Evaluating the Impact of Curriculum on Pupils’ Learning and Standards of Work (Pupil Progress Reviews)

This course is the second part of Implementing Curricula and Assessment (OD02). It is intended for both primary and secondary headteachers, senior and middle leaders who want to ensure that all pupils benefit from a good quality of education and optimise their learning and outcomes. It is also intended for those who advise on curriculum; education advisers, MAT CEOs.

This is applicable to professionals working both with individual educational institutions (Associate Level) and groups of schools/academies (Senior Associate Level).

What will I learn from this course?

What do schools gain from ‘learning walks and lesson observations linked to grades of teachers and labelling’? Do these consistently lead to an improving quality of teaching and assessment? There is little evidence to suggest that this model of quality assurance has a positive impact on pupils’ learning and outcomes.

Moving away from a ‘tick box’ judgemental mindset, we gather valid and reliable evidence on pupils’ learning. How we optimise our pupils’ progress and outcomes is more important now, than ever, in view of the legacy of sickness absences and the gaps in pupils’ knowledge and skills

PPR lies at the heart of the school’s educational provision. It establishes a culture of intrinsic motivation and professional development for staff through instructional coaching.

How will we arrive at this?

A practical handbook with templates and case studies accompanies the course, including a PPR template for advisers and school leaders. Interactive sessions are supported through group work.

We refer to school case studies with live contributions from both primary and secondary leaders that illustrate how an instructional coaching model for staff can facilitate continuous professional development and result in a positive impact on pupils’ learning. In addition, we focus on supporting those pupils not achieving their potential, as these are identified and supported through this process.

What will I get from the programme?

Our workshop provides an adviser or school leader with a clear, practical framework and illustrative examples on supporting the implementation of PPR. In addition, we consider how we may apply this as part of a peer- review process within a cluster of schools.

Participants will have a broader understanding of the principles and the actual practice; they will be more confident in using a range of practical strategies to support their own school and work within schools towards:

· Whole school system of corroboration of evidence through a ‘deep dive process’; (curriculum mapping, pupil reflections, work scrutiny, assessment and feedback)

· How the ‘pupil progress review’ tool supports key pupil groups and individuals through the Raising Achievement Plan (RAP)

· How instructional coaching is used alongside a set of Pupils’ Learning Standards; strengthening the quality of pedagogy and assessment and leading to improved staff mental well-being

· How instructional coaching embeds a culture of systemic improvement in the quality of education through evaluating the progress pupils make.

· Applying the Module of PPR to the Leadership and Advisory Role/Organisational Development