A few years ago, it felt as if our school improvement efforts had plateaued. We weren’t seeing a significant improvement in results, and we could see a progress and attainment gap between our Pupil Premium-eligible students and their classmates.
As a staff we were working hard, but not seeing reward for our efforts.
This was a push to consider our school improvement plan and policies, and what we could do differently. As the Deputy Head, responsible for professional development, I reflected that we needed to re-prioritise the core components of good teaching, and find a way to maximise learning.
Through our partnership with SSAT (The Schools, Students and Teachers network) I came across the trial of Embedding Formative Assessment (EFA). The structure of the programme felt like a good fit for our needs, with Teacher Learning Communities (TLCs) providing an opportunity for staff to work together in small groups to refocus on teaching and learning.
Signing up to a two-year programme can be daunting, but EFA offered a chance to shift our practice in a positive and sustained way.
What were the key considerations before taking part?
1. As with any big change in teaching and learning, it was crucial to get buy-in from Governers, senior leaders and parents/carers, as well as wider staff.
2. Lesson observations are a core part of the programme, so we had to make this feel safe and positive for staff. The senior leadership team also had to be available for cover to facilitate the TLC observations, so we had to factor in that cost.
3. Some people had doubts that a programme which had shown evidence of success in one school could be successful in ours, so it was really important to be able to point to why we thought it could work in our context. In our case, the TLC leaders were a couple of weeks ahead in the programme, and could highlight to other staff how they were implementing the formative assessment strategies.
4. I was aware that effective use of formative assessment, as opposed to more ‘traditional’ marking, can mean that students’ exercise books look different to parents. I sent out a brief memo to share that we were initiating a new approach and provided an opportunity for parents to hear more.
What was the impact?
Taking part in the EFA trial has resulted in positive change across our school. We have seen improved engagement in professional development and dialogue. We’ve kept the TLC model, with small groups conducting their own action research. TLC leaders are more confident in delivering training sessions.
Our teaching assistants also took part, which has enabled them to provide effective support.
We have adapted teaching practice to incorporate all the EFA strategies with the use of Chromebooks. This meant students could benefit from formative assessment when learning remotely during the Covid pandemic.
Our Heads of Department also have more autonomy over the teaching and learning in their subject area.
Along with better diagnosis of student needs and use of digital tools to target support, EFA has been an important part of a picture of improved results.
Taking part was really enjoyable, and I am now a mentor for other schools taking part in EFA. Schools need to know that the programme requires commitment to a change of philosophy. At the end of the two years, you don’t stop, but go through a process of consolidation in which the new approaches become embedded in teaching practice.
Conversations about teaching and learning can get lost under other pressures. Embedding Formative Assessment brings these conversations to the fore, with potential benefits for students and staff.