Staff InSeT - Sept 2015

1. Education to understand
the world and change it
for the better
Tallis priorities 2015-16

2. Sixth Form
Results AS A2 BTEC
A*-A 15% 18% 77%
A*-B 37% 48%
A*-C 64% 75% 96%
A*-D 84% 94%
A*-E 93% 100% 100% Recruitment, Retention: on track
270 fresh starts so far, some still to come in on
Wednesday this week
Nearly all internal students who can stay have
stayed
Overall, at least 86% of Year 12 have grades to
stay on into Year 13
Progression: very strong
About 40 to Art College
At least 155 to university this year
3 students to Cambridge
43 to Russell Group universities
57% of applicants to RG, top 10, specialist or prestigious
institutions e.g. Bath, SOAS
Success stories: individual examples
Bambo Ajayi fought through GCSEs to stay at Tallis (e.g. in set 6 for English).
To Liverpool for business management.
Kayleigh Martin began sixth form adamant that uni was not for the likes of
her. A*AA and place at LSE.
Tommy Kwok transplanted to Tallis to restart AS after severe illness and
surgery. Cura te ipsum! To Kingston to study pharmacy.
Sahani Gunasekera made unconditional offer for economics at UEA, on the
basis of the strength of her application.
26 students with AAB or better
Work ahead on
Fewer U’s at AS (there were none at A2)
Some inconsistent ALPS scores
Stronger A/A* results for A-level

3. CURRENT OVERALL RESULTS 2015
SCHOOL TARGET 2016 : 60% +

5. 2016 GCSE Predictions
• We are now more confident of the accuracy of our
predictions.
• We say this is a better year group, but predictions are the
same. This is a risk to us.
• We have to have the confidence that we can improve them
• We have to make the children cleverer and more
responsible
• This is our flagship 3-year GCSE group
• We have to reflect an improvement in current predictions
as well as actual outcomes
• If not, we will be an academy this time next year.

6. School Plan
Do we know what we’re doing?
Year 3 of a 3-year plan, built on 4 paradigms

7. Excellence through creativity
We believe that creativity is crucial for young
peoples’ development. We therefore offer an
excellent educational experience based on
creativity in all our disciplines. We want our young
people to understand the world they inherit so that
they can change it for the better. We are committed
to specific habits of mind, to being inquisitive,
collaborative, persistent, disciplined and
imaginative. We work with passion, dignity and
style and we value individuality, playfulness and
innovation.

8. Excellence through community
We are an inclusive community offering an entitlement to
great opportunities in a friendly and disciplined
atmosphere characterized by excellent relationships.
Everyone is known, loved and included personally in our
big family. We value fairness, equality and justice and
respect each other’s cultures and gifts. We work closely
with parents and local people and we prepare our young
people for a global future. Leadership is dispersed, shared
and effective. We value trust, care, happiness,
entitlement, inclusivity, equality, relationships,
consideration and love.

9. Excellence through engagement
We want everyone in our community to learn and develop
together through authentic engagement and exceptional
teaching. Our young people love learning because of our
commitment to knowledge, our common creativity and
cohesive community. We educate them to become
independent thinkers, working with their individual talents to
learn and achieve. We share high aspirations and expectations
for ourselves and our school and we expect that learning
continues well beyond lessons. We value participation,
communication, praise, experience and empowerment.

10. Excellence through challenge
We take our responsibilities seriously and we
scrutinize our progress carefully. Every year we set
ourselves new challenges and review what we have
achieved so that all the doors in the world are open
to our young people when they leave us. We want
to make our aims real for every member of our
community, so we hold one another to account
with intelligence and thoughtfulness. We actively
resist dehumanizing influences on education, but
we value learning, performance, aspiration, risk and
courage.

11. 1. Develop an authentic TT curriculum
2. …pastoral plan
3. …excellence in teaching
4. Collaborative of big schools
5. Open, honest, inclusive decision-making
6. Community spirit, relationships
7. Governors
8. Parents
9. Community

12. 10. Improve teaching
11. Staffing structure and quality recruitment
12. GAT and y12
13. KS3
14. Narrowing the gap
15. OOSHL
16. Target setting
17. KS4 (moving target)
18. KS5 and destinations
19. Budget
20. External pressures including OFSTED
21. National structural imperatives

13. Urgent Issues
1. 3-way quality of expectations
2. Quality of learning – SOW and the curriculum
3. GCSE and P8 (It could be OFSTED)
4. 16+ outcomes and processes
5. Attendance up to 95% and exclusions down
6. Budget
7. Inclusion
8. Individual departments
9. Teacher effectiveness (including workload)
10. Partnerships

14. • Reflecting on just deserts:
• We have a duty to save them from themselves
• We have to burn with desire to want to do the
best at all times.
• You are the visionaries

15. Principles
• Children learn when they have to think really
hard
• The hard work of making a relationship with
ideas
• Relationship between teachers and pupils
involved in the development of knowledge
• Academic disciplines as public forms of
understanding in which society has conversations
about itself and its future
• Not about the employment market, but about
learning

16. Powerful knowledge
• Distinct from everyday experience
• Systematic, arranged in subjects, available for
generalising
• Specialised so needs specialists
• Not F1 or F2
• Education driven by learning, not assessment

17. Curriculum Principles
• How would you describe it? What’s it for?
• How is it organised?
• How many doors are open as a result?
• Subject knowledge at teacher recruitment
• All abilities given the chance to learn from
teachers with high levels of sub knowledge?

