Evidence Based School Improvement – Success for All

‘If we truly believed that every child could learn, we would be relentless in our pursuit of those circumstances.’

(2 Million Children – Slavin, Madden, Chambers and Haxby)

This first blogpost on Success for All, a consistent, structured, multi-dimensional approach to school improvement, provides a background to the charity and its work.

Success for All grew from a desire to see all children succeed, whatever their background.  It is an approach to school improvement based on over thirty years of evidence-based research which, if implemented with fidelity, provides a high level of consistency and classroom practice that is of huge benefit to schools.  It improves pupil outcomes, creates a positive school climate and provides professional development for all staff.

Focusing on literacy, Success for All comprises of a suite of different components expertly designed to meet the needs of children; Curiosity Corner, Kinder Corner, Roots, Wings and Quest.  Underpinning all these programmes and the central tenet of SfA is Cooperative Learning.  Cooperative Learning, if used effectively, results in children who feel safe, relaxed and happy at school.  These feelings and emotions are essential if children are to have a positive, fulfilling learning experience.  If Cooperative Learning is embedded and consistently applied across the school, children willingly work hard because they want to do well and make progress.  Many of the ideas found in Cooperative Learning will be evident in some form or other in many classrooms but what makes SfA unique is the step by step approach that ensures all strategies are implemented consistently in every classroom across the school.  This transparency enables schools to have a shared understanding of what constitutes best practice, to develop professionally by learning from each other and gives children stability due to a clear understanding of expectations.

In the most exemplary Success for All schools all components from Curiosity Corner in Nursery to Wings and Quest in Y6 are underpinned by a fully embedded Cooperative Learning framework that is applied with consistency and fidelity.  This is the approach that was fully researched and introduced in Baltimore, USA in 1987 to resounding success in the most deprived schools and continues to transform schools to this day.  As Cooperative Learning is an essential cornerstone to the strategy, schools who find themselves unable to introduce the SfA model in its entirety for whatever reason, still benefit hugely from prioritising its implementation.  It provides a clear framework that makes structures explicit to everyone and ensures a consistent approach to teaching and learning throughout the school.

Success for All was designed by Bob Slavin and Nancy Madden to put into practice the findings of research on effective school systems.  It was built around the assumption that every child can learn and was designed to anticipate the ways in which those at risk could fail and provide interventions in advance of this happening. Subsequent years of development and research have seen SfA grow and benefit schools globally, most notably in the USA and the UK.  As is noted in the book, 2 Million Children: ‘Success for All is by far the largest research based, whole school reform model ever to exist.  It is the first model to demonstrate that techniques shown to be effective in rigorous research can be replicated on a substantial scale with fidelity and continued effectiveness’.

Success for All is not an ‘off the shelf’ solution to a school’s problems, nor is it a silver bullet or snake oil to provide a quick fix remedy to identified difficulties.  It is driven by a belief that all children can learn and all deserve the best possible education and the best possible schools.   The aim of Success for All remains the same today as it did over thirty years ago, to relentlessly stick with every child until that child is succeeding.

The Power of Post Lesson Interviews

What is preventing the higher attaining children from taking on the chilli challenge in maths?  Why is Charlotte afraid to put her hand up in class? Why do pupils in Year Four believe Florence Nightingale came before the Ancient Egyptians?

It is easy to make assumptions in such situations.  The higher attainers do not want to get things wrong, Charlotte is shy, disengaged etc…

Post Lesson Pupil Interviews can shed light on what children really understand and help us to plan accordingly.  In the case of the higher attaining pupils in maths, the simple answer came down to the children’s lack of understanding of key mathematical vocabulary used in the chilli challenge.   The children could all answer the calculations but the use of such words as simplify, justify and explain threw them and prevented them from taking the challenges.  Lesson Study and subsequent Pupil Interviews clarified what the problem was and a focus on mathematical language meant this was easily resolved. It’s easy to assume the children understand the mathematical terms as they are used so regularly however, the interviews revealed otherwise.

