View from the classroom
items at teachers and using bad language. So, I introduced a rule that anyone exhibiting bad behaviour was to be removed from class. Teachers received training on restraining pupils. Certain sections of the building have designated breakout rooms staffed by teaching assistants (TAs). If an object is thrown at a teacher, for example, it is classified as ‘red dragon’. The code is a signal for our TAs to enter a classroom and remove the child causing the disruption. Over an extended period of time, the number of such incidents reduced to zero. As the number of ‘role models’ exhibiting this type of behaviour diminished, so did the temptation for others to behave in this unacceptable fashion. It’s had a huge impact on attainment. Two of the pupils can now read. The achievement of both would have continued to decline had their behaviour been allowed to spiral out of control. And as a further sign of success, we’ve not had an exclusion for the last three years.
Am I right in thinking that your approach has had an impact on your Ofsted grading? Oh, yes! Now that everything is stored centrally, we can access information in a few clicks. During a more recent inspection, I was able to provide evidence that our Key Stage One statistics were not as good as we had hoped as half of the children did not start at reception, for example. It was possible to show that over a three-year period, every pupil who had been with us since the beginning did achieve a certain grade.
You and I share an obsession for lists. What role do they play at Wistaston? My passion for lists stems from a book I read entitled The Checklist Manifesto by Dr Atul Gawande. He says that we face so many distractions and complexities that it is no wonder people forget.
Dr Gawande looked at the extensive use of checklists in the aviation industry and examined their impact on an operating theatre. He found that when everyone ticked off items on a surgery checklist, patient mortality dropped. We are not dealing with life and death at school, but I find checklists do help me keep on top of every little detail.
For example, I have a list detailing what staff should do when a child joins the school. It means that we do not forget to take their photo and have asked for all emergency contact numbers as well as the multitude of other tasks that have to be completed when a new child starts at our school. This ensures that every procedure is adhered to and the child’s transition into life at Wistaston is as smooth as possible.
I assume it also marked the start of a new era for everyone at Wistaston? Indeed and an opportunity to explore new ways to further improve teaching and learning. We have just introduced a system used by schools across Shanghai and Finland. Members of staff teach for just ten to 12 hours a week. The theory is that it gives them the opportunity to take children out of the classroom and give learning a real boost.
I introduced a number of other changes too. When I first arrived, there was no subject leadership at all.
We model ourselves on the Fischer Family Trust’s Model Ten which is based on the top ten schools in the country. We believe Wistaston should be doing even better than that and I know our decision to adopt this brand new approach is the right one.
The school is located in an area with a high number of families dependent on social housing. How do you go about engaging with parents in such challenging circumstances?
We work really hard to engage with every single parent. Every year we distribute a questionnaire and attempt to increase the response rate by offering a prize.
We try to vary what we engage with them on too. Some of our parents aren’t particularly confident with their reading skills, for example, but are more inclined to come into school and help out with DT as it’s a subject they’re more comfortable with. We stage ‘Maths makes sense’ days too and heavily promote the event with parents when they arrive to pick up their child. Also, if a child doesn’t turn up, we make personal visits to determine why they are not at school and how we can work together to raise their attendance.
I love your free book initiative. How did that come about?
We believe that ultimately, a child’s progress is down to the school. When most of our children return home, they have no support. Many end up in front of the TV playing on their Xbox. Every child receives one of our free books when they succeed in reading their first book in school. It enables them to build their own library at home.
So support is critical in raising attainment? As I said, at the end of a school day, many of our children are left to their own devices. At the start of this school year, I introduced an initiative whereby every teacher became a mentor to no more than four children. Staff have lunch with pupils assigned to them in an attempt to get to know each and every child. They are also in the process of developing a close relationship with parents. This initiative in particular, will help the vulnerable children under our care by providing them with the one-to-one support that they need.
Next year, we hope to get half of all children to Level Five in English and 30 per cent to Level Five maths. Collectively, we have high aspirations for all our children. It is our aim to provide the solid foundation required as they begin their journey through secondary education and the adult world.
uLinda Davis is headteacher of Wistaston Academy. The school uses SIMS as its management information system. For more information, please visit
www.capita-sims.co.uk
March 2015
www.education-today.co.uk
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