The Hope Challenge

School of Teacher EducationFaculty of Education

2015/16

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Contents

Introduction ....................................................................................................................................................................... 4

The Hope Challenge Programme ................................................................................................................................ 5

Purpose of the Programme .......................................................................................................................................... 5

Programme Aims ............................................................................................................................................................. 5

Links to the Liverpool Hope University ITE Strategic Plan ................................................................................. 6

Distinctive features: ....................................................................................................................................................... 6

Key Milestones ................................................................................................................................................................ 6

Who’s Who ....................................................................................................................................................................... 7

Monitoring and Evaluation / Research ..................................................................................................................... 12

Ethical Consideration ..................................................................................................................................................... 12

Information sharing ......................................................................................................................................................... 12

Quality Assurance ........................................................................................................................................................... 12

Communication Protocol ............................................................................................................................................... 14

Dissemination .................................................................................................................................................................. 14

Pedagogy underpinning The Hope Challenge ......................................................................................................... 15

Key Features of a successful Hope Challenge ....................................................................................................... 16

Links to other CPD opportunities at Liverpool Hope University ....................................................................... 16

Appendices

Appendix 1: Case Studies 2014/15 .......................................................................................................................... 18

Appendix 2: Criteria for involvement ........................................................................................................................ 25

Appendix 3: Support Materials ................................................................................................................................... 26

Appendix 4: ....................................................................................................................................................................... 27

Relevant Paragraphs from the Ofsted Initial Teacher Education Inspection ............................................. 27(September 2015)HandbookGrade Descriptors .................................................................................................................................................... 27

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Introduction

Liverpool Hope University has been involved in teacher education for over 150 years and it continues to remain committed to playing a significant role in the Professional Development of all teachers. Part of the challenge for Liverpool Hope is to ensure that everyone, from trainees to experienced teachers and leaders, recognises the expertise and opportunities the university offers. Liverpool Hope University is keen to work in increasingly diverse and innovative ways with its large number of partner schools, actively engaged in the wider educational community and working for the benefit of all.

A part of the mission of the School of Teacher Education at Liverpool Hope University is to support the development and formation of a future generation of teachers who have professional expertise and a strong sense of moral purpose. It has never been a more important time to ensure Liverpool Hope University plays its part in developing resilient practitioners equipped to deal with the rigours of the classroom and meeting the needs of all children.

We have many resources to offer, not least the capacity of the trainees who are able to share their developing skills and understanding, coupled with enthusiasm and a sense of moral purpose. The trainee teachers on our undergraduate programme, for example, have opportunities to support projects and learning interventions in a number of schools, gaining enhanced experience and confidence. Our PGCE Primary and Secondary trainees can also take part in focused shorter interventions. There is a great deal of scope for small or larger groups of trainees to work with pupils in a range of ways – from one-to-one support, up to whole classes in ‘saturated’ teaching environments.

For schools in challenging circumstances, the idea of more trainee teachers and university involvement may not seem an obvious way to support improvement. However, if the trainees’ enthusiasm and growing knowledge and understanding of teaching and learning is used appropriately, they can have an extremely positive impact on learning and the ethos of the school. Part of the ‘Hope Challenge’ is ensuring we facilitate this view and ensure that schools are able to take advantage of this potentially rich resource, without taking on an additional administrative or other burden. The focused enhanced placements are fully supported by Hope colleagues, working closely with school colleagues on bespoke interventions identified by the school.

Alongside Liverpool Hope’s established reputation for its work in developing outstanding beginning teachers, including NQTs, the University is also skilled in supporting more experienced teachers. There is a range of CPD opportunities for schools in partnership with the University, from free one day events through to full Masters Programmes designed for working teachers, and beyond this, the EdD (Professional Doctorate). We are committed to supporting the aspiration of our school colleagues at different points in their careers, and are happy to be approached regarding CPD provision for larger groups of staff as well.

We are looking forward to the next phase of the ‘Hope Challenge’, building on the promise, potential and successes of its first year. We invite existing and new partners to join us in working in these new and exciting ways, with the aim of achieving tangible and sustainable benefits for pupils and schools.

