SCHOOL IMPROVEMENT SUPPORT
Learning Unlimited TSA has a specialist school improvement team, who can visit your school to assess your needs and design a comprehensive school improvement package. This would be overseen by an experienced National Leader of Education or Local Leader of Education and may include one or more Specialist Leaders of Education.
- Teaching now consistently good with majority outstanding. HMI Nov 16:
“School leaders have benefited from a national leader of education visiting the school regularly. This has helped make sure that the school self-evaluation is accurate and priorities for further improvement are well chosen.”
Outcomes improved from below average to Sig+ [year on year improvements].
- Ofsted Oct 17 [good]:
“Leaders have worked effectively with the school improvement partner from the Learning Unlimited teaching school alliance. They have developed clear strategic plans for what is needed to shape the future of the school and bring about change.
Your accurate self-evaluation generates the school’s policies, actions and staff training. For example, you recognised that the quality of teaching and learning in mathematics was not as good as it could be. You made sure that teaching and learning in mathematics improved considerably. As a result, a higher proportion of pupils in Year 6 attained the expected standard in mathematics. More were working at greater depth.”
Outcomes improved in all areas.
- Improved teaching across school. Improved outcomes across all areas, particularly EYFS, Y1 phonics and KS1. HMI November 16:
“the executive headteacher of St Wilfrid’s and St Thomas of Canterbury Catholic primary schools in Sheffield, who is a national leader of education. As a result, the school is receiving targeted support, advice and challenge which is helping to focus and accelerate its improvement. There are tangible indicators that this link is paying dividends, not least in rationalising curriculum, assessment and teaching arrangements and galvanising leadership capacity and efficiency.”
- HMI May 2017
“The school is beginning to develop its approach to mastery in mathematics, with helpful guidance from another local school. This is a priority for development in the autumn term.”
- HMI November 2017:
“…outcomes at the end of key stage 1 and 2 show that there have been improvements in the quality of teaching. In 2017, pupils’ progress in reading and writing at the end of key stage 2 was above average. Pupils’ progress in writing was average. The proportion of pupils achieving expected levels in reading, writing and mathematics combined was above the national average.”
Specialist Leaders of Education provide high quality, bespoke support to schools in a variety of ways. They can provide tailored CPD packages,1:1 support for teachers or can work as part of a school to school support package.
To discuss your schools requirements, please contact Sarah Rockliif on: email@example.com or use the request link.
WHO & WHAT ARE SLEs?
Teaching schools designate and broker specialist leaders of education for commissioning in local schools. Specialist leaders of education are experts in a particular area and may be deployed to schools as part of a support package, may provide specific CPD or may even deliver on the Schools Direct programmes. Although there is a commitment from schools to make the SLE available for deployment, this is also an excellent way to retain the best staff in our schools at the same time as allowing them to develop professionally by working outside of their own school.
Become a Specialist Leader of Education
The teaching school alliance will be recruiting SLEs in the next round so we need school leaders to tell us what the demand is in terms of subject areas / expertise and to encourage the best classroom practitioners to apply to be designated. If you have someone in mind already, please do not hesitate to get in touch and we would be happy to have an informal chat with them about what they may be able to offer.
This form can will be used by Learning Unlimited teaching schools to support the SLE deployment brokering process. It is intended that the form will be agreed by all parties (the SLE, the supported school and the teaching school). The form sets out the contracted arrangements and the agreed objectives of the deployment. It will also support the completion of the deployment evaluation form, which should be returned to the teaching school at the end of a deployment.