Ros Bartlett, Assistant Headteacher of The Earls High School, talks of their school’s role as a Designated OLEVI Centre and the impact OLEVI programmes are having.
‘The Earls High School facilitates a number of OLEVI programmes to schools both locally and nationally. Since becoming an Designated OLEVI Centre we have facilitated a number of Outstanding Facilitation Programmes (OFP), including a recent programme for Challenge Partner schools.
The feedback from delegates attending the programmes continues to be very positive and Headteachers are noting the impact of the programmes following their recent Ofsted inspections.
Allison Owens, Headteacher, World’s End Junior School comments:
“Both the ITP and OTP programmes provided by The Earls has had an enormous impact on raising the quality of teaching at World’s End Junior School. Three of our teachers have been graded as ‘outstanding‘ for the first time in their careers. The rapid improvement was recognised by Ofsted in January 2013.”
Following our recent work with Swindon Academy Nick Wells, Deputy Head, states:
“The opportunities to review aspects of pedagogy, which we know have an impact on learning in the classroom, to observe the students and teachers at The Earls and to carry out Joint Practice Development back at school have been greatly beneficial to our teachers. We will because of this impact, be looking to place more staff on these programmes in the future.”
At Earls we are continually exploring ways to develop the programmes. This has led The Earls to work more closely with Wolverhampton University and Richard Lockyer in accrediting the OTP with credits towards a Masters Degree.
Initial feedback has been very encouraging and delegates have welcomed the opportunity to explore how critical reflection on educational research can further enhance their practice. The opportunity to discuss the latest research is being developed across all programmes.
In addition we have been fortunate to work alongside Richard Lockyer in developing an Outstanding Teaching Assistant Programme (OTAP). Headteachers and delegates are telling us that this is having a huge impact on the role of the TA in the mainstream classroom. A delegate who recently completed the programme said:
“I have found a whole new enthusiasm for how I approach work. I now believe in myself and I am more aware of how I encourage children to develop their learning.”
Finally, during the summer term we carried out more QA visits to the schools we have been involved in through OFP. This enables us to continue those learning conversations which help to grow the programmes in developing system leadership across our schools.’