Handford Hall Primary School A Multiple Intelligence diverse

Handford Hall Primary School A Multiple Intelligence, diverse Primary School serving an inner-city area of Ipswich. OFSTED June 2016 - GOOD EAL GOLD MARK - June 2019 Parliamentary Review – September 2019

Multiple Intelligences It’s not how smart you are but in what ways you are smart! Handford Hall curriculum: • IPC (International Primary Curriculum) • Creative and innovative curriculum and outside learning • Mo. E (Mantle of the Expert) • Accelerated Reader • RWInc, Fresh Start • Non negotiable Literacy and Maths through play in EYFS • Big Write • Philosophy • Oracy

Background – Catchment Area Context overview based on January 2015 Census School –October 2019 Depravation indicator Stability 0. 24 (DECILE 4) 76. 5% Free School Meals SEN support 25. 7% 27. 3% SEN statement or EHP EAL 1. 8% 87. 9% Ethnic minorities 78. 3% Largest ethnic minority groups Eastern Europeans (37. 9%) Bangladeshi (11. 3%) Romany or Gypsy (24. 7%) White and Black Caribbean (2. 3%) Number of languages spoken* 28*

Research �Withdrawal into special second language learning classes is the least successful. �Where bilingual education is impractical/unavailable, integration into the mainstream with support is best strategy. Collier and Thomas, 1995 �For beginners, it takes between 5 -7 years on average to catch up with the attainment in the school language reached by their peers of same age. �We can’t wait until they learn the language to give them access to the curriculum. Collier, 1995

Our approaches to securing accelerated progress of all pupils �Quality First teaching at all times �Excellent support staff �Bespoke CPD for all �Innovative and creative curriculum

Great Teaching The Power of Expectations

Quality First teaching at all times � School ethos and culture understood by all � Leaders model quality of teaching and learning at all times (class teaching commitments is a must) � ‘Training our own’ � ‘Open door’ policy � ‘You establish what you establish’ – HIGH Expectations of All and for All If we establish that we expect high standards and reinforce them continually with tight routines in lessons characterised by rigour, depth, drive and a clear sense of purpose, that is what we get. If we establish that we will insist on polite, respectful interactions, listening to whoever is speaking and acting in a supportive, mature fashion, then all pupils will learn the boundaries and respond. If we establish that, despite our intentions, in reality we’ll let things go, accept mediocrity, sloppy writing, half-finished work and allow lessons to drift without addressing the behaviour issues, then that is what we get. If we establish that calling out, ‘low-level disruption’ and rudeness will go under-challenged or only weakly addressed, these become embedded behaviours all too easily.

We establish what we establish �Having high expectations, communicating them and reinforcing them is such a powerful feature of great teaching. When you sweat the small stuff, make the details count; show that you really believe that excellence is possible from everyone – the pay-off is significant. �There are hundreds of details to this but teachers’ expectations are the absolute bedrock of creating a fertile learning environment where everyone feels safe and can engage in productive learning with a teacher firmly in control and able to lead great questioning exchanges. There are teachers who command enormous respect from students for being someone ‘you don’t mess with’; someone whose lessons are characterised by warmth, encouragement, friendliness but also complete order, discipline and high expectations.

Excellent support staff �High expectations of support staff �Access to excellent CPD (the same as for teachers) �Assigned to one class �Pre-teaching and over-learning �Part of Pupil Progress professional discussions �No bilingual TAs

Bespoke CPD for all �Linked at all times to school priorities to secure outstanding progress of all pupils �Visits to outstanding schools every year (designated PD day) �Lesson study �Peer Reviews (whole school, subjects) �Robust evaluation systems

Innovative and creative curriculum Key drivers: �Inclusiveness �Engagement �Relevance �Outdoor learning �Mantle of the Expert The pitch of the curriculum content and resources. The pitch of our curriculum materials is a concrete expression of school expectations. Attention to detail and depth in responsive questioning. This is an area for daily consideration. The way we respond to pupils’ answers embodies our expectations. It’s always ok for children to offer half -form responses, to be unsure or not to know something. But…. it’s not ok to leave it there. If we expect pupils to know things, to form details answers and give in-depth responses, we need to lead them in that direction through probing questioning and the ‘say it again better’ strategy.