The Revd Professor Kenneth Newport Dr Jane MoorePro Vice-Chancellor (Academic) and Dean of Education Head of School of Teacher Education

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The Hope Challenge Programme

The Hope Challenge Programme has been developed to support the work of Local Authorities and HMIs in working with schools in socioeconomic challenging circumstances and those judged as requiring improvement, across secondary, primary and special. Liverpool Hope University is working proactively with Local Authorities, regional HMIs and schools to lead North West collaboration with the aim of improving the life chances of children.

For the purposes of the Hope Challenge Programme - schools in socioeconomic circumstances are deemed to be those where Pupil Premium is at least 25%.

Other schools who do not meet the threshold for this Programme will be supported through other opportunities for partnership working with Liverpool Hope University.

Purpose of the ProgrammeThe purpose of the ‘The Hope Challenge Programme’ is to support Liverpool Hope University and its partner Local Authorities to ensure that all schools within their influence are at least ‘good’, a particular challenge for many Local Authorities with reduced capacity. This particular Programme is Liverpool Hope University’s response to the ITE Ofsted requirement to work with schools in ‘challenging socioeconomic circumstances (Pupil Premium at least 25%) and those judged as requiring improvement’ (RI). HMIs have a regional responsibility to work with all schools including those judged as ‘requiring improvement’ or are in a ‘category’.

The benefit of working collaboratively is to ensure coherent and planned ways of working that support the improvement plans of schools to create synergy, add value and build capacity, rather than onerous parallel working which has little impact. The Programme also develops research informed teacher education and enables staff and students to undertake action research and to use their findings to inform future practice.

The Hope Challenge is also a response to reports from Ofsted notably ‘The Unlucky Child’ and ‘Unseen Children’, as well as considering the needs of Young Carers.

Programme Aims• To promote a vibrant collaborative and coordinated way of working for key partners in school improvement across the

North West Region. To improve outcomes for pupils, particularly in terms of progress.

• To increase capacity for schools and Local Authorities.

• To develop a coordinated approach to CPD.

• To lead to sustainable outcomes for schools.

• To build resilience in newly qualified and recently qualified teachers so that they are able to be successful in a range of schools.

• To increase the number of talented graduates’ working in schools in socioeconomic challenging circumstances and those requiring improvement.

• To publish research findings to inform and shape future provision.

• To develop a coordinated approach to research evidenced best practice.

• To inform practice in schools in challenging circumstances.

Links to the Liverpool Hope University ITE Strategic PlanThe School of Teacher Education at Liverpool Hope University takes an approach to teacher education that has values and moral purpose at its core. The School is dedicated to producing teachers who are vocationally minded, aware of social justice issues and committed to improving outcomes for all – described in the recent Ofsted report (2014) as ‘The Hope Teacher’. This is a quality that has been widely remarked on by school partners and others, and is taken very seriously by Hope staff. The Hope Challenge aligns with these qualities and the distinctive features listed below.

• Liverpool Hope University’s Primary provision at both Undergraduate and Postgraduate levels features a comprehensive programme of Initial Professional Development (IPD) looking at wider-school issues alongside the development of subject expertise, producing primary teachers who are able to progress rapidly in curriculum leadership. Enhanced experiences include an SEN and an EYFS experience. Undergraduates also get an opportunity to study abroad in a range of countries including the USA, Spain and France. Both Undergraduate and Postgraduate routes include assessments at Level 7, so all trainees have the opportunity to gain 60 Credits towards a Master’s Degree.

• Liverpool Hope University’s Secondary provision covers a comprehensive range of subjects and the focus is on developing pedagogical expertise in a curriculum subject also supported by a development of understanding wider whole school issues through an Initial Professional Development (IPD) programme. Enhanced features include a SEN experience for all trainees and an opportunity for an optional experience in Poland at a Gifted & Talented school. Assessments for academic work are at Level 7, so all trainees have the opportunity to gain 60 Credits towards a Master’s Degree.

• Liverpool Hope University works with strategic partners such as The Reader Organisation and School Improvement Liverpool, ensuring that trainee and newly qualified teachers have valuable additional experiences and skills.

• The NQT Enhancement Programme and MEd in Professional Practice support early career development and progression, building professional resilience and responsiveness to school priorities. The EdD (Professional Doctorate) is available for those who wish to undertake research at a more advanced level, in areas drawing closely on their professional practice.

