Due to the preventative nature of the model, development in recent years has focused on working in partnership with Primary Schools. To reassert the model in Secondary schools we would particularly welcome discussion with cohorts involving Secondary schools and their Primary Feeders.
Impact Learning is a rigorous, robust and radical programme for school improvement that turns learning on its head.
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Outcomes: Incremental and Cumulative Evidence of school improvement is featured under the headings:
Altering the attitude and aptitude of students results in improved behaviour. Lesson disruption has been significantly reduced at Primary School 'H' - this is reflected by the reduced use of the Inclusion Manager's time dealing with behavioural and associated issues.
The emphasis on improving the quality of teacher communication and instruction empowers adults to manage learning to manage behaviour. At Primary School 'S' the ILP model significantly reduced detentions and fixed term exclusions, which in turn had a positive and dramatic effect on increasing staff attendance. The former Head Teacher expands upon this in the video. Click HERE for the 4 minute video.
14 months progress for one student in five days. This is achieved by developing each students, (and all adults) grapheme knowledge; addressed throughout the curriculum.
Through securing specific teaching requirements, teaching practice for a reception teacher moved from satisfactory to outstanding. This was consistently evidenced through triangulated senior leader observations in partnership with an external officer. The impact on student learning is evidenced below.
Reading: Students entered the reception year with a class average for reading (red line) below both national (blue line) and local (green line) averages. They completed the academic year well above the local and national averages.
Maths: The students entered the reception year with a class average below both the local as well as national average. Students completed the academic year way above the national and local averages.
Specific references to the effect of Impact Learning practice contained within Ofsted reports are found in section 3 of this page.
2. Expanding and refining staff knowledge and understanding; improving adult practice and performance ILP does not attempt to provide schools with a quick fix, we are committed to providing mutli- dimensional training and proactive support, to secure and embed incremental improvement for all. However, during term one, school frequently evidence rapid improvements related to staff that are more able to accommodate and develop new practice. - Reflective Practitioners
Term 1 - Evidence of progress at Primary School 'C'
The Phoenix Primary School 2008 "The staff have relished the schools strong and renewed focus on improving pupil`s attainment and progress. Teaching and learning is now good overall, and in some cases outstanding. There are a number of strengths in aspects of the school`s work. In particular, the support provided for pupils to enable them how to learn is noteworthy and is paying dividends. The focus of strengthening the involvement of pupils in their own learning helps them to understand both what is to be learned and how best to learn it. This has had a positive effect on both pupil`s progress and their self esteem. They are helped by skilled staff to realise what they have to do to improve. Teachers set interesting activities to engage and motivate pupils. They keep pupils in the `learning zone` and they manage pupils` behaviour exceptionally well. Due to improvements in provision, progress has quickened very considerably in the last six months. Work in books, accomplishments in lessons and school assessment data shows that they are making significant gains in their learning. In both the Nursery and Reception classes staff place a very strong emphasis on developing the children`s communication skills and they constantly explain how to give longer and more complex answers to questions. This excellent practice provides the basis for the progress they make in their speaking and listening skills."
"The Learning Zone initiative improves pupil management and the focus on learning. The school system for rewards, known as the Learning Zones, has had a major impact in creating a learning culture. Pupils are keen to explain the system to visitors and express pride in their Learning Reward stickers. Teachers manage their students well and provide good encouragement through their use of praise and the school system of Learning Zones and Rewards. Recent developments to improve the teaching of learning skills are helping pupils to ovcercome their difficulties. In most lessons, teachers were skilled in explaining or demonstrating what their pupils would need to learn successfully. There is evidence that standards in lessons are beginning to rise. This is as a result of an improved focus on learning through the Learning Zone."
"The Leadership and Management team have broadcast a clear vision for school improvement and have created a good school improvement plan to guide developments. They have established good systems to motivate pupils to learn effectively. Effective systems are in place to record children`s development in all areas of learning and these help to identify the next steps in learning. Their positive attitudes to learning and the range of skills they develop gives them a sound platform for transferring to secondary schools."
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