Improving the quality of teaching through professional learning

Context and background to the effective or innovative practice

Over at least five years, senior leaders have developed a strong collaborative culture of reflection and self-evaluation.  This has contributed significantly to forming then delivering the school’s ambitious vision of much improved and consistently high standards of teaching and learning.

Processes to identify areas in need of improvement are robust.  They are embraced by all staff who look to make a positive difference to pupils’ learning and wellbeing.  Teachers view obstacles as opportunities to seek alternative strategies.  The school has used research carefully to ensure that change is viewed as achievable and that staff are not overwhelmed by too many initiatives.  Bureaucracy has been reduced to enable time to be used, as far as possible, on improvement rather than simple compliance.

Description of nature of strategy or activity

Multifaceted, well-considered professional learning has been a key driver to ensuring all staff are supported and challenged well to address areas identified for change.  The investment in an inclusive professional learning programme over the past five years has benefited staff at different stages of their development.  It has included specific programmes and provision for developing leadership in the firm belief that better leaders shape better teachers.  Improved teachers create inspiring and engaging learning opportunities, which impact positively, upon the outcomes achieved by pupils. 

The school improvement plan prioritises carefully a number of practical, key areas for improvement.  These areas have been crafted diligently, but also focus on simplicity of achievement.  The professional learning programme is shaped carefully to ensure that all staff are able to address improvement successfully.

This approach to professional learning has generated a culture of collaboration, open door policy and an understanding of the importance of continuous peer learning.  Joint lesson observations to monitor the impact of strategies being used as part of the professional learning programme, have been instrumental in developing a strong, professional dialogue that focuses upon improvement.  Teachers make relevant adjustments to teaching as a result of this process of support and challenge.  An example of this is how the approaches to marking and assessment that were shared by teachers resulted in a common approach adopted by others. 

The extensive professional learning activities ensure that staff can choose the improvement areas most suited to their needs and the objectives highlighted as part of the performance management process.  These activities align well with the school improvement plan, individual, departmental and national priorities.  The skilful execution of this wide ranging programme has ensures sustained impact on pupil outcomes.  Importantly, many staff contribute to and collaborate in delivering sessions for staff at the school and also staff in other schools, sustaining the school as a learning organisation.

Recently, all staff have engaged in networks to improve an aspect of pedagogy.  Each group is required to reflect upon findings and construct a written evaluative report to share with all staff.  As a result, leaders at all levels are able to reflect carefully and all staff feel involved in improvement priorities.  Discussions about this as part of the performance management sessions provides authentic accountability.  Staff value this as they appreciate the opportunity to talk about their practice and the bespoke nature of the precise professional learning opportunities offered.

The constant reflection, thoughtful, precise improvement planning and the wide range of professional learning opportunities, contribute successfully to the effectiveness of teaching and learning.

What impact has this work had on provision and learners’ standards?

The quality of teaching has improved notably over time.  Teachers are able to articulate clearly how they deliver high quality teaching opportunities as evidenced clearly through lesson observations, the scrutiny of pupils’ work and by listening to learner sessions.  Consequently, standards have been improved and sustained.  Consistently effective teaching, targeted professional learning and careful curriculum planning has secured exceptionally high levels of attainment across all groups of pupils.