Is an Outstanding Teacher an Outstanding Form Tutor

Is an ‘Outstanding’ Teacher an ‘Outstanding’ Form Tutor? Starter: What is the role of a form tutor at Glyn? ‘Post it’ your ideas on the board

? ? ? The Role of the Form Tutor The Form Tutor should be the first person to whom a student will turn to for help or advice, although it may sometimes be necessary to refer the matter It is through regular daily contact that unobtrusive care is exercised.

Barriers to Learning Lessons Boring Late Night Illness Forgotten Equipment Stress/Anxiety Teacher Relationships Attendance Medication Organisation Class Disruption Parental Support What else?

Outstanding Form Tutor So what attributes would they have? Why? 1. 2. 3. 4. 5. Consistent Organised Motivated Personable Reliable 6. Firm 7. Detailed 8. Persistent 9. Empathetic 10. Perceptive

6 Basic Steps 1. 2. 3. 4. 5. 6. Establish Routines Manage Administration Create Connections with Home Be aware of issues Links with staff Build an Ethos This will be our journey this afternoon to share best practice as well as develop our own. https: //www. theguardian. com/teacher-network/2015/aug/26/six-basic-steps-brilliant-form-tutor

Part 1 and 6: Routines and Ethos

Importance of Ethos In a recent statement, Ofsted inspectors made it clear that any school identity should be defined by the culture and ethos which is ‘typically’ present. Research has shown that schools with a strong sense of ethos have higher levels of teacher retention, increasing levels of achievement and success, and better overall performance.

What is Glyn’s Ethos? How do we support/promote it as a form tutor?

Some of the current resources? Rate the following in order of effectiveness to help in being an outstanding tutor. Academic Monitoring PSHE Tutor books Any of your own you can recommend? What part of my role as a form tutor do they help me support? House Quiz School notices Literacy Tutor Time

Time to Share Your Form Time Routine Some questions to consider: • How do the students enter? • How do you check they have everything? • Do you take the register in silence? • Do you discuss behaviour and achievement at the end of the day? • Do you have a seating plan? • How do students exit at the end of the day? Last point of contact Feedback 1 thing you will take away and do from someone else

Part 3 and 4. Connections to Home and Awareness of Issues While these are learned skills, communication is more effective when it becomes spontaneous rather than formulaic. A speech that is read, for example, rarely has the same impact as a speech that’s delivered (or appears to be delivered) spontaneously. Of course, it takes time and effort to develop these skills. The more effort and practice you put in, the more instinctive and effective your communication skills will become.

Why is contact home important? • Proactive vs Reactive • A lot of parents do not regularly check PARS and therefore will not be up to date with homework and behaviour points. • A number of parents feel that unless they have been spoken to directly the incident cannot be that bad. • To think about: • Email vs Phone Call vs Meeting • Misinterpretation • Lack of emotional support in email. • Constant contact builds relationships.

Awareness of Issues – Communication with Students In your groups discuss the following Scenarios: 1. A student comes in without his blazer or school shoes on. He is loud and when questioned states that he is changing them. 2. A student comes in early and upset. Their eyes look extremely red and they are withdrawn. 3. A student is aggressive and abusive to others during form time at the start of the day. Lastly, how do you actively engage every member of your form. What would you do, say? When or where would you talk? Why?

One last thing prior to the final task….

Attendance DFE Attendance Research 'Persistent absence' refers to absence of more than 20%, whether authorised or unauthorised. Pupils with persistent absence are often those unlikely to attain at school and stay in education after the age of 16 years. They are also significantly more likely to engage in antisocial behaviour and youth crime and are more at risk of other negative outcomes (including teenage pregnancy and drug and alcohol abuse). Currently at the start of the year our attendance officer send letters for 90% Attendance or below, with EWO involvement if needed. This can go up to 95% towards the end of the year.

SEND: Identify SEND students within form group. Role of the Tutor Pupil Premium needs contact Heads of House, for uniform the PSA. Bridging the GAP FOR ALL STUDENTS!!!!! ‘. . . pupils with no absence are 2. 2 times more likely to achieve 5+ GCSEs A*-C or equivalent and 2. 8 times more likely to achieve 5+ GCSEs A*-C or equivalent including English and mathematics than pupils missing 15 -20% of KS 4 lessons. ’ PHA – Key groups and Focus

Part 2 and 5: The use of data in school to inform planning and progress ‘PROACTIVE RATHER THAN REACTIVE’

What data do we use? 1. Tracking and discussing pupil progress, and target setting 2. Setting and grouping 3. Identifying pupil underachievement 4. Monitoring departmental performance and improvement 5. Informing teaching and learning/ Staff training needs 6. Providing feedback to LEA, parents, governors, teachers, SMT. 7. Providing additional support (oneto-one, booster groups, etc) 8. Informing and reviewing settings/ teacher groups 9. Informing planning and revision; tailoring teaching levels or the curriculum 10. Involving parents, e. g. through home-school partnerships 11. Mentoring and peer mentoring 12. Target-setting So who deals with what. Subject teacher, Ho. F, LMT etc Data form tutors: 1, 2, 3, 5, 8, 9, 10, 11, 12

When is it most successful/useful? Teachers reported that good practice in the use of data was supported or facilitated by: Meaningful dialogue data management systems that: – are easy to use – produce outcomes that are easy to interpret – allow flexibility of input – have compatible school management and assessment components – offer comprehensive training and support – are accessible to staff – encourage engagement and ownership.

