Endowment Foundation (EEF) and the Institute for Effective Education. Rosendale's application for this status was supported by the research we have done with the CLC, including an EEF Randomised Control Trial testing the impact of an approach to teaching metacognition called ReflectED that we developed in partnership with the CLC. They will also be supporting us with our research in the future.

From a service and IT perspective, their support has also been invaluable. Like most schools, at Rosendale, our IT network is invisible to most staff and only noticed when it doesn’t work. Unless schools have an onsite technician who can clearly explain the IT needs of the school to the senior leaders and decision makers - and unless these people are prepared to listen and follow their own technician’s advice – the IT network will suffer, sooner or later. The only question is, how disruptive will the problem be, and as any school leader will tell you, that dreaded phone call when the server goes down can be an absolute nightmare.

pupils, and serve the local community, especially for disadvantaged children in the area. The passion of the CLC team means that they are very proactive and make sure to get us involved in a variety of relevant opportunities. They are also great at problem-solving, with the ability to examine an issue and help us to find the most cost-effective solution that fits our budgets. Not only this, but they’re also lovely people, and it’s clear that our goals matter to them too, which makes all the difference.

They’ve helped us to transform a lot of our school systems and improve our organisation. This began with simple, but hugely effective things, like consolidating our internal communications through the use of Google apps, including Gmail and Docs, as well as helping teachers to set up class blogs to communicate with parents and the wider school community.

Benefitting students and teachers We have become a school where technology is used to really facilitate learning rather than allowing it just to be a ‘tick box’ exercise, where you’re allocated half an hour in the ICT suite; this is one of the biggest shifts that London CLC has helped us achieve.

For our pupils, the main benefit is that we now use technology in the way that they use technology. So, for example, one of our Year 4 classes took to Twitter to contact the author of the book they were reading in class, and the author started tweeting back! The pupils have also done sessions at the CLC, having a go at everything from building volcanoes and musical instruments to getting stuck in with some coding; they’re great days and the pupils absolutely love them.

There are also benefits for our teachers, even when they don’t consider themselves particularly “techy”. By getting hands-on training with the technology, they get to develop an understanding of a variety of devices and platforms. For most things, teachers don’t need to understand the programming behind certain technologies (they don’t need to know the ins and outs of the coding in say, an excel spreadsheet), but this way, they can develop practical expertise that will assist them in the classroom.

24 September 2017 What about parents?

London CLC offers workshops for parents too, such as online safety training for example, and that’s something we’re definitely keen on exploring down the line. I know of another school where they’ve helped parents create CVs online so that they have a better chance of securing job roles where the application must be submitted digitally, which also sounds great to us. While we haven’t rolled out any programmes specifically for our parents yet, and they’re not familiar with London CLC per se, we do still get an enormous amount of positive feedback from them on our class blogs, an activity which has largely been implemented with London CLC’s help. Our parents really value these blogs, as when the usual question of “what did you do at school today?” is met with “nothing”, they can go into the blog to get the details of what’s been happening. This isn’t time-consuming for us either, so it’s a great way of communicating, and our parental engagement has really increased because of it.

Future plans

In September 2017, we will officially become a research school funded by the Education

When we experience any technical issues at the school, they’re sorted quickly and effectively. For example, a few weeks ago, I came into school and the internet was down. We called one of London CLC’s technicians at 8.45am, and by 9.05am the issue has been resolved. That kind of reassurance is invaluable for schools. In addition, they also proactively let us know what we need to be doing as a school, they give us a checklist, which we can work our way through. Again, as we’re not technical experts, this is important as it means we keep on top of all our IT requirements, and ensures that our students and teachers are benefitting from all the technical advances available.

When we engaged London CLC to help us develop in a way that would benefit our pupils and teachers, and enable us to use technology as a facilitator to learning, we knew they would be helpful, however, we never realised how instrumental they would become. The relationship has gone from something quite superficial to a deep, understanding, and strategic partnership. They really understand schools, and that’s just so important; they’re my go-to people and I don’t know what I’d do without them!

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