In Charlotte’s case, a Post Lesson Study Interview highlighted the problem.   Charlotte’s father, with the best of intentions no doubt, had told his daughter that in class it was important to get things right.   For Charlotte this advice acted as a real barrier to her learning.   In a growth mindset classroom environment parental influence still held sway and it was fantastic to see the change in Charlotte once the teacher had taken the time to speak to dad who recognised the issue.  She changed from being a child afraid to contribute for fear of failure to one keen to engage and learn through discussion and collaboration.

The fact that Year Four pupils studied Florence Nightingale in Year Two led them to believe she came before the Ancient Egyptians they were now studying. It highlighted to us the importance of developing historical timelines and a clear understanding of chronology.  It is important to regularly question the children on their learning and their understanding of lessons.   Post Lesson Pupil Interviews are often very revealing and insightful, they can provide a platform for real pupil voice and lead to changes in curriculum delivery, for the better.

 

Kaizen Network and Collaboration

Tomorrow it’s our annual Kaizen Inset Day. Each year we agree one common training day for all our staff. We pool our resources to bring in the best people to lead a day in one of our schools. This work can then be further developed in our own settings with collaborative approaches informed by a shared message.

Kaizen means small steps to continuous improvement. The name of this Japanese business model suits our aims perfectly. We set up this informal network as a group of new (ish) head teachers around ten years ago. Our initial aim was to support each other in our burgeoning leadership roles. We shared a common set of values and beliefs and we were all keen to work closely, to develop a school to school support model that would help our schools grow, and help us grow as school leaders.

Initially our network was a leadership support mechanism but it quickly grew to a body which included pupil teaching and learning groups, digital leaders, debating societies and subject leader clusters.   Recently children from each school visited Houses of Parliament.   This followed a joint pupil teaching and learning day looking at school values.   Before half term the teaching and learning groups shared presentations based on findings amongst pupils in their own schools on ‘what makes the ideal teacher, the ideal learner?’  Debating societies at the same pupil conference debated whether the government should pay for homes for the homeless (this topic was chosen by the pupils from a number of options).   The work the pupils are engaged in is shared back in their own schools via assemblies and school council meetings.   A focus on speaking and listening is developing the confidence and understanding of those involved, and the more we can involve, the better!

Staff work together on key aspects of their roles and this is something we will be developing further this year with our focus on collaborative improvement and lesson study.  Subject leaders find it useful to moderate beyond their school and local clusters (Kaizen involves schools from across the region and internationally) and in this new age without levels, such sessions are more important than ever.  Last year our Kaizen Inset Day was led by Professor Barry Hymer, we looked carefully at the research into Growth Mindset and how such work could impact on our schools’ approaches.  This year the day is being led by Dr Pete Dudley, to build on our approaches to Lesson Study.   Plans are already afoot for inter school research using the Lesson Study model.   The afternoon will be given over to a Teaching and Learning Exchange, where staff from Kaizen partner schools share a range of pedagogical approaches that they are having successes with in the classroom.   These practitioner led workshops provide a ‘warts and all’ view that is refreshingly honest and helpful to colleagues in developing their own practices.

The Kaizen network grew organically.  There was no top down initiative, no external funding and no outside agenda.   The strength of the partnership is the shared belief that by working together, supporting each other and collaborating, we can improve the teaching and learning in our schools and provide a better all round education for our children.

Lesson Study – school research findings to date

As the end of the spring term approaches we have set aside time as a school to reflect on the first cycle of lesson study.   The research within school can be broadly divided into four key areas: learning partners, resources, use of praise/feedback and questioning.  We have chosen to present the findings as a booklet for staff to take away and consider.

We have kept the findings deliberately brief and hope that further dialogue will be generated after the Easter holidays. The four areas are outlined below in terms of findings, questions arising from the findings, actions and resources.