What are the current issues and challenges? 1. 2. 3. 4. 5. 6. The quality and timeliness of data. Many considered the data either unreliable or too late to be of use Lack of time, particularly time to update and analyse the data The narrowness of focus of the data available, particularly in terms of its emphasis on academic achievement at the expense of broader measures of learning and progress Resourcing issues, especially in terms of having staff available to input data. The possibility of data being misinterpreted or misunderstood. A common theme within the secondary is that concerns exist about the number of pupils for whom each department is responsible and the amount of potential data that exists for each pupil. Quantity of data was seen as a particular challenge for secondary teachers and a potentially limiting factor in its use. 7. Staff unfamiliarity with the system and the associated need for training or support 8. The perception of pressure to meet targets that was seen to mitigate against good use of data 9. Knowing how to use data to improve/support learning 10. TIME

So how can we make analysing data easier? 1. Systems that are simple to use and which come with training and support 2. Data that is meaningful and detailed, yet manageable 3. Useful graphics - charts 4. Timely data - dedicated support staff time to be available for inputting of data, with teachers taking an analytical role only. 5. A system specific to the departments or schools needs. 6. A choice of system, rather than a recommended or prescribed system. 7. Information and guidance on the systems available.

Using data effectively as a tutor to monitor students’ progress and intervene when appropriate.

So where can we find the data?

Personalised: Student Comments/ Response to feedback. Reports. Department data and your own tracking - RAW marks. ALPS (Advance Performance Learning performance systems). Exam board websites, STAR Charts.

SIMS – Linked Documents All essential information for every student is stored on SIMS under ‘linked documents’ • • Reports Glyn Support Plans Medical information Statements

PARS setup home page… Quick View

Tutor Quick View Review Behaviour summaries – ways to track. How can we make it an area to celebrate? Competition against the rest of the year groups.

Data Analysis Unexpected Needs

Individual Analysis Select Student ATIA Adam Reg Group 9 B House. Bourne Select Student Reg Group 9 B House. Bourne Total VA -16. 00 Average VA -1. 78 Subject Tech 4 C English French History Computing Maths PE 4 C RS 4 C Science Target 4 C 0. 00 5 C 3 B 4 C 2 B 4 C 3 A 0 0. 00 5 C 2 A 5 C 3. 00 4 C 0. 00 4 C 3 A HALLS Rowan Attainment VA -5. 00 -1. 00 0. 00 -7. 00 -1. 00 Total VA -45. 00 Average VA -4. 50 Subject ART English French Geography Computing Maths Music 6 B PE 6 B RS 6 B Science Target 6 B 5 A 7 B 3 A 7 B 4 B 7 B 6 C 0 0. 00 7 B 5 B 5 A -2. 00 4 A -5. 00 5 A -2. 00 7 B 6 C Attainment VA -2. 00 -11. 00 -9. 00 -4. 00 0. 00 -6. 00 -4. 00

Some Intervention Types Parent or Carer Meeting and SMART Target Setting Reconciliation Meeting Academic/ILT Report Mentoring Tutor Report School Counsellor SEND Referral/Discussion Small Group Work DHo. H Report Lesson Observations Learning Plan/Behaviour Plan Time Out Card Ho. H Report EWO/Attendance Officer involvement LHo. H Report Pastoral Support Plan Short Stay School Timetable Adaptability Alternate Education Managed Move Permanent Exclusion

Task – Enabling progress through pastoral support Time to take a look at your own forms. K Drive: Data Analysis; 2016 -2017 Pick your Year group and get up the latest report. Pick the spreadsheet that has the title like: YR 10 PR 4 ANALYSIS JUNE 2017 Select your house and take a look What interventions/actions would you suggest being put in place for certain students/groups of students? Why?

How can you help me? Please email me anything you have found to be effective. Useful resources, techniques with students etc. Help us make sure tutor time is a valuable time in the students day.

Aja Cortizo Professional Development Team Lead

“This is not CPD. It becomes CPD when you do something about what you've learnt” @Vivienne. Porritt - Working with school leaders on #impact, vision, strategy, professional learning & development, leadership l National leader of #Women. Ed

Deliberate Practice Excellence is not innate but the result of ‘deliberate practice’ to improve the skill. Ericsson found that the most able scientists, engineers, musicians, chess players, athletes, etc. , make use of “deliberate practice” This is not just “doing it again” but involves deliberately getting out of your ‘comfort zone’ 1. Reflecting on/extending learning about what works (research/strategies) 2. Trying it 3. Reviewing it and improving by trying again and again…

Deliberate Practice During ‘deliberate practice’ skill levels drop for a short time as that skill is learned, but rise thereafter E. g. a two finger typist becoming a touch typist will be slower - at first This is slow and to change a habit can take around 6 weeks - suggest up to one hour a week

What is your intent to implement? Pick a problem of practice Identify how you will use the learning and strategies from today’s session as an intervention/to expose students to Compare this with what you already do which may not be working so well What outcome do you hope to see so you can measure the impact on your students Question: For underperforming Y 11 students (P) how could the use of spaced practice (I) compared to blocked practice (C) improve their memory recall in the linear course as shown by their PPE results (16 Mark Qs)? (O)

1. Reflecting on/extending learning about what works (research/strategies) 2. Trying it 3. Reviewing it and improving by trying again and again…

“This is not CPD. It becomes CPD when you do something about what you've learnt” @Vivienne. Porritt - Working with school leaders on #impact, vision, strategy, professional learning & Evaluation of the session - 1 (immediate) and 2 (in 6 weeks) development, leadership l National leader of #Women. Ed