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The Under Room

How does drama affect the way we think? Steve Williams visits Big Brum Theatre in Education Company to find out

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      string(326) "The government’s schools white paper, The Importance of Teaching, heralds some of the most significant reforms to our schools system in many years. The government proposes to make substantial changes to how teachers are trained and recruited; to reform school funding to channel more resources towards the poorest pupils ..."
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      string(788) "The government’s schools white paper, The Importance of Teaching, heralds some of the most significant reforms to our schools system in many years. The government proposes to make substantial changes to how teachers are trained and recruited; to reform school funding to channel more resources towards the poorest pupils; to introduce a new ‘English Baccalaureate’ to be awarded to pupils who attain A*–C GCSEs in English, maths, science, a humanity and a modern language; and to initiate a wide-ranging reform of the national curriculum. This paper by IPPR focuses specifically on how the measures outlined in the white paper address the attainment gap that exists between children from disadvantaged backgrounds and children from wealthier families.
Leadership Briefing 5.08(56)"
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Leadership

Room For Improvement

18 Jan 2011

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      string(169) "Many head teachers are busy completing their first Ofsted self–evaluation form – but how much thought is given to the question “what is your capacity to improve”"
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      string(381) "and buildingupon the strengths.Thirdly, ‘green shoots’should be evident. Whatimpresses inspectors is notstatements of intent butevidence of impac t. Thisevidence, however germinal,should be provided. Therewill inevitably be a time lagbetween action and impact.For example, if the quality ofteaching and learning hasrecently improved, the measurable impact on achievementand ..."
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      string(169) "Many head teachers are busy completing their first Ofsted self–evaluation form – but how much thought is given to the question “what is your capacity to improve”"
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      string(4748) "and buildingupon the strengths.Thirdly, ‘green shoots’should be evident. Whatimpresses inspectors is notstatements of intent butevidence of impac t. Thisevidence, however germinal,should be provided. Therewill inevitably be a time lagbetween action and impact.For example, if the quality ofteaching and learning hasrecently improved, the measurable impact on achievementand standards is unlikely to happen until one or two yearsafterwards, provided that this improvement is sustained. Butwhat about in the meantime? If a new examination coursewas introduced six months ago, immediate impact will needto be measured by the progress the students are currentlymaking towards their targets, as well as by the long-termimpact through success rates at the final examination.Likewise, if a faculty has introduced new interventionstrategies to ensure that underachieving students stayon track to meet their targets, the positive impact ofthis intervention should be measured b y an analysis ofstudent performance by teaching groups as well as thelong term impact through data analysis at the end of46OfstedOfstedOfstedOfstedOfsted Self-evaluationManaging Schools Today February/March 2006the ke y stage. Theimportant thing here is tosho w sustained andc ontinuous improvementthrough the qualit yassur ance records. Canthe assessment identifyearly trends, particularlyin terms of ‘value added’by the school?The judgement aboutoverall standards shouldnormally be based upon themost recent information inthe PANDA report, unless there are strong reasons to take adifferent view. This may be the case, for example, because ofevidence from the previous summer’s results which are notyet in the PANDA report and which are noticeably better (orworse!). So if the PANDA is not giving a true picture of theschool’s current position, it is up to the school to provide itsown information to support this position. It is thereforecrucial that the school understands what the PANDA is sayingab out achievement and standards; without thisunderstanding the SEF may be inaccurate or the school maynot appreciate what data it should assemble to present atruer picture.The judgement on progress is, in effect, a judgementon the value added by the school. While the starting pointfor this is the PANDA, the school may wish to use othermeasures for evaluating the value added.Inspectors should ask the school, at an early stage intheir visit, whether it b elieves that the availableperformance data provides a fair view of the school’scurrent performance. Where it thinks this is not the case,the Ofsted team should then ask the school to provideevidence to support this view.Capacity to impr ove, therefore, is shown by a r igorousand accurate SEF, based on rigorous and accurate self-evaluation including rigorous and accurate analysis ofperformance data. It also involves accurate and honestidentification of strengths and weaknesses which leadt o effective strategic planning. Finally, it is imp ortantt o demonstrat e subsequent positive impact, no matterhow small.By demonstrating this capacity, schools may be able toregain the centre ground of the inspection battlefieldwhen other indicators are pointing to inadequacies. Theseinadequacies on their own could be pointing to ‘notice toimprove’ or worse! So for some head teachers it will beworth taking time out and putting a notice on the officedoor: “Gone seffing!”Trevor Riddiough is secondary inspector for schoolimprovement services at Nottinghamshire local authorityand co-author of The Subject Leader Toolbox, and otherpublications on quality assurance. The opinions expressedin this article are his own.LEADERSHIPBRIEFINGToo busy to take a look atgovernment reports thatare ‘required reading’ byschool heads?What if you could have the latest research, codesof practice and consultations distilled into shortsummaries that are emailed to you once a week?Think it’s too good to be true?Think again.Leadership Briefing is a subscription based weeklyonline summary of the latest government education-relevant publications, linked to downloadable sourcedocuments, and available to everyone in your schoolleadership team.Once a month, there is also a ‘Leadership Analysis’,written by Hay Group Education, which investigatesthe big issues affecting schools in depth.And all for the cost of a magazine subscription (heavilydiscounted for existing subscribers).Take a look at our previous summaries, available atwww.teachingtimeslibrary.co.uk, under ‘Leader-ship Briefings’ (you can login using your existingeducation-quest username and password) and see ifwe can help you stay informed.Schools that candemonstratecapacity toimprove are lesslikely to get intodifficulties duringcombat"
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Leadership

