Transcript Catchy title

Reigate School
How learning and teaching was
improved at Reigate School
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Reigate School is a 11-16 years mixed
community secondary school in Surrey with
1249 students on roll;
The previous Ofsted inspection in 2007
graded the school ‘Outstanding’ with ‘Good’
in teaching and learning;
The July 2012 Ofsted inspection graded the
school ‘Outstanding’ in all four categories.
• The Geography and History departments were
amalgamated in September 2010 to form the
Humanities department;
• Geography and History are taught separately at KS3
and KS4;
• KS3 Geography and History is allocated three hours
each a fortnight;
• Geography and History are both options subjects at
KS4.
• At KS4 approximately half the cohort take GCSE
Geography.
• In the July 2012 Ofsted inspection the four out of
five teachers observed were graded ‘Outstanding’.
Outstanding
•
Quality
of
Teaching
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Teachers plan and teach lessons that
enable pupils to learn exceptionally
well across the curriculum;
The teaching of reading, writing,
communication and mathematics is
highly effective and cohesively planned
and implemented across the
curriculum;
Teachers use well-judged and often
inspirational teaching strategies are
accurately matched to pupil’s needs.
Consequently, pupils learn
exceptionally well across the
curriculum;
A rich and relevant curriculum,
contributes to outstanding learning
and achievement. Exceptionally,
achievement may be good and rapidly
improving.
Good
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Teachers plan and teach lessons
that deepen pupils’ knowledge
and understanding and enable
them to develop a range of skills
across the curriculum;
Reading, writing, communication
and mathematics are taught
effectively;
Effective teaching strategies,
including targeted support and
intervention are matched well to
most pupils’ individual needs,
including those most and least
able means that pupils learn well
in lessons;
Very positive attitudes to learning
ensure that pupils’ achievement
is at least good.
Outstanding
Student
Learning
and
Progress
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Almost all pupils currently on roll in
the school, including disabled pupils,
those who have special educational
needs and those for whom the pupil
premium provides support, are
making rapid and sustained progress;
Appropriate homework, together with
sharply focused and timely support
and intervention, match individual
needs accurately.
Good
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Most pupils and groups of
pupils currently on roll in the
school, including disabled
pupils, those who have
special educational needs,
and those for whom the pupil
premium provides support
make good progress and
achieve well over time.
Appropriate homework and
appropriately targeted
support and intervention are
matched well to most pupils’
individual needs, including
those most and least able.
Outstanding
Assessment •
and
Feedback
•
Teachers systematically and
•
effectively check pupils’
understanding throughout
lessons, anticipating where they
may need to intervene and doing
so with notable impact on the
quality of learning;
•
Consistently high quality
marking and constructive
feedback from teachers ensures
that pupils make rapid gains;
Good
Teachers listen to, carefully
observe and skilfully question
pupils during lessons in order
to reshape tasks and
explanations to improve
learning;
Teachers assess pupils’ learning
and progress regularly and
accurately. They ensure that
pupils know how well they have
done and what they need to do
to improve;
Outstanding
Behaviour
for
Learning
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All teachers have consistently high
expectations of all pupils;
Teachers and other adults generate
high levels of engagement and
commitment to learning across the
whole school;
Pupils’ attitudes to learning are
exemplary;
Skilled and highly consistent behaviour
management by all staff makes a strong
contribution to an exceptionally positive
climate for learning. There are excellent
improvements in behaviour over time
for individuals or groups with particular
behaviour needs;
Pupils’ pride in the school is shown by
their excellent conduct, manners and
punctuality.
Good
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Teachers have high expectations;
Teachers and other adults create a
positive climate for learning in their
lessons and pupils are interested
and engaged;
Pupils’ attitudes to learning are
consistently positive and low-level
disruption in lessons is uncommon;
Behaviour is managed consistently
well. There are marked
improvements in behaviour over
time for individuals or groups with
particular behavioural needs;
There is a positive ethos in the
school, and pupils behave well,
have good manners and are
punctual to lessons.
Outstanding
Social, Moral,
Spiritual and
Cultural
Development
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The school’s thoughtful and
wide-ranging promotion of
pupils’ spiritual, moral, social
and cultural development
enables them to thrive in a
supportive, highly cohesive
learning community.
Good
•
Deliberate and effective
action is taken to create a
cohesive learning community
through the promotion of
pupils’ spiritual, moral,
social and cultural
development. There is a
positive climate for learning.
"Leadership is the capacity to translate vision into reality.”
"Enthusiasm is one of the most powerful engines of
success. Nothing great was ever achieved without
enthusiasm."
“Students are like flowers, each individual and unique.
They require personalised learning opportunities in order
to bloom .”
“Tracking student progress is like a lesson in History –
you must have an understanding of the past, present in
order to impact on the future”
“If we are to go forward, we must go back and rediscover
those precious values -- that all reality hinges on moral
foundations and that all reality has spiritual control.”
“The greatest achievement of the human spirit is to live up to
one's opportunities and make the most of one's resources.”
The next challenges
• Implementation of the new National Curriculum;
• The increased use of new technologies within
the curriculum;
• Implementation of the GCSE reforms.
“You are always a student, never a master. You have
to keep moving forward.”