• Liverpool Hope University Strategic Partnership with schools is something of which we are proud. We have active and well attended steering committees and working groups, engaged in genuine collaboration on all aspects of our provision.

Key Milestones2014-15

Planning and Implementation of Pilot Phase June 2014 – September 2014

Phase 2 Local Authority and School Challenge Programmes 2015-16 agreed June 2015

2015-16

Hope Challenge strategic partner meetings October 2015; February and June 2016

Projects implemented in schools September 2015 - July 2016

Dissemination and shared learning events Ongoing

Best practice shared Autumn 2015

Research Published Autumn 2015/Spring 2016

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Who’s WhoHer Majesty’s Inspectors [HMI]Joan Bonenfant (Liverpool)Joan Bonenfant was appointed to Ofsted in 2010 as an HMI. She is a qualified teacher and prior to working for Ofsted she gained extensive senior management experience as assistant head and deputy headteacher in large comprehensive schools in the North West. Her responsibilities included quality assurance and working closely with individual departments to raise achievement. She has particular expertise in modern foreign languages, self-evaluation and leadership and management. Since joining Ofsted, Joan has regularly led inspections and has conducted survey visits. She has also contributed to inspector training. Joan has been subject to enhanced DBS disclosures.

Angela Milner (ITE)Angela Milner has been an HMI since joining Ofsted in 2007. She is a qualified teacher with postgraduate qualifications in history and primary education and a doctorate in education. Prior to working for Ofsted she taught in primary and secondary schools and held senior management positions as a deputy headteacher and Senior Associate Dean. She inspects across a range of education institutions and remits and has particular expertise in early years and primary education, geographical education and initial teacher education (ITE). She currently leads on Ofsted’s work in ITE. Angela has been subject to enhanced DBS disclosure.

John Nixon (Sefton)John Nixon joined Ofsted as an HMI in April 2013. He is a qualified teacher and has achieved the National Professional Qualification for Headship. Prior to working at Ofsted, John was a Local Authority Adviser for six years. He has 11 years of primary leadership experience, including headship. John has significant experience of leading school improvement in all phases, from EYFS to secondary, including supporting schools causing concern. Prior to joining Ofsted, he has been involved with international teaching and learning Programmes with authorities and schools in East Asia. He has expertise in leadership and management, ‘resilience and security’ and Computing. John has been subject to enhanced DBS disclosures.

Aelwyn Pugh (Warrington)Aelwyn Pugh was appointed as an HMI in 2001. He is a qualified teacher, with particular expertise in music, English and drama. He has taught all ages from early years to postgraduate level. Before joining Ofsted, he was a senior lecturer, senior school improvement officer and a head of service. He has inspected Local Authorities, children’s services, social care provision and schools across all phases, both in this country and abroad. He has been a senior editor for Ofsted and is the author of several books and numerous articles. Aelwyn has been subject to enhanced DBS disclosure.

Julie Yarwood (St Helens)Julie joined Ofsted in 2014 directly from the headship of a large and successful 11- 16 secondary school. Julie’s career as a teacher began in 1990; she held Head of Department positions in two schools. Before embarking on headship, Julie held senior leadership positions both as Assistant and Deputy Headteacher. In one 11-18 School, she helped to establish a team of managers and teachers that moved the school from ‘Special Measures’ to ‘Good’. Julie holds the NPQH and post-graduate qualifications in Leadership and Management. She has demonstrated significant expertise in the development of Quality Assurance systems and Continuing Professional Development to support school improvement.

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Liverpool Hope UniversityJudy BoyceSenior Partnership AdviserJudy has over 30 years’ experience of working in Education at both secondary and primary levels. She has extensive expertise in supporting school improvement through her work as a Senior School Improvement Officer in Liverpool and formerly as a senior leader in a secondary school and Director of Excite EAZ. Judy is seconded part-time to Liverpool Hope University as a Senior Partnership Adviser and has supported the development of ‘The Hope Challenge’ Programme, Internal Primary moderation as well as strategic support for Leadership and a variety of projects. Judy is a Governor at a catholic primary school. She also works as a Principal Examiner for Business and Management for The International Baccalaureate Diploma. She has the National Professional Qualification for Headship and accreditation as a School Improvement Partner for both primary and secondary phases.E: boycej@hope.ac.uk