1. Learning partners

Findings– very much established as part of the school culture.  Clearly embedded and used throughout the school at different stages of development. Not all children clear about the role of a learning partner.  When best used the length of time was appropriate for the outcome and made clear to children e.g. 20 seconds to generate answer, 1 minute for discussion etc…  Some children were very passive when working with a learning partner, while others dominated.  Roles were not always equally shared.  Learning partners were seen to give lower ability children more confidence. “When you have ideas and your friend has ideas you can mix them up and get a better idea.” Y5 pupil.  Learning partners clarify learning and understanding for children. “I didn’t know what they meant (AFs) until my partner told me.” Y5 pupil.

Questions arising – how are learning partners chosen? How often are they changed?

Actions – clear guidance and clear success for learning partners needed.  Agreed protocols around successful learners and how to be an effective learning partner to be shared and displayed in classes.  Reward systems to include recognition of good learning partners.

Resources– AfL inset and staff meetings.  Bill Thompson’s work with staff and pupils, materials on server.  Ideas for turn taking shared.

2. Resourcing

Findings – resources available but not always used to maximise learning.  Resources generally out but children not always clear how to use them and what to use them for e.g. number squares, multi link.  Evidence of gap between stages of a child’s learning and resources given to support them causing confusion e.g. children still trying to understand cardinal numbers had been given number squares.  Evidence of pre learning being an effective resource to support lower ability children in accessing learning during lesson. This was most effective where the strategy to be employed in the lesson was made clear and addressed gaps in the children’s learning. AfL cups were used to good effect in one class.  Working walls, where used, were seen to have a positive impact and children were able to access this to support learning.

Questions arising – are tangible resources taken away from the children too soon?  Is training needed for teaching and support staff in effective use of appropriate resources and developmental stages of resources e.g. subitising

Actions – staff training on use of key resources

Resources – spelling booklet to support working memory.  AfL cups for each class

3. Use of praise/feedback

Findings – positive climate in all classes involved in research to date. All children displayed positive attitudes towards learning. Very little use of empty praise (orally).  Children understood why they were being praised due to teacher/adult’s clear explanation of the reason.  Clarification of praise was a strong feature of the research.  Quality learning and discussion with peers sometimes limited by constraints of the lesson which could hinder learning.

Questions – do all adults have a clear understanding of the purpose of praise and the impact this can have? How do we incorporate response time into children’s lessons and learning? How does this impact on lesson planning and timetabling?

Actions – develop further the language of praise (minimise ‘well done’, ‘good work’ comments and replace with comments related to effort and specifics). Further training based on growth mindset.  Amend marking and feedback policy.

Resources – Barry Hymer materials from Inset on server.  Feedback and marking policy (to be amended following work with Bill Thompson and Barry Hymer)

4. Questioning

Findings – questioning was seen to be most effective;

• When children were given clear wait/thinking time either on their own or with a learning partner.
• When children were given a leading role during discussions (e.g. basketball not ping pong)
• When differentiated questioning was targeted towards individuals. (Differentiation to aid understanding through use of appropriate language and blank level questioning)
• Where strategies were actively employed to promote whole class engagement rather than limiting questions to a number of enthusiastic respondents (e.g. lolly sticks, name generator rather than hands up).
• Where pre prepared questions gave children time to think before responding (e.g. asking questions before a video clip)

A good range of open and closed questions were evidenced to reinforce, clarify, challenge misconceptions and to lead discussions.

Questions – is there any purpose to a ‘hands up’ approach? Do we need a whole school approach to effective use of questioning, e.g. lolly sticks, wait time?  Are all staff clear about children’s understanding of language?

Actions – school to further explore a ‘no hands up’ approach to encourage full participation and sustained engagement.  Training for support staff.

Resources– blank level questions posters, lolly sticks, Barry Hymer and Bill Thompson’s materials on Growth Mindset and AfL and information on server, question stems.

As stated previously, the above information will hopefully provoke further discussion as we move forward with lesson study.   Next term we will follow up the actions and fine tune our approach to LS in light of our findings.   It would be great to hear from anyone who is using LS or wrestling with the development of these key areas.

Ping Pong or Basketball? Effective use of questioning

One of the key areas of AfL development in school is questioning.   We have been looking at effective use of questioning for some time and staff have embraced the work of Dylan William, Shirley Clarke and, more recently Bill Thompson, who has been in school working with our AfL group.   The introduction of Lesson Study this term has enabled us to really progress this work.

