Education to understand the world and change it

for the betterTallis priorities 2015-16

Sixth FormResults AS A2 BTEC

A*-A 15% 18% 77%

A*-B 37% 48%

A*-C 64% 75% 96%

A*-D 84% 94%

A*-E 93% 100% 100% Recruitment, Retention: on track

270 fresh starts so far, some still to come in on Wednesday this weekNearly all internal students who can stay have stayedOverall, at least 86% of Year 12 have grades to stay on into Year 13

Progression: very strong

About 40 to Art College

At least 155 to university this year

3 students to Cambridge

43 to Russell Group universities

57% of applicants to RG, top 10, specialist or prestigious institutions e.g. Bath, SOAS

Success stories: individual examples

Bambo Ajayi fought through GCSEs to stay at Tallis (e.g. in set 6 for English). To Liverpool for business management.

Kayleigh Martin began sixth form adamant that uni was not for the likes of her. A*AA and place at LSE.

Tommy Kwok transplanted to Tallis to restart AS after severe illness and surgery. Cura te ipsum! To Kingston to study pharmacy.

Sahani Gunasekera made unconditional offer for economics at UEA, on the basis of the strength of her application.

26 students with AAB or better

Work ahead on

Fewer U’s at AS (there were none at A2)

Some inconsistent ALPS scores

Stronger A/A* results for A-level

CURRENT OVERALL RESULTS 2015

SCHOOL TARGET 2016 : 60% +

2016 GCSE Predictions• We are now more confident of the accuracy of our

predictions.• We say this is a better year group, but predictions are the

same. This is a risk to us.• We have to have the confidence that we can improve them• We have to make the children cleverer and more responsible• This is our flagship 3-year GCSE group• We have to reflect an improvement in current predictions as

well as actual outcomes • If not, we will be an academy this time next year.

School Plan

Do we know what we’re doing?

Year 3 of a 3-year plan, built on 4 paradigms

Excellence through creativity We believe that creativity is crucial for young peoples’ development. We therefore offer an excellent educational experience based on creativity in all our disciplines. We want our young people to understand the world they inherit so that they can change it for the better. We are committed to specific habits of mind, to being inquisitive, collaborative, persistent, disciplined and imaginative. We work with passion, dignity and style and we value individuality, playfulness and innovation.

Excellence through community We are an inclusive community offering an entitlement to great opportunities in a friendly and disciplined atmosphere characterized by excellent relationships. Everyone is known, loved and included personally in our big family. We value fairness, equality and justice and respect each other’s cultures and gifts. We work closely with parents and local people and we prepare our young people for a global future. Leadership is dispersed, shared and effective. We value trust, care, happiness, entitlement, inclusivity, equality, relationships, consideration and love.

Excellence through engagement We want everyone in our community to learn and develop together through authentic engagement and exceptional teaching. Our young people love learning because of our commitment to knowledge, our common creativity and cohesive community. We educate them to become independent thinkers, working with their individual talents to learn and achieve. We share high aspirations and expectations for ourselves and our school and we expect that learning continues well beyond lessons. We value participation, communication, praise, experience and empowerment.

Excellence through challenge We take our responsibilities seriously and we scrutinize our progress carefully. Every year we set ourselves new challenges and review what we have achieved so that all the doors in the world are open to our young people when they leave us. We want to make our aims real for every member of our community, so we hold one another to account with intelligence and thoughtfulness. We actively resist dehumanizing influences on education, but we value learning, performance, aspiration, risk and courage.

1. Develop an authentic TT curriculum2. …pastoral plan3. …excellence in teaching4. Collaborative of big schools5. Open, honest, inclusive decision-making6. Community spirit, relationships7. Governors8. Parents9. Community

10. Improve teaching11. Staffing structure and quality recruitment12. GAT and y1213. KS314. Narrowing the gap15. OOSHL16. Target setting17. KS4 (moving target)18. KS5 and destinations19. Budget20. External pressures including OFSTED21. National structural imperatives

Urgent Issues

1. 3-way quality of expectations2. Quality of learning – SOW and the curriculum3. GCSE and P8 (It could be OFSTED)4. 16+ outcomes and processes5. Attendance up to 95% and exclusions down6. Budget7. Inclusion8. Individual departments9. Teacher effectiveness (including workload)10. Partnerships

• Reflecting on just deserts:

• We have a duty to save them from themselves

• We have to burn with desire to want to do the best at all times.

• You are the visionaries

Principles

• Children learn when they have to think really hard• The hard work of making a relationship with ideas• Relationship between teachers and pupils

involved in the development of knowledge• Academic disciplines as public forms of

understanding in which society has conversations about itself and its future

• Not about the employment market, but about learning

Powerful knowledge

• Distinct from everyday experience• Systematic, arranged in subjects, available for

generalising• Specialised so needs specialists• Not F1 or F2• Education driven by learning, not assessment

Curriculum Principles

• How would you describe it? What’s it for?• How is it organised?• How many doors are open as a result?• Subject knowledge at teacher recruitment• All abilities given the chance to learn from

teachers with high levels of sub knowledge?