Sue CroninDeputy Head of School of Teacher EducationSue is the Deputy Head of the School of Teacher Education with responsibility for partnership. Sue has also taken the lead in the development of the new School Direct Programmes working closely with schools to ensure continued high quality training across all routes. Sue is an experienced teacher educator. Her background is in mathematics education. She started working in secondary schools where she spent 18 years before moving to Liverpool Local Authority as a school effectiveness officer for G&T pupils before joining Liverpool Hope in 2002. At Liverpool Hope Sue has held a variety of posts including Mathematics Coordinator and PGCE Secondary Coordinator.E: cronins@hope.ac.uk

Dr Claire LloydLecturer in Psychology of EducationClaire is a Lecturer in the Faculty of Education. She coordinates the Master’s block in the School of Teacher Education and is module lead on the Professional Doctorate (EdD). Claire has worked as a Secondary English teacher and completed an MA and PhD in the fields of Special Education and Programme Evaluation. Claire’s research interests are in the areas of knowledge mobilisation, qualitative inquiry and educational leadership. She is a Fellow of the Higher Education Academy and works as an external examiner at Edge Hill University.E: lloydc@hope.ac.uk

Dr Jane MooreHead of School of Teacher EducationJane is responsible for all initial teacher training programmes in the School of Teacher Education at Liverpool Hope University, as well as the MEd/MA in Professional Practice and the EdD. She has worked at a variety of schools as a Secondary English specialist, as well as completing an MA and PhD in the fields of cultural anthropology and museum studies. Jane’s research interests are in education policy, teacher identity and professionalism and school improvement. Jane serves as a school governor, and is a member of the Million+ Deans of Education Group.E: moorej@hope.ac.uk

Michelle PearsonHead of Primary Initial Teacher Education

As Head of Primary ITE, Michelle coordinates the academic and school based training for the BAQTS programme. She has a great deal of experience and expertise in primary education having coordinated the core curriculum for undergraduate and PGCE provision. She is an expert in early Reading and assessment in English and continues to research into pedagogical practice in teaching phonics. As an Advanced Skills Teacher and independent English consultant for local authorities, Michelle has gained a reputation for excellent professional development and Programme management. She has a wide range of teaching expertise across a number of education sectors and was a well-respected consultant within the North West.E: pearsom@hope.ac.uk

Karen RoganSecondary PGCE English Subject Leader

Karen has 30 years’ experience of secondary education having worked across a wide range of secondary schools in the North West as Head of English, National Strategy Consultant (St Helens Local Authority) and as Assistant Principal in Halton. She has extensive experience in managing the development of English teaching and leading on whole school literacy and teaching and learning. She has also contributed significantly to INSET across these schools with a particular focus on ‘Requires Improvement to Good’ and ‘Good to Outstanding’.E: rogank@hope.ac.uk

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Local Authority School ImprovementJo Davies (St Helens)Jo is working as an adviser in St Helen’s School improvement team. Jo is in her second headship in a school in St Helens. In February 2012, she was described by Ofsted as ‘an active and highly strategic leader’ with an ambition to achieve the best possible outcomes for pupils. Jo also works as an associate consultant with Focus Education. She has a wealth of experience at senior management level and has worked in a range of primary schools across a number of authorities in the North West of England. Jo is passionate about providing a stimulating and interesting curriculum which reflects the needs and interests of all pupils, encourages the use of higher order questioning and contributes well to pupils’ spiritual, moral, social and cultural development.

Alison Green (Liverpool)Alison’s main teaching experience has been in Liverpool, mainly in KS2, but also in KS1. As subject co-ordinator, she developed a strong interest in the teaching and management of English, especially writing. She began working in school improvement career in 1997 and has been an Advisory Teacher and a National Literacy Strategy consultant, delivering national training programmes and developing partnership programmes with a range of leading schools. Alison has worked for Knowsley LA as Primary Strategy Manager and Senior, then Acting Principal, School Improvement Officer. She was also a Senior Regional Adviser with the National Strategies. She returned to Liverpool in September 2010 as Principal Primary Officer, taking the opportunity to work more closely with schools. Alison is an enthusiastic member of the Liverpool ‘family of schools’, leading support and challenge programmes and contributing to on-going improvements in the city’s dynamic primary sector.

