Transforming the school climate for learning: Stoke Damerel Community College
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Authors
Hannaford, Carol
Issue Date
2009
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to raise standards faster than the national rate of improvement, change the way the college is regarded by the community, and create an atmosphere in which everyone is valued and contributes to learning.
Aims: The main aim is to raise standards faster than the national rate of improvement, change the way the college is regarded by the community, and create an atmosphere in which everyone is valued and contributes.
Methods: The participants in this case study include headteachers, middle leaders, National Strategies consultants, parents, pupils, senior leadership teams, subject leaders, and teachers. Methods used included robust performance management, weekly team and departmental training, transforming roles, listening to pupils, tracking progress, rewarding long-term endeavour, and providing additional funding.
Findings: The main findings are that the quality of leadership from the headteacher and senior leaders, combined with recognition of the potential of all staff, robust performance management, and a competitive atmosphere, have resulted in improved attendance, higher standards, and a positive learning culture.
Implications: The findings suggest that quality leadership, creative thinking, and recognition of strengths in all members of the learning community are essential for successful curriculum development and improved pupil learning. Additionally, capital funding and CPD sessions can help to create a positive atmosphere and foster student engagement.
Aims: The main aim is to raise standards faster than the national rate of improvement, change the way the college is regarded by the community, and create an atmosphere in which everyone is valued and contributes.
Methods: The participants in this case study include headteachers, middle leaders, National Strategies consultants, parents, pupils, senior leadership teams, subject leaders, and teachers. Methods used included robust performance management, weekly team and departmental training, transforming roles, listening to pupils, tracking progress, rewarding long-term endeavour, and providing additional funding.
Findings: The main findings are that the quality of leadership from the headteacher and senior leaders, combined with recognition of the potential of all staff, robust performance management, and a competitive atmosphere, have resulted in improved attendance, higher standards, and a positive learning culture.
Implications: The findings suggest that quality leadership, creative thinking, and recognition of strengths in all members of the learning community are essential for successful curriculum development and improved pupil learning. Additionally, capital funding and CPD sessions can help to create a positive atmosphere and foster student engagement.
Description
Keywords (free text)
Secondary education