10 Principles

1. Knowledge is worthwhile in itself.

Tell children this unapologetically: it’s what childhood and adolescence is for

2. Schools share powerful knowledge on behalf of society

We teach what young people need to make sense of and improve the world

3. Shared and powerful knowledge is verified through learned communities

We are model learners, in touch with research and subject associations

4. Children need powerful knowledge to understand and interpret the world

Without it they remain dependent upon those who have it or misuse it

…and they should be enabled to seize it through sacrifice, hard work and engagement

5. Powerful knowledge is cognitively superior to that needed for daily life

It transcends and liberates children from their daily experience

6. Shared and powerful knowledge enables children to grow into useful citizens

As adults they can understand, cooperate and shape the world together

7. Shared knowledge is a foundation for a just and sustainable democracy

Citizens educated together share an understanding of the common good

8. It is fair and just that all children should have access to this knowledge

Powerful knowledge opens doors: it must be available to all children

9. Accepted adult authority is required to share knowledge

The teacher’s authority to teach is given and valued by society

10. Pedagogy links adult authority, powerful knowledge and its sharing

We need quality professionals to achieve all this for all our children.

Blue-plaque Comprehensive Schools

• An ideal every bit as visionary and difficult as the NHS

• A model for a better society

• The best progress for all

No easy answers, nothing off-the-peg

• Behaviour (job not done yet)• Rewards• Uniform• Teaching• Planning• OutcomesWe learn when we have to think hard too

Adult Expectations

• Vision, expectations, professional behaviour• Embarrassment, friendship and misplaced loyalty(difficult conversations)• Do it right and on time• Timekeeping• On-site• Breaks• Briefing and bulletin• Duty• Rooms• British values and parliamentary democracy• ‘Respect and courtesy is the norm’ ‘pride in achievement and attitudes to learning’• Forum and JCC

Everything: do it on time and do it well

We expect everyone to…..Everyone at Thomas Tallis works to fulfil our School Plan. All teachers must fulfil the DfE Teacher Standards at all times and, where appropriate, the UPR standards. We expect teachers to • Make sure young people of all abilities, ages and backgrounds fulfil their

potential.• Engage all young people in participation in interesting learning• Develop into exceptional teachers• Through their own scholarship demonstrate and stimulate a love of

knowledge in our young people• Unlock and develop young people’s creativity and independence• Demonstrate that learning continues well beyond lessons. • Develop the Tallis Habits of Mind in all teaching so that young people are

inquisitive, collaborative, persistent, disciplined and imaginative.

….or to sum up

Great teaching gets great outcomes

for students and their futures

All leaders must1. Show vision, conviction and authority and lead by example.2. Build a team through a clever combination of dynamism, sensitivity, innovation,

communication, management, monitoring, evaluating, praising and supporting staff.

3. Understand what needs to be done, do it right, and on time. 4. Be very, very organised. 5. Fulfil a role in whole school leadership by positively upholding our procedures and

Plan6. Know your subject and keep up-to-date.7. Lead learning by demonstrating high quality work with excellent outcomes.8. Develop colleagues through encouragement, performance management and

providing opportunities. 9. Support young people by maintaining good discipline and helping them meet high

targets10. Work with others by building good links with KS2, other schools, FE and HE

Form Tutors must1. Be the person who knows each child best and takes responsibility for his or her well-

being2. Be the first port of call for students, their parents and teachers, 3. Proactively make contact with students’ homes and seek to work in partnership4. Develop a trusting relationship which supports students through times of difficulty5. Develop a collaborative atmosphere within the tutor group, like a big family6. Know each student’s attainment, discussing and supporting progress and progression7. Train students in Tallis standards of behaviour and manners, reminding them

frequently.8. Apply sanctions and follow up bad behaviour according to our referral process. 9. Work as a member of the Year Team under the direction of the Head of Year10. Keep students informed about their commitments and opportunities11. Teach students how to be positive members of Society 12. Be an outstanding role model for students

Form tutors should do these regularly

a. Set the tone of the day every day, encouraging and leading the formb. Register students and monitor attendance and punctualityc. Check planners for use and signingd. Monitor homework, equipment and uniforme. Plan and teach PSHE to a high standardf. Remind students about behaviour expectations and monitor changes g. Put students on report where necessaryh. Check pigeon hole daily and communicate any messages, letters or information i. Phone home to chase up attendance or behaviour concernsj. Follow up problems and issues from HOY and other staffk. Check for and organise detentions where requiredl. Encourage reading and an interest in current affairsm. Organise students for assembliesn. Have small interviews with individuals: talking to everyone personally o. Welcome students with a smile

Leadership Team• Strategy Carolyn• Curriculum Ashley• Pastoral Shaun• Sixth Form Jon B• Assessment Steve• Teaching Jon CB• Pastoral Louisa• Staff Development Jo• Inclusion Fran• Budget Sheila

Extended Leadership Team

• Director of Arts (‘ethos’) Jon N• Director of KS3 Sam• Director of Science Andy• Director of RGTSA ITT Shona

RBG and RGTSA

• Shona as previous slide• JCB runs RGTSA R & D• CR is vice-chair of the Heads’ Partnership

There will be more……….

3-year Budget

• ~£12m pa• Running on empty• 6f transitional funding• Pay, NI and pension increases• Just about balance this year BUT• ~£1m deficit in 2016-7, recurrent• Difficult decisions, difficult year• Restructuring

Education to understand the world and change it for the better