Lisa Morgan (Warrington)Lisa is a senior adviser with Warrington Local Authority providing support and challenge for 19 schools. Lisa is also the Local Authority Moderation Manager with responsibility for statutory assessment and moderation in the Early Years, KS1 and KS2. In the autumn term 2013, Lisa was interim head teacher at a school in challenging circumstances whilst the substantive head teacher was absent. Before joining Warrington Local Authority, Lisa was head teacher of a Catholic primary school for ten years in Wigan authority. Lisa is also an Ofsted inspector.

Jenny Reid (Sefton)Jenny has worked in Sefton local authority for since 2004 and is currently Service Manager for Education Services. Jenny started her career in education working in Liverpool schools as a teacher and senior leader, before moving into Liverpool local authority as a Numeracy Consultant, and later Lead Numeracy Consultant, working with many schools. She joined Sefton as a School Adviser and now manages and leads many aspects of educational provision, covering the 0-19 age range. Jenny graduated from St. Katharine’s College (now Liverpool Hope University) with a B.Ed Hons and later an M.Ed. She later gained the National Professional Qualification for Headship and accreditation as a School Improvement Partner from the National College.

Left to Right: Jennifer Reid, Sue Cronin, Fiona Michael, Jane Moore, Judy Boyce, Michelle Pearson, Alison Green, Beth Hicks, Karen McBride, Sandra Hamilton, Nick Hawke

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LAs / School’s Involved The Hope Challenge (Sefton)The Maths department at Hillside High School will be supported by PGCE trainees who will be developing a range of pedagogies to support pre-GCSE Intervention work to boost Year 11 grades. The benefit is two-fold in that pupils gain from one-to-one or small group tuition which is personalised to their needs and impacts on their outcomes, and trainees strengthen their knowledge and experience of GCSE teaching. This programme will take place in February 2016.

Schools involved:Hillside High School: www.hillsidehigh.co.uk

The Hope Challenge (Warrington)The Hope Challenge in Warrington will centre on supporting three schools currently placed in a category by Ofsted and /or the Local Authority. The main objective of the programme will be to narrow the attainment gap for children included in the FSM category. This project will support children who are placed within the ‘Ever 6’ group and will include trainees supporting small groups of children with an aspect of the core curriculum. This focus also dovetails with the local authority’s priority to close the attainment gap.

Schools involved:St Andrew’s C of E Primary School: www.standrewswarrington.co.ukSt Augustine’s Catholic Primary School: www.st-augustines.eschools.co.ukBirchwood C of E Primary School: www.birchwoodceprimary.co.uk

The Hope Challenge (Liverpool)The Primary School Hope Challenge in Liverpool is focused on six schools. Four are located in the Croxteth area with the other two being located in Childwall and Broadgreen. Three schools are judged as good, three schools are deemed to require improvement. This model will enable the schools to share practice and work together to raise standards. The inclusion of good schools will also enable the project outcomes to be measured where there are fewer barriers to success but the schools still face challenging socioeconomic circumstances.

Schools involved:Broadgreen Primary School: www.broadgreenprimary.org.ukCroxteth Primary School: www.croxtethprimary.co.ukFlorence Melly Primary School: www.florencemelly.org.Our Lady and St Swithins Catholic Primary School: www.ourladyandstswithins.co.ukRanworth Square Primary School: www.ranworthsquareprimary.co.ukChildwall Valley Primary School: www.childwallvalley.org

Our Lady and St Swithins Catholic Primary School were in special measures at the start of their Hope Challenge and are now deemed to require improvement following the Ofsted Inspection in December 2015. Their Ofsted Report highlighted the Hope Challenge:

“The school’s partnership with Hope University has been influential in increasing expectations and the level of challenge in lessons. For example, during the inspection, trainee teachers and class teachers were observed teaching pupils about electricity and simple circuits. Pupils were utterly captivated and eagerly set about applying this knowledge; they proudly showed inspectors the charming, twinkling Christmas decorations they had made and could explain exactly how a circuit works.”

(Our Lady and St Swithins Catholic Primary School, Ofsted Inspection Report December 2015).