Reading culture within your school �Clear purpose and outcome for teaching of reading �Timetabled regularly �Structured �Celebrated �Regular reading opportunities- clubs, reading nooks throughout school, volunteers �Interventions to support – SEN, New Arrivals and Greater Depth pupils

Progression in Language structures Language of opinion (yr 6) Consequently, based on the facts/because of my beliefs… To hold the view/After consideration… It is my understanding that… The facts lead me to the conclusion that…

Access to the curriculum: making contexts supportive for children learning EAL Building on previous experience Activating prior knowledge Scaffolding language and learning Using bilingual strategies Modelling Planned opportunities for speaking and listening Use of ICT Creating shared experiences Ensuring contexts are culturally familiar Frames and prompts Graphic organisers and other visuals The print environment Paired talk Collaborative activities Exploratory talk Extended talk between adults and children Communicative activities such as barrier games and experiential learning

In summary…

The New Arrivals’ experience and importance of robust induction New arrivals may: Ø have had full schooling in another country, interrupted schooling or no previous schooling Ø be literate in one or more languages Ø be used to a different education system Ø come from a range of cultural, religious, and linguistic backgrounds Ø be experiencing cultural disorientation as well as feelings of loss, grief and isolation

Assessment - A language in common QCA Stages �Extended scale for children new to English �Enables schools to systematically track progress �Enables progress to be shared with parents (New to English reports)

Tracking Progress • What is ‘expected’ progress for an EAL pupil? • How should progress be tracked and monitored? • What you can do if you are concerned about the progress of an EAL pupil (or group of pupils) • EAL or SEN? • Parents’ consultations and workshops

What made a difference �Inclusion at all levels – school culture �Equality and equity for all �Diverse Community and school – we are one entity �Being brave and innovative �Deployment of additional adults (‘every minute counts’) �Regular and robust evaluation �Accountability of All and for All �Clear induction and transition protocols in place

Successful multi-ethnic classrooms �Committed staff �High expectations �Positive and respectful school ethos �Rich curriculum and extra activities �Culturally sensitive curriculum �Firm, shared behaviour policy �Shared procedures for dealing with bullying and harassment �Focus on parent and community involvement �Monitoring and tracking achievement by gender, economic background and ethnicity �Exploring and targeting underachieving groups to raise attainment �Regular feedback to students, self-assessment and target setting �Building identities as successful learners (‘I’ve seen a spark in you’)

SAY YES TO SUCCESS Handford Hall success: �School ethos and culture of high expectations of all and for all �Resilient and articulate pupils �Committed staff �Excellent progress of all pupils (top 5% of school) � 100% parents attendance at Parents’ Consultations

HH Staff questionnaires: �‘The school is placed in an extremely poor area, where pupil premium is equally low. The reputation of the area is challenging for pupils and staff alike yet I am proud to tell others that I work alongside motivated and inspiring colleagues and equally motivated and inspiring children. Teaching staff go above and beyond to ensure their pupils receive the same and better provision than peers in other areas. ’ �‘A very hard working, well trained and committed staff who every day work tirelessly to help children with their learning. Despite the many problems and challenges staff encounter each day, they always work and behave professionally and the school achieves excellent results. The school is well managed, behaviour is well controlled and children's individual learning needs are met by excellent intervention structures. The building is beautifully maintained and superb outdoor areas. ’ � ‘A caring and inclusive atmosphere is created for all pupils. There is a feeling that pervades throughout that 'our pupils can achieve anything through hard work and commitment. We are a community. ’

And…. �‘I am proud to be a member of the Handford community. There is a great feeling of team and all staff have the best for the pupils at the forefront of everything they do. There is never an acceptance that 'we are doing enough' and this is shown in a positive, not negative way, by the leadership of the school. We do not accept second-best for our pupils because of where they come from but strive for them to achieve the very best! Always aim higher!’

Question time