We made questioning the overarching area of Lesson Study.   In addition to the focus on three pupils representative of different learner groups we decided to look closely at questioning.   This enabled us to observe Bill’s recent input at close quarters and also gave us an area that would allow for repeated research regardless of subject or theme.  With each Lesson Study we have been able to learn from the questioning observed in the previous one.   We began by looking carefully at wait time.  Many teachers were surprised by how little time they left after asking a question.  Following Lesson Study, staff are consciously making an effort to pause for longer, to give children more time to consider their response rather than rushing for an answer.   We have also looked carefully at the ping pong v basketball argument, questions and answers that bounce back and forth between pupil and teacher as opposed to being passed around the room by the children to their peers for a range of responses.   As with the ‘no hands up’ sessions this approach ensures all learners are alert and ready to respond rather than only the confident few.  Through Lesson Study we have been able to observe learner response and have noticed that in some cases, if children put their hand up and are not chosen, they become more passive in their learning.   We have also observed that many will not put their hand up and simply ‘opt out’ seeing this selective process as optional participation.   Where ‘no hands up’ has worked best staff have been explicit about the session, explaining to the children that for this particular session they will be using lolly sticks or a name generator.   Where this has not been clearly stated some children will continue to put their hand up as a kind of default for each question asked, regardless of whether they will be asked or not.

A recent research lesson gave us the opportunity to look at pre questioning.   The teacher told certain children that after a film clip he would be asking them specific things about what they had seen.   The questions were targeted to key children and differentiated accordingly.   This gave the children a focus and time to consider their responses.   The class were also told that those answering would be able to chose peers to help them, using the basketball technique thus engaging the rest of the class.    Asking a question and giving the children time to discuss responses with talk partners before answering has also enabled pupils to give more thoughtful and considered responses and again, the opportunity to observe this process through Lesson Study has furthered our understanding of how such an approach to questioning can have a positive impact on learning.  As with all aspects of Lesson Study, the conversation and professional dialogue generated around the use of open and closed questions, wait time, learner response, talk partners and more has been powerful and positive, leading to changes in approach that we hope with have a lasting impact.   None of the techniques and approaches are new, some have been used to good effect in school already, but Lesson Study has enabled us to really get beneath the surface of questioning and support each other in developing and furthering classroom practice in a way that no other form of professional development has been able to.

Pre Lesson Learning

One of the early successes of our Lesson Study has been the use of ‘pre learning’ sessions with key pupils. This simple idea came from one of our vice principals @glynnlee who suggested rather than supporting key pupils to catch up with learning after the lesson, they are given a pre lesson session that introduces them to the key concept about to be taught. This short session enables staff to look at resources and strategies that will help them access the learning in class and ultimately give them a greater chance to succeed with their peers.

These sessions have been delivered by teaching assistants who work closely with the class teacher and go through their planning to ensure a common approach is adopted that benefits  key individuals who might normally struggle in the lesson. Interviews with pupils post research lesson have revealed just how powerful this technique can be. One Y4 pupil commented that he had just had his best lesson in school ever! He was able to access the learning and contribute more fully to the lesson due to a sharp, focussed pre lesson session that prepared him for the learning ahead.

