Ofsted) Seashore-Louis, K. (2010) Learning Communities in Learning Schools: Developing the social capacity for change, in Day, C (ed) Routledge International Handbook of Teacher and School Development, (London, Routledge). Sebba, J., Kent, P. and Tregenza, J. (2012a) Helping schools to use evidence on Joint Practice Development to improve their practice, (Nottingham, National College for School Leadership). Sebba, J., Tregenza, J. and Kent, P. (2012b) Powerful professional learning: a school leader s guide to joint practice development (Nottingham, National College for School Leadership). Siraj-Blatchford, I. (2010) 'Learning in the home and in school: how working class children succeed against the odds', British Educational Research Journal, 36, 3, pp Stoll, L. (2008) Leadership and policy learning communities: promoting knowledge animation, in: Chakroun, B. and Sahlberg, P. (eds) Policy learning in action: European Training Foundation Yearbook 2008, (Torino, Italy, European Training Foundation). Stoll, L., Halbert, J. and Kaser, L. (2011) Deepening Learning in School-to-School Networks, in C. Day (ed) International Handbook on Teacher and School Development, (London, Routledge). 6

7 Stoll, L., Harris, A. and Handscomb, G. (2012) Great Professional Development Which Leads to Great Pedagogy: Nine Claims from Research, (London: Institute of Education and Nottingham: National College for School Leadership). Timperley, H. (2011) Realising the Power of Professional Learning. Maidenhead: Open University Press. Vescio, V., Ross, D. and Adams, A. (2008) A review of research on the impact of professional learning communities on teaching practice and student learning, Teaching and Teacher Education, 24, 1, pp Wenger, E., McDermott, R., and Snyder, W. (2002) Cultivating communities of practice: A guide to managing knowledge, (Boston, MA, Harvard Business School Press). 7