Monitoring and Evaluation / Research It is crucial to evidence and measure the effectiveness of these and other projects in terms of success and impact against the key aims. Outcomes will be collated in a number of forms, including statistical data and qualitative reports (arising from interviews for example). All have a part to play in giving a detailed picture of the impact of the projects for the purposes of evaluating and refining the work as time goes on.

In some instances, the project outcomes may only be shared at a local level, within school communities for example. Others may be written up as case studies for wider publication, and may form the basis of more formal research outputs such as conference presentations and academic papers. Some may be disseminated at all these levels. In all cases however, the principle aim is to find strategic collaborative ways of working that have a demonstrable positive impact on all pupils, and it is for the purpose of more widely sharing best practice that publication in other forms might be undertaken. It is hoped that schools will take part in this research and inform the final reports and conference papers where possible.

Where more formal research is carried out, a blend of methodological approaches will be drawn upon to ensure a rich collection of data is available for analysis.

These may include:

• surveys

• interviews

• focus groups

• analysis of statistical data

• review of documents.

Ethical ConsiderationAll research will be conducted in compliance with Liverpool Hope University’s Research Ethics Policy, and in line with the British Education Research Association (BERA) ethical guidelines (http://www.bera.ac.uk/publications/guidelines).

In basic terms, this means that fully informed consent will be sought from participants (including children), that privacy and confidentiality will be respected and that participants will be entitled to withdraw.

Information sharing We are committed to the highest professional standards possible, which includes protocols for handling private and sensitive data and how information about the projects is disseminated. Prior to the formal start of the research/projects, those involved will discuss/agree intended outcomes, and in the case of reports/papers, where and how they should be published / disseminated (including clarifying the rights of all parties to reproduce the finished reports as desired). Privacy and confidentiality must be respected as outlined in the BERA guidelines mentioned above. Contributors will be formally acknowledged.

It is anticipated that many of the findings from individual projects will be of wider interest and value. Where projects/outcomes are published on the websites of the parties involved, acknowledgements of all contributors must be in line with the above (including the use of logos where appropriate).

Quality AssuranceAll projects will be subject to robust and thorough evaluations, as appropriate to their design and scale. The quality of trainees work will be monitored and assessed continuously during projects by the Heads of Primary and Secondary ITE, supported by other tutors where appropriate. All aspects of quality assurance methods will be discussed with schools prior to implementation. Schools will be involved in monitoring closely the impact during the projects to ensure quality of delivery and impact on their pupils.

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Communication ProtocolAll communication will be in agreement with the Headteacher and agencies involved and be compliant with the participating organisations communication policy. Where parental consent is required, permission will be sought using the school process acknowledging that privacy and confidentiality will be respected.

DisseminationAn important dimension of the Hope Challenge is the Professional Learning which occurs on many levels. Knowledge mobility is a key feature. As Snitka (2002:16) states knowledge produced “is not valuable if it is not applied for practical and useful purposes”. The understanding and learning developed through Hope Challenge is intended to inform and support the mobility of knowledge derived from the work undertaken. The projects will be widely disseminated through a variety of articles, published case studies and good practice guides and presentations.

Findings from individual projects so far have formed the basis for several papers for National conferences; TEAN (Teacher Education Advancement Network) May 2015, and symposia at BERA (British Education Research Association) September 2015:

Expanding Teacher Educator’s Pedagogical Practices: The Hope Reading ChallengeLead Presenters: Michelle Pearson and Sue CroninTEAN Conference, May 2015

The Hope Writing Challenge: Developing pedagogies of enactment to progress PGCE Secondary Trainees’ teaching

Lead Presenters: Karen Rogan and Sue Cronin TEAN Conference, May 2015

BERA Teacher Education and Development Symposia: The Hope Challenge Phonics Intervention – applying pedagogy of enactment to the work of teacher education.

Lead Presenters: Michelle Pearson and Sue Cronin Liverpool Hope University, September 2015

BERA Teacher Education and Development Symposia: Developing ambitious teaching in beginning teachers: The Hope Challenge Creative Writing Intervention.