Cameras in the Classroom

The recent introduction of lesson study at school was greeted with enthusiasm by staff.   They quickly saw the benefits of such an enquiry based, collaborative approach to professional development.  The only problem some had with the form it would be taking was that we intended to film the lessons.   We have used cameras in the classroom before with varying degrees of success.   Staff would come back into school after taking the video home recognising certain idiosyncrises about themselves and reflecting on what they observed in their classrooms, “don’t I sound broad!”, “have you heard me? I can’t shut up”, “I can’t believe how many of my own questions I answered”.  I’d question to what extend such an approach changed practice but we all recognised it was a powerful vehicle if used in the right way.  Enter Lesson Study.   We firstly reassured staff that the filming would only be used to support this process and not broadcast across the school for end of term amusement.   In fact, the footage would only be seen in its entirety by the staff who were being filmed – if they chose to sit through it.  For the purpose of LS it would simply be a reference point, a chance to discuss some small detail, a momentary response from a pupil or an unexpected reaction to a teaching point raised by a member of the group during the post lesson discussion.   All those involved so far have watched the recorded footage and gained something from it. As part of the Lesson Study, staff are asked how they think the case study pupils will respond.   The observers then record how those pupils did respond and this then leads to discussions about what we think is happening as opposed to what is actually happening.   The filming helps with this as it gives staff the opportunity to observe the things they can miss during the cut and thrust of classroom delivery, it enables them to reflect on, replay and pause their teaching at key points to move learning forward in the future.  Amongst other things we have been able to discuss key areas of AfL that we are developing; response and wait time, approaches to questioning and peer to peer work all with the assistance of recorded evidence.   Staff have taken to this aspect of the Lesson Study process probably because the filming doesn’t really feature them! It focusses on the learner response and gives teachers the chance to view something they rarely get to see, their own classroom practice.  It enables them to hold up a mirror to their teaching.  They can also check how broad their accents are!

Letting go of the reigns – freedom to learn

Our children are wired up differently.   I remember getting new ‘hardware’ at home and having to read through the instructions before switching on!   I remember my dad doing the same.   My children think it’s very strange to approach technology in a linear way.   They approach it from a completely different view point.   They explore, question, play, find out, analyse, pull apart and put back together but they don’t follow numbered instructions to learn how to do anything.   Any instructions are usually thrown out with the packaging!    Is this method of working utilised in schools? I wonder…
I remember that most of my learning in school was linear, it had a clear beginning and end.   You started at the top and finished at the bottom.   Writing is a good example of how our thoughts and presentation were shaped by such methods.   You had to get your head round each sentence, paragraph, section in order, one at a time – that’s how I remember being taught.   With word processing children can dip in and out, they can allow their thoughts to wander around a subject, writing a bit here and a bit there.  Changing ideas as they go.   How different to the straight line schools followed in times gone by.
I recently took a group of children from school to an evening performance at the theatre.   While we were waiting for the show to start one of them asked me if they could have a go on my phone.   I passed it to her and within a couple of minutes she had handed it back to me with a series of morphed photographic images playing across the small screen.   ‘That’s great!’ I exclaimed.   “Have you got this phone as well?’ ‘No’ she replied, “I just had a play!’   My youngest son made animations on my old phone when he was seven using plasticine, flip books and playmobile (a creative freedom to learn not permitted in school) he will tell you now at 11, that his real learning begins when he walks through the door at home.

At Hawes Side we try to make the most of the children’s interests, creativity and naturally inquisitive nature.   Pupil forums such as the Teaching and Learning group and the Web 2.0 group regularly try out technology and new approaches to learning; we encourage them to explore and experiment (not that they need encouraging!) Their findings always amaze me and the way they approach their learning shows just how much things have changed from yesteryear.

Learning, at it most excting is about exploration.   There are more opportunities today to  exploit such an approach than ever before.   We need to trust children, to let go and give them the freedom to learn and discover things in their own way.   We may just be surprised by the results!

Using technology to support engagement

There’s currently a lot of talk about the importance of engaging parents to raise children’s achievement and to foster a love of learning. No one would dispute the huge benefits of such an approach. For many children without parental support, school is an irrelevance and a lack of engagement, or even the shortest conversation at home about their day propagates this mindset.

Any discussion at home, however brief, serves to show children that what they are doing at school is important, interesting and something to share with interested listeners.

There are numerous ways to develop channels for parental engagement. Many schools run workshops, provide shared learning time, negotiated learning sessions, reading together programmes to name but a few, but what of those parents who can’t get into school? How can schools engage with parents they rarely see? How can they be kept informed? How can they support their children’s learning?

We have made good use of technology to engage parents in their children’s learning. Some key developments have had a positive impact on our work in this area.

