Developing people and practice: beyond professional learning
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Information about the school
Cathays High School is a multicultural, multi-lingual and multi-faith school in the centre of Cardiff. Around 42% of pupils are in receipt of free school meals. There are over 50 different ethnicities represented in the school community and 67 different languages spoken. Around 27% of pupils are categorised as being ‘below competent’ in English. Mobility rates are significantly higher than in almost all other schools in Wales and around 60% of pupils come from outside of the catchment area.
Context and background to the effective or innovative practice
Cathays High School has a clear focus on supporting the career development of all their staff. Leaders ensure that they develop people with the right values and who believe in and promote the culture of the school. This has had a significant impact on the quality of teaching and pupils’ learning. Introducing evidence-based, bespoke professional learning for staff across all roles in the school has helped all staff to develop their skills and experience and have a positive impact on the learning and well-being outcomes of students.
Description of nature of strategy or activity
Through consultation with all stakeholders, Cathays High School developed their school vision based on the mission of ‘Opportunities for all’ and the three core staff values of: collaboration, ownership, and team-first. Through this they developed an effective approach to professional learning. This supported the school well to set clear expectations for all staff. This culture, where all staff consider the development of the whole school as a matter of course also refined the school’s vision and approach to Curriculum for Wales. In addition, the school adopted a leadership restructure to expand the scope and expertise of the wider senior leadership team to provide them with a more holistic view of the school.
At the outset, the senior leadership team focused on improving the leadership skills of all middle and senior leaders. They remodelled the purpose of wider senior leadership team meetings from information sharing to experiential whole-school development activities. For example, they work in smaller groups to review and evaluate progress towards the priorities in the school development plan. Furthermore, they conduct sessions on developing leadership skills for all TLR holders to ensure that they focuse the work with their team on improving their impact in the core aspects of their role i.e. teaching and learning or well-being. The Raising Standards Leaders (faculty heads) are trained in leading the development of teaching and learning, which gives them the skills and confidence to lead sessions in team meetings. As a result, the new structure and focus of wider senior leadership meetings help all staff to gain a better understanding of the school and the progress made towards the school priorities through the year.
Improved self-evaluation and improvement planning processes ensure that leaders continuously monitor the impact of the school’s work. First-hand evidence is analysed by senior leaders, the wider senior leadership team and at area team level so that everyone is involved in identifying and sharing the strengths and areas requiring improvement. As a result, staff in all roles are part of the process to identify priorities and actions for improvement and team leaders understand the areas they lead in detail. This ensures that team leaders identify accurately the improvements required by every individual and consequently ensures that all staff undertake their role more effectively.
Professional learning is matched closely to whole-school, team and individual staff needs. This enables the school to provide a wide range of bespoke support. Leaders also match staff closely to each other to share and develop strong practice across the school. Professional learning to develop leadership across the school is highly effective. The school develops leadership capacity comprehensively by providing existing and aspiring middle and senior leaders with professional learning opportunities on a two-year cycle. As a result, many leaders have taken on increased responsibilities over time. The Strategic Development Groups, which are usually led by a TLR holder, support this work by providing opportunities for all staff to work on a whole-school priority.
Leaders are effective in identifying and supporting staff to make a significant contribution to school improvement. A number of staff have been supported into teaching roles, through a variety of routes, after having started as teaching assistants or in pastoral roles. The school actively supports staff to take up leadership positions across a range of roles to develop their understanding of the whole school. Consequently, a number of senior management team members who have curriculum responsibilities have also had previous responsibilities in the pastoral structure. As a result, the senior leadership and wider senior leadership teams work in a very collegiate and empathetic way to overcome the barriers to learning for all pupils.
What impact has this work had on provision and learners’ standards?
There has been an improvement in the recruitment and retention of staff, which has limited the impact of the pandemic on pupils’ well-being and learning. As a result, the school has re-established routines and processes quickly and pupils have made strong progress in their learning this year.
Prior to the pandemic, outcomes at Key Stages 4 and 5 were very strong and continuing to improve, particularly when looking at value-added performance.
Teaching, preparation for Curriculum for Wales, and the provision to support the learning and well-being of learners are strong and mean that Cathays High School is well-placed to continue to develop effectively as a community.
How have you shared your good practice?
The school has been part of the regional consortium’s School Improvement Group and has shared their practice with other schools through this forum.
It has also built relationships with other schools with whom it has shared its systems and processes.