Lead Presenters: Karen Rogan and Sue Cronin Liverpool Hope University, September 2015

Findings from projects are informing wider partnership learning in a variety of ways. These have included delivery of CPD on Effective strategies for teaching EAL pupils based on work undertaken in a Warrington school and delivered by trainees involved in the research. Attitudinal data collections from trainees have informed university course design to ensure enhanced understandings of the issues facing schools in challenging circumstances.

Practice is shared with Partner Schools through Liverpool Hope University clusters, partnership steering groups, Ofsted, Liverpool Hope University and Local Authority websites and Local Authority Clusters.

Other dissemination methods have included LHU Partnership conferences in the Summer Term; sharing learning with The Universities Council for the Education of Teachers (UCET) and Research publications through the Teacher Education Research Centre.

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Pedagogy underpinning The Hope ChallengeThe School of Teacher Education has been working on a range of pedagogies of practice, influenced by the work of Smith, Lee, & Newman (2001) and Lampert et al (2013) to support the development of ambitious teachers. An Ambitious Teacher is a teacher who has a sense of moral purpose and who can respond in an intelligent way to the unique needs of the pupils they have before them in the classroom. To prepare ambitious teachers there is a requirement by teacher educators to create and provide opportunities for rehearsal and enactment. Trainee teachers need opportunities to work on approximations of teaching practices which can be theorised and reflected on, allowing the trainees to anticipate and rehearse possible learning scenarios. In all of the Hope Challenge projects the trainees are given opportunities to rehearse, before enacting with pupils the planned learning and then reflect and subsequently refine their practice. This pedagogical process forms the basis of the Hope Challenge Cycle shown below in Figure 1.

The cycle involves an initial stage of dialogue and discussion with the university tutor and school teachers outlining the context for the learning. It is important to develop this democratic and dialogic space in which the school teacher provides their expert knowledge of context alongside the university tutor’s expertise of subject knowledge and pedagogy. Trainees are then encouraged to reflect and anticipate what may be the factors which will influence a successful learning event for the pupils in the particular school context. The trainees need to begin to consider what may be potential barriers, hinge points within the session and key formative assessment opportunities. The session is planned collaboratively and then rehearsed; often modelled initially by the tutor and then by the trainees. The session is then enacted by the trainees with the pupils and subsequently evaluated. This evaluation and reflection is a collaborative, as well as individual, experience, this is a key element of the Hope Challenge cycle. By reflecting on the common shared experience different perspectives and understandings can be discussed and the learning is more powerful as a result of this collective analysis.

Anticipatory Reflection

Dialogic Reflection

CollectiveDialogue

Context of content learning

Enacting theactivities and

practice

Preparing and Rehearsing

Analysing and Reflecting

Cu

mu

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PurposefulDialogue

Cri

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Refl

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Figure 1: Hope Challenge Cycle for Ambitious Teaching (Dialogic and Reflective)

Lampert,M, Loef Franke, M, Kazemi. E, Ghousseini,H, Chan Turrou,A , Beasley,H, Cunard, A, & Crowe,K(2013). Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching. Journal of Teacher Education 64(3) 226–243

Smith, J. B., Lee, V. E., & Newmann, F. M. (2001). Instruction and achievement in Chicago Elementary Schools. Chicago, IL: Consortium on Chicago School

Research.

Key Features of a successful Hope ChallengeFrom the Hope Challenge Projects already completed principles and key features are emerging for a successful and sustainable model.

Essential Enhanced

Head Teacher buy in LA / HMI buy in

Head Teacher meeting trainees at start of project Head Teacher monitors project

Staff sharing their knowledge and expertise of the context with trainees at the start

School Staff able to observe trainees and pupils across the projects

University tutor jointly plans the project with the trainees

School colleagues involved in planning

University tutor models the strategies University tutor models the strategies with pupils on a regular basis

Trainees practice strategies before enacting Trainees and pupils are filmed

Trainees reflect on their impact on pupil learning Trainees regularly reflect on impact with class teacher

Trainee holds a learning conversation with a pupil Trainees discuss pupil voice with class teacher and tutor

Trainees share reflections on learning and teaching with each other as part of a community of practice

Class teacher and head teacher are part of the community of practice reflections.

Links to other CPD opportunities at Liverpool Hope UniversityAs part of the project Liverpool Hope University will share relevant CPD opportunities with all partners to enhance and complement working together.

The Faculty of Education offers an extensive range of high quality Continuