So, how do we help?

Following on from my previous blog. A group of children, struggling to read their assessment paper. What can we do to support?

We could buy the most recent scheme and pass it to a TA or teacher and expect them to get on after a quick run through of the scheme and giving them a timetable of how to fit it in to the busy day.

Or, we could investigate the children's academic and personal backgrounds, find out the barriers, make connections, improve the children's confidence, and work together to improve the outcomes.

We could as School Improvement teams, practice what we preach of I do - We do - You do and work together with the staff team.

As a team of professionals, we could look at the data surrounding the children, combine it with knowledge of their backgrounds and learning behaviours. Do they work better with short breaks in between sessions? Do they need something to fiddle with or a pad to doodle as they learn? What are their interests and how could we personalise the learning? How can we make an authentic connection?

As professionals, we know that the I do - We do- You do model works well. Modelling and checking for understanding is key. So, let's apply this model to school improvement.

From my experience working in, and leading schools, I have seen that the very best method to improve outcomes, is for the school improvement team to "get stuck in". We all want the very best for the children- so we should be involved.

I have seen wonderful teaching teams shrivel away, panic and produce "shows" of learning, or feel that they have to explain everything about everything as soon as someone walks in their classroom and sits at the back with their laptop or clip board. How sad and how demoralising. This does not help the children.

My advice would be...

1. Watch the children in lessons and around the school. By that, I certainly do not mean sit with a laptop or clip board making notes. I mean, establish relationships. Join in with what is happening in class, at playtime, in PE etc. Make those connections with the children and the teachers. Laptops and clip boards away!

   
   

2. Take the time to analyse the data and any records. What patterns and trends do you notice?

   
   

3. Talk to the teachers and teaching teams. What have they noticed and what barriers to learning have they spotted? Then, talk through what you noticed too. One of the most effective ways I have found for effective impact, is for teachers to set up a tablet in their classroom and record some sessions. They can then watch back by themselves, or together with you. It's amazing what can be noticed this way.

4. Together with the team. You noticed this..., they noticed... This helps to create the first point of action.

5. Model what you would like to see. Team teach together. Then spend some more time in class together with the children, so that the teaching team feel supported by not smothered or intimidated. You are there to support but to also notice.

   
   

6. Talk. Talk to the teaching team. How do they feel now? What are the next steps?

   
   

7. Work together!

   
   

8. Remember to praise the children and keep showing the progress that they are making. Have high expectations, with kindness. For all.

   
   
   
   

   These steps aren't quick fixes. But they do work.

   
   

   They are built on connections.

   Connections with the children.

   Connections with professionals.

   
   

   

   
   

   Authentic connections = impact