VIEW FROM THE CLASSROOM
with a marker pen, which, in essence, replicated an interactive whiteboard.
Throughout the continued support and training with the staff, there were numerous ‘light bulb moments’ where they realised that technology would not only improve teaching and learning, but would also make their lives easier.
of SMART we carried out a focused training programme over several months and the results have been reflected in the new Ofsted grading. The teachers are now producing interactive lessons using SMART Notebook software that challenges pupils and inspires them to learn more. The creation of the SMART Collaborative Classroom has also enabled the school to develop a collaborative approach to teaching and learning which has been rolled out across the whole school. It is this collaborative approach which captures the attention of Ofsted.
You have stressed the importance of collaborative learning - how was this implemented in the classroom? SL: In the collaborative classroom we combine direct instruction, small-group working, and one- on-one mentoring in a way that helps pupils learn in their own way and from one another. We have used SMART Amp to create activities which develop children’s collaborative capabilities, including working on the Engineering Brightness project in real-time with students in a Canadian High School.
You identified the use of technology as key - how was the school performing in this regard when you began the programme? SL: Prior to my arrival, Pheasey Park Farm Primary School had been rated as ‘Requires Improvement’ in its Ofsted inspection – a far cry from the ‘Outstanding’ grade I was used to at my previous school. But that made my new position even more appealing. I was determined to turn a ‘failing’ school into an outstanding school through strong leadership, a robust continuous professional development (CPD) programme and the effective use of technology in the classroom.
How can technology help teachers improve their teaching?
SL: As part of the CPD programme, Pheasey Park Farm’s Digital Learning Coordinator observed each teacher to assess their level of confidence with technology, assigning them to one of three groups depending on their level. Each group received a tailored training programme depending on their requirements. With the help
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How has the school community responded? SL: Teachers, parents and pupils all agree in their views that SMART Technologies and a SMART collaborative classroom have helped to remove the ‘dust’, so that teaching is more diverse and learning is more exposed. Evidence shows that learner enjoyment has increased and been sustained since 2012. That enjoyment is related to changes in learner experiences arising from different activities deployed within the classrooms. A variety of activities are now in place and learners are experiencing stimulating rather than passive interactions.
The staff agree that the school has been on an exciting journey of school improvement. Technology has played a central role in the achievement of our Ofsted ‘Good’ rating. The implementation of technology has had an uplifting impact on the way in which parents, pupils, teachers and governors perceive us. The approach of the whole school community has been changed into a proactive version of school life. The technology has been ‘the magic’ that has transformed our institution.
Having achieved this degree of success in partnership with SMART, we are looking forward to collaborating with them to achieve the next step of our journey towards ‘Outstanding’.
Finally, what advice can you offer to anyone looking to embark on a school improvement programme?
GH: Retrospectively, when a school embarks on a school improvement programme, it is crucial to have a substantial amount of cohesion throughout. The direction the school wants to go in must be understood by all members of staff, as well as the reasoning behind why there needs to be change. You need to allow staff time to accept the new ethos and take ownership of the positive direction needed to improve teaching and learning (all the changes have to feed into improving teaching and learning). Time is intrinsic to any programme of improvement, simply because developments will not be seen straight away, therefore, constant support is required. The above can only be achieved with a strong head. The vision needs to be clear, precise, and embraced from the top down, through the senior leadership team to the staff.
www.pheaseyparkfarmprimary.co.uk
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