19 November 2017

 

 

To whom it may concern


The impact of introducing the Learning for Life programme on raising standards of achievement across our school.


Frankley Community High School is a small, comprehensive school situated on the southwest edge of Birmingham. Since the last Ofsted report in June 2009, Frankley school has embarked on a journey to raise all standards within the school to ‘outstanding’. Since the last Ofsted the school has been focusing upon behaviour for learning, to ensure that pupils are in the right frame of mind to learn and to raise their aspirations. This work has been matched in intensity by a drive to improve the quality of teaching, thereby providing consistency so that all staff and not just the few have the ability to deliver good or better lessons.

One of the school’s two main objectives is to develop/produce ‘good citizens’ and this is very much at the heart of the school’s ethos. Improvement in the quality of teaching, with a move towards more activity based learning, has reduced the incidence of low level disruption which in the past could escalate to more serious incidents. This has led to less ‘teaching to control’ and more ‘teaching to make progress’.


Much of the core curriculum supports pupil development at Frankley, with an excellent programme in PSHE, Citizenship, and Learning for Life.. Since September 2009 pupils have been following the Learning for Life programme which is further supporting the development of pupils in these key areas. Pupils are encouraged and supported in the development of those skills necessary for living and working together. We expect them to
be able to reflect on their experiences, both good and bad and to develop a strong sense of what is right and wrong.


A creative programme of Learning Focus Days and other enterprise activities contribute to pupils’ enjoyment of learning and focuses on the TRICS skills for employability and developing of social and communication skills. Throughout the year staff training has focussed on building the TRICS skills into schemes of learning and sharing good practice on how to develop independence, creativity, problem solving and time for reflection into
our lessons. These areas now underpin our lesson planning.


Through a careful strategy of coaching, buddying, lesson planning clinics, lesson observations and feedback we drove up standards of teaching and learning to 70% of lessons being Good or better and 10% unsatisfactory by March 2010, following an LA Advisor led Learning Walk. It was noted that pupils were far more active learners. Many were showing far greater independence and confidence to discuss and analyse their learning and progress.


We regularly focus on TRICS in all aspects of school life, and celebrate success at every opportunity using TRICS collected.


In discussing the impact of the L4L programme with the Head of Art and Design Technology she was telling me how the team felt the use of TRICS had supported the target setting process and the peer and self assessment regularly happening in lessons. In Fashion and Art BTEC she felt that students were really benefiting from the ability to be good team players, and critical friends and making clear links to employability skills.


Generally we have seen pupils gaining in confidence and skills, in so many areas of school life. We achieved 41% A*-C grades including English and Maths and attendance is currently 93.7%. 97% of our leavers have gone on to further education or work. In a number of subject areas (PE, Art, Fashion and English) many students are now confidently taking on leadership roles for the first time.


It is the feeling of the senior leadership team that the L4L programme has, and continues to drive our significant school improvement.


Yours sincerely


Jane Harris
Acting Head Teacher

 

 

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