18. 10 Principles
1. Knowledge is worthwhile in itself.
Tell children this unapologetically: it’s what
childhood and adolescence is for

19. 2. Schools share powerful knowledge on behalf
of society
We teach what young people need to make
sense of and improve the world

20. 3. Shared and powerful knowledge is verified
through learned communities
We are model learners, in touch with research
and subject associations

21. 4. Children need powerful knowledge to
understand and interpret the world
Without it they remain dependent upon those
who have it or misuse it
…and they should be enabled to seize it through
sacrifice, hard work and engagement

22. 5. Powerful knowledge is cognitively superior
to that needed for daily life
It transcends and liberates children from their
daily experience

23. 6. Shared and powerful knowledge enables
children to grow into useful citizens
As adults they can understand, cooperate and
shape the world together

24. 7. Shared knowledge is a foundation for a just
and sustainable democracy
Citizens educated together share an
understanding of the common good

25. 8. It is fair and just that all children should have
access to this knowledge
Powerful knowledge opens doors: it must be
available to all children

26. 9. Accepted adult authority is required to share
knowledge
The teacher’s authority to teach is given and
valued by society

27. 10. Pedagogy links adult authority, powerful
knowledge and its sharing
We need quality professionals to achieve all this
for all our children.

28. Blue-plaque Comprehensive Schools
• An ideal every bit as visionary and difficult as
the NHS
• A model for a better society
• The best progress for all

29. No easy answers, nothing off-the-peg
• Behaviour (job not done yet)
• Rewards
• Uniform
• Teaching
• Planning
• Outcomes
We learn when we have to think hard too

30. Adult Expectations
• Vision, expectations, professional behaviour
• Embarrassment, friendship and misplaced loyalty(difficult conversations)
• Do it right and on time
• Timekeeping
• On-site
• Breaks
• Briefing and bulletin
• Duty
• Rooms
• British values and parliamentary democracy
• ‘Respect and courtesy is the norm’ ‘pride in achievement and attitudes to learning’
• Forum and JCC
Everything: do it on time and do it well

31. We expect everyone to…..
Everyone at Thomas Tallis works to fulfil our School Plan. All teachers
must fulfil the DfE Teacher Standards at all times and, where
appropriate, the UPR standards. We expect teachers to
• Make sure young people of all abilities, ages and backgrounds fulfil
their potential.
• Engage all young people in participation in interesting learning
• Develop into exceptional teachers
• Through their own scholarship demonstrate and stimulate a love of
knowledge in our young people
• Unlock and develop young people’s creativity and independence
• Demonstrate that learning continues well beyond lessons.
• Develop the Tallis Habits of Mind in all teaching so that young
people are inquisitive, collaborative, persistent, disciplined and
imaginative.

32. ….or to sum up
Great teaching gets great outcomes
for students and their futures

33. All leaders must
1. Show vision, conviction and authority and lead by example.
2. Build a team through a clever combination of dynamism, sensitivity, innovation,
communication, management, monitoring, evaluating, praising and supporting
staff.
3. Understand what needs to be done, do it right, and on time.
4. Be very, very organised.
5. Fulfil a role in whole school leadership by positively upholding our procedures
and Plan
6. Know your subject and keep up-to-date.
7. Lead learning by demonstrating high quality work with excellent outcomes.
8. Develop colleagues through encouragement, performance management and
providing opportunities.
9. Support young people by maintaining good discipline and helping them meet
high targets
10. Work with others by building good links with KS2, other schools, FE and HE

34. Form Tutors must
1. Be the person who knows each child best and takes responsibility for his or her
well-being
2. Be the first port of call for students, their parents and teachers,
3. Proactively make contact with students’ homes and seek to work in partnership
4. Develop a trusting relationship which supports students through times of
difficulty
5. Develop a collaborative atmosphere within the tutor group, like a big family
6. Know each student’s attainment, discussing and supporting progress and
progression
7. Train students in Tallis standards of behaviour and manners, reminding them
frequently.
8. Apply sanctions and follow up bad behaviour according to our referral process.
9. Work as a member of the Year Team under the direction of the Head of Year
10. Keep students informed about their commitments and opportunities
11. Teach students how to be positive members of Society
12. Be an outstanding role model for students

35. Form tutors should do these regularly
a. Set the tone of the day every day, encouraging and leading the form
b. Register students and monitor attendance and punctuality
c. Check planners for use and signing
d. Monitor homework, equipment and uniform
e. Plan and teach PSHE to a high standard
f. Remind students about behaviour expectations and monitor changes
g. Put students on report where necessary
h. Check pigeon hole daily and communicate any messages, letters or
information
i. Phone home to chase up attendance or behaviour concerns
j. Follow up problems and issues from HOY and other staff
k. Check for and organise detentions where required
l. Encourage reading and an interest in current affairs
m. Organise students for assemblies
n. Have small interviews with individuals: talking to everyone personally
o. Welcome students with a smile

36. Leadership Team
• Strategy Carolyn
• Curriculum Ashley
• Pastoral Shaun
• Sixth Form Jon B
• Assessment Steve
• Teaching Jon CB
• Pastoral Louisa
• Staff Development Jo
• Inclusion Fran
• Budget Sheila

37. Extended Leadership Team
• Director of Arts (‘ethos’) Jon N
• Director of KS3 Sam
• Director of Science Andy
• Director of RGTSA ITT Shona

38. RBG and RGTSA
• Shona as previous slide
• JCB runs RGTSA R & D
• CR is vice-chair of the Heads’ Partnership
There will be more……….

39. 3-year Budget
• ~£12m pa
• Running on empty
• 6f transitional funding
• Pay, NI and pension increases
• Just about balance this year BUT
• ~£1m deficit in 2016-7, recurrent
• Difficult decisions, difficult year
• Restructuring

40. Education to understand the world and change it
for the better