PACE AND CHALLENGE

1. PACE AND CHALLENGE WHAT DOES IT MEAN TO YOU?

2. PACEAND CHALLENGE IN THE CLASSROOM • What is certain is that every child can learn. It is up to the people who support them through the learning process to strive to ensure that each and every one of them learns at the pace that is most appropriate for them, and to meet their needs in the best possible way.

3. PACE AND CHALLENGE It is clear that some teaching can take place without resulting in learning because the learner has not actively engaged with the experience provided for him or her. Whilst there are a number of factors which can lead to learners not becoming actively engaged e.g physical, social and emotional factors, teachers should take account of this but still have pace and challenge for that learner.

4. What can Headteachers do? How can the HT lead the improvement of pace and challenge across the school Collegiality Culture of professional dialogue – not defensive/not accusatory Shared vision Clear expectations of high standards Consciously seeking continuous improvement at all levels through self-evaluation Planning Motivating and inspiring Innovation and creativity Ensure that children’s learning is at the heart

5. The HT is highly visible and knows what is happening in the school by getting out and about around the school and into the classrooms to:

6. What does an effective HT do to improve Pace and Challenge Observe what type of learning and teaching is taking place at different times of the day and week Seek evidence of the impact of current improvement priorities Observe the extent to which pupils are motivated and engaged in a range of experiences Talk to pupils about their experiences and what they have learned Monitor use of resources and overdependence on workbooks, textbooks, worksheets etc

7. What does an effective HT do to improve Pace and Challenge • Ensure that learning is led by the needs of the learner and not rigid implementation of programmes and schemes of work. • Identify where time can be used more effectively • Observe school and class organisation • Ensure timetables showing an appropriate balance across the curriculum • Are timetables being followed appropriately • Give regular and immediate opportunities to discuss overall summaries of what you have noticed and how improvements will be made. (Some are quick fixes) • Foster opportunities to talk to teachers/for teacher discussion

8. What does an effective HT do to improve Pace and Challenge • The improvement planning process has to be purposeful, relevant and meaningful if the school is to genuinely improve. Pace and challenge are explicit in the improvement planning agenda. It is not about mechanistic processes.   • The collegiate working agreement should focus on learning and teaching and the impact on pupils with built in opportunities for whole school and staff discussion, reflection and agreeing action. It’s okay to change direction based on action enquiry.

9. What does an effective HT do to improve Pace and Challenge Full discussion with class teachers about the line of expectation in every class, using attainment data gathered. More professional dialogue – less feedback Explain to staff that all meetings about pupil progress are attainment meetings e.g. this includes professional discussion of forward plans, classroom observation, jotter sampling, use of flexibility in timetables and deployment of staff are all linked to improving pace and challenge. Set up regular attainment meetings with every class teacher to monitor every child’s progress to ensure match with expectations. Regularly review the delivery of the curriculum to ensure the 7 key principles are being developed across the curriculum. Planning for learners’ experiences matches next steps identified through the broad range of attainment meetings

10. What does pace and challenge look like in the classroom? • Learners are working on appropriate tasks and the teacher is responsive to the ability and interests of the pupils or group. • Expected outcomes are expressed overtly and learners are aware of what they need to do to improve e.g. learning targets, learning diaries, developing pupil understanding success criteria, culture of peer and self-evaluation – constantly talking about what they have learned and how to use their learning.

11. What does pace and challenge look like in the classroom? • A balance of active, collaborative, and independent learning is within the classroom/school learning areas. All pupils are involved – everyone has something to say or do to contribute to their learning.  • The teacher refers to time limits and children know when a task has to be completed.  • Time limits are challenging and catch the learners’ attention eg 9 minutes instead of 10 minutes  • Support staff are working effectively with learners and they make effective use of their time to maximise impact on learning

12. Ensure that staff meetings and collegiate activities avoid spending too much time on “bread and butter” and that meetings are delivered in a pacy and challenging way and focus on learning and teaching. The head teacher requires to know the learners well and to have ready access to information about individual learners…the means will vary according to the size of the school. Effective interrogation and analysis of evidence and information about performance of every child gathered through robust tracking and monitoring systems, which include: authority attainment packs, NFER assessments, other assessments and information about individual learners. The above is shared with pupils, staff and parents in the following ways

13. What does pace and challenge look like in the classroom? • Teachers check for understanding throughout the lesson/unit of work and do not spend time on tasks which do not take the learning forward e.g. pages and pages of work.  • Teachers do not presume that because they have not taught it the children do not know it. Prior learning is identified to ensure the appropriate starting point for pupils.  • The body language of learners indicates that they are involved and motivated.