1

Improving Outcomes through Evidence Based Teaching

This case study describes how one school sought to encourage all teaching staff to research strategies that would improve the quality of learning and teaching in the Academy, monitored and measured through by a termly observation cycle.

Gill Hunt

Director of Learning & Teaching

The St Lawrence Academy

2

Improving Teaching & Learning through Talk for Writing

This project sought to improve learning outcomes in writing for children through improved teaching and learning.  The case study explores the use of Talk for Writing strategies to develop language and to support children with their writing, through text mapping, games and an engaging curriculum.

Kaley Milburn

Specialist Leader of Education

Frodingham Infant School

3

Narrowing the Gaps using Pupil Premium Funding

This case study explores how one school has used and shared a range of approaches to narrow attainment gaps between disadvantaged students and their peers. It considers some effective ways to demonstrate the impact of Pupil Premium funding in a secondary school setting.

Ben Creasy

Vice Principal

The Axholme Academy

4

Improving Inclusive Practices for Behaviour & Safety

This case study explores the relationship between governors and senior leaders in one school’s context to audit inclusive practices and improve the leadership and management of behaviour and safety across the school in the drive towards school improvement.

Dr Pat Frankish

Chair of Governors

Huntcliff School

5

Establishing a First Class Governance

This case study describes how one school sought to identify and review aspects and roles of governance in order to ensure outstanding governance. The process reviewed the effectiveness of the governing body and its self-evaluation systems.

Tracy Millard

Headteacher

St Hugh’s National Teaching School

6

Twenty Questions to Effective Governance

This case study describes how one school set out to critically review their performance using the ‘Twenty Key Questions for a School Governing Body to Ask Itself’ and how through a process of self-assessment the Governors considered their skills, effectiveness and accountability as well as the impact of school leaders on the outcomes for students.

Dawn da Costa

Chair of Governors

The Axholme Academy

Written & Presented by

7

From Good to Outstanding in the Early Years

The case study describes a programme of work with Foundation Stage leaders who are striving to achieve Outstanding status. Whilst schools will know what ‘Outstanding’ means in Ofsted terms, knowing how to get there and what it means in practice are less clear. This project set out to support practitioners in analysing their strengths and identifying areas for improvement through reflective practice.

Naz Goulthorpe & Janine Burnham

Naz is Specialist Leader of Education & Foundation Stage Co-ordinator at Frodingham Infant School

Janine is Deputy Headteacher at Lincoln Gardens Primary School

8

Improving the Teaching and Learning of Phonics

The project aimed to improve learning outcomes in reading and writing for children through improving the teaching and learning of phonics and to demonstrate a positive trend of improvement over time through rising standards within the school.

Kaley Milburn

Specialist Leader of Education

Frodingham Infant School

9

Introducing an SRE programme into a Primary Setting

This project set out to look at the schools need in terms of Sex & Relationships Education, to guide the school in the process of setting up a scheme of work, and involving key stakeholders in the process. The programme was aimed at children in Years 5 & 6 and aimed to support their understanding of appropriate relationships.

Katrina Pawlyszyn

Assistant Headteacher

St Hugh’s National Teaching School

10

Career Entry Passport: Improving Information for Schools

This case study explores how ITT partnerships can provide open and transparent information about the achievements, strengths and areas for development to employing schools. It considers who should have ownership of the relevant documentation and questions how ITT partnerships maintain a relationship with the newly qualified teacher and their induction tutors/mentors.

Kim Francis

SCITT Consultant

North Lincolnshire LA

11

Development of School-Based Teacher Mentors

Mentoring is an integral part of the continuing professional development of new teachers (DfE, 2014); it is considered an essential component of progression into the profession (DfES, 2004), and beyond. What is the role of school-based mentors and how can they be developed?

Barry Frost

Senior Lecturer

Bishop Grosseteste University