Room for improvement

1 Jan 2005

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      string(284) "benefits. Concluding thoughtsAs you can see, building a great sensory room is do-able for any school—all you need is fifty pounds, a corner of the library and an open mind.Last but not least, the most helpful piece of advice I can offer is to ‘embrace your inner ..."
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Special Needs

Building a Sensory Room on a Shoestring Budget

28 Feb 2020

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Folder: InteraCTive Issue 60"
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      string(335) "dyslexic pupils or poor speller).It can also be set to play back each sentence as itis completed.The readability of teaching materials is animportant issue of inclusion. The materials usedin the computer room are frequently created usinga wordprocessor, and it is possible that severalversions can be produced. However, to ..."
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      string(2731) "dyslexic pupils or poor speller).It can also be set to play back each sentence as itis completed.The readability of teaching materials is animportant issue of inclusion. The materials usedin the computer room are frequently created usinga wordprocessor, and it is possible that severalversions can be produced. However, to reduce theworkload burden of resource differentiation, theresources for all pupils should be clearly presentedusing a clear font such as Comic Sans at 12pt andwith plenty of white space.We should always use a level of language that isaccessible by all pupils. There are strategies we canemploy – bullet points, lists, graphics, sequences ofinstructions, etc. – all of which help the less ablereader or those who find organising their own workdifficult, yet these do not impede the more ablepupil. The selection ofsoftware can also have animpact upon the attainment.The clearer graphic interfaceof KeyPoint means that pupilsusing this might betterunderstand the consequenceof a keyword search then ifthey were taught using moresophisticated Office-stylesoftware.CurriculumThe curriculum should alsobe appropriate for all thepupils. At a simple butimportant level, are all thelessons conducted as ifpupils will use contextual menus (right-click) andthe drop-down menus, or are keyboard shortcutsthe way new techniques are introduced? Thevisually impaired user may prefer the latter, whilea pupil with a physical disability may prefer theformer. Some pupils would benefit from beingable to make notes as the teacher describes theactivities, while others would benefit fromannotating a screen printout. Some learn throughlistening and questioning.Is the way the curriculum is taught inclusive?The Key Stage 3 Strategy for ICT Capability hasbeen particularly challenging for the teacher tryingto meets the needs of all pupils. Many of thelessons are doable by more able pupils, but thenecessary pace is inappropriate for less able pupils.We have to find alternative curriculum materialand activities that enable pupils to succeed at anappropriate level. In some cases it is necessary toreturn to the National Curriculum and then devisenew materials to enable these pupils to achieveat their level of understanding.Finally, to be a truly inclusive classroom, theseconsiderations need to be embedded in the wholeprocess of the school, the ICT department and itspolicies. Are the administrative aspects oforganising the room, purchasing new equipment,appointing staff, training staff, developingteaching materials and adopting examinationspecifications all sensitive to the needs ofinclusion?■ John Woollard has been a special needsteacher and coordinator in three Hampshiresecondary schools."
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Digital Learning

The inclusive ICT room

1 Nov 2006