Monthly Archives May 2014

St Martin’s Primary School, Worle – First school in North Somerset to be awarded the Achievement for All Quality Mark

We are delighted to announce that St Martin’s Primary School in Worle is the first school in North Somerset to complete the full accreditation process of becoming a Quality Mark school with the Charity ‘Achievement for All’ This is a real achievement and recognition of the progress the school has made to improving the outcomes of vulnerable and disadvantaged learners at their school. Over a dozen schools in North Somerset have already signed up to be a part of the national Achievement for All Programme.  The Achievement for All programme is initially a two year programme focused on improving outcomes
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Categories: Blog.

A guide to marking feedback: How feedback brings out the spy in you!

Ok so this heading could be a bit misleading! What we are really talking about here is the gathering of intelligence. Not intelligence as in the ‘clever’ interpretation of the word, but intelligence as in the ‘information’ sense of the word, and that is what spies do, they gather intelligence. The challenge for the teacher is to gather intelligence as well, but not by using invisible ink and miniature cameras but by using deliberate strategies to gather information and by making more use of the type of information we gather anyway! So what do we gather anyway and how do
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Categories: Blog.

Summary of ‘Preparing to teach the new GCSEs’ – conference held by DfE, Ofqual and key partners

The following summary of a recent DfE/Ofqual conference on preparing to teach the new GCSEs has been prepared for secondary school leaders and teachers by Learning Exchange consultant Elspeth Davis… The DfE has, so far, consulted on and confirmed the new content for English, mathematics, the sciences, history, geography and modern foreign languages. Ofqual has confirmed the overall approach in relation to grading and non-examination assessment. The timeline for GCSE reform is as follows: The essential elements of the reform New GCSEs remain universal qualifications, accessible, with good teaching, to the same proportion of students as now Increase in demand at what
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Changes to Ofsted Inspection Handbook and Subsidiary Guidance – April 2014

Some small but significant changes have been made to the inspection handbook, and the subsidiary guidance as of April 2014. The main change in Part 1 of the handbook is new wording that has been added about the confidentiality of the inspection findings before the official publication of the report by Ofsted. (Page 19) A similar note has been added on page 23 to indicate that the letter from the inspection contractor will also contain a reminder to the school that the draft report is restricted and confidential to the relevant personnel. In Part 2 of the handbook the only
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Categories: Blog.

Education guru Paul Ginnis excels at the Learning Exchange NQT Conference

NQTs gathered at Rookery Manor on Wednesday 14th May to be challenged, inspired and entertained by Paul Ginnis, independent adviser and education guru. The day was a mix of the provocative, reflective, frenetic and fun. Everybody came away with highly practical ideas to use in the classroom and deeper thoughts to support future individual development and growth. During the course of the day old friendships were revisited and new friendships were forged as teachers from North Somerset came together to work and network with colleagues in Bristol. The day was the brainchild of Sarah Goode and Carol Gair who support
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Categories: Blog.

How to spend your Pupil Premium – what does the guidance tell us?

When the government introduced pupil premium back in April 2011 it made clear that it would not dictate to schools how they should use this funding. However  in September 2012, Ofsted published a report entitled: ‘The Pupil Premium – How schools are using the Pupil Premium funding to raise achievement for disadvantaged pupils’ http://www.ofsted.gov.uk/resources/pupil-premium The key findings from this report were as follows: Only one in 10 school leaders said that the Pupil Premium had significantly changed the way that they supported pupils from disadvantaged backgrounds. School leaders commonly said that they were using the funding to maintain or enhance
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Categories: Blog.

Feedback for teachers: Don’t let them leave without saying goodbye!

You have spent the whole lesson, listening, watching, talking, reading and reviewing the children’s understanding. Don’t let them leave without ……. well, certainly saying goodbye but also don’t let them leave without addressing those issues that came up in the lesson. Feedback given to the children is best served hot, now, instant, rather than served cold from something read in their books. Remote feedback (like that written in their books) is open to interpretation. The feedback children need is as close to what they are doing as humanly possible. Remember they are going to interpret what you say and the
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Categories: Blog.