Blog
The school has two blogs. One was set up several years ago with the support of the SSAT and the other last year by one of our ICT Leaders (@mr_jim). The first blog enabled the whole school community to get involved in the life of the school, it took communication to new levels and conversation beyond the school gate. The blog acted as a social platform, allowing dialogue to grow around learning (and more besides!) We were keen not to lose the vibrancy, energy and enthusiasm the blog was generating but at the same time we wanted to further develop its role in supporting learning.   The inclusion of writing rooms alongside children’s forums, parent’s forums and treasure hunts helped the blog attract more and more hits and under the watchful eye of mr_jim it is still run by the children as it has been for the last three years.

The new blog is in its infancy but is being developed as a campus site, with class, pupil groups and headteacher blogs linked through a central page.   Several classes are piloting this approach and our hope is that as this develops more work will be posted and shared more readily with parents allowing an online dialogue around their learning to develop.   Links with partner schools around the globe means that the children have an ever expanding audience (they’re also global peer assessors!) Access for parents to this online world of learning and collaboration is central to our vision for technology and those who make use of this vehicle for engagement love it.

Life Channel

At Hawes Side we make use of the Life Channel to further support engagement with parents.   For many years we had been creating digital content with the children but had few opportunities to present this work.   The Life Channel provided us with a digital display wall to share the children’s work and much more.   We had a few screens fitted around school and following some simple instruction set up running schedules for a range of films, animations, photostories and powerpoints to be played throughout the day for the children’s benefit.   This digital work is also loaded onto the blog so parents have access at home.   Parents’ workshops in the use of photostory have resulted in children bringing in films from home to play on the Life Channel.   Recently a pupil in Y4 gave me a photostory he had made at home showing 3D shapes all around him (a follow up to classwork).   Straight away the film was loaded onto the screens to act as a learning resource for his peers.   This is a pattern that is happening more and more, as children take control of the technology and use it to support their learning.   We are ensuring that parents aren’t left behind by running sessions to familiarise them with the programmes their children utilise in school (and at home).   The Life Channel and the blogs are helping us reach those parents who can’t make it into school for the face to face sessions we run.   They are helping bridge the gap between school and home learning making the most of simple to use technologies in fun and creative ways.

http://hawes-side.net/

http://hawessideblog.wordpress.com/

http://www.hawes-side.org.uk/

Specialists – teaching the subject or the child?

The Cambridge Primary Review, the first comprehensive report on primary education since Plowden in 1967 challenges a lot of the prevailing assumptions about what schools should be delivering.

The report makes a number of recommendations. One that was discussed today was the use of specialist teachers in primary schools.

On the one hand we all want our children to have the very best learning experience possible, from the right people. On the other, a central tenet of primary school is  pastoral support and a more holistic education than other sectors are able to provide, do we lose this by adopting a more specialist approach where children will have a number of teachers?   If we adopt specialist teaching does it mean those vital relationships and understandings of individual children and their needs will be harder to achieve.   How would the use of a range of specialist teachers impact on consistency across the school?

Many teachers in primary will tell you they chose this route as they wanted to teach the whole curriculum to children, that they want to see children’s development in it’s entirety. There’s an often used expression that secondary school teachers teach subjects and primary school teachers teach the child! The report suggests in this day and age we should consider who is best to deliver the most effective learning experience to children. It states that in the past it has always been the case, particularly in music and PE, that somebody might be better placed to deliver these subjects and that schools should look to exploit such specialists.   Since the introduction of PPA time, any schools have looked at these two areas as an opportunity to try a different approach, using coaches and musicians to provide the statutory cover for staff.

Ultimately the review asks us to question assumptions and challenge ourselves as school leaders to review our staffing structures to ensure children have the best learning experiences possible. Our we accessing all expertise in school? Sometimes a simple survey of staff strengths and specialisms can unearth a bed of untapped talent. I have found this recently with languages.

As @andrewme tweeted recently, its about a balance of the two: retaining the pastoral support while embracing the expertise of those best suited to deliver key curriculum areas.   The Cambridge Review asks us to look at our own practice and ask ourselves questions.   A great vehicle for change both at school level and (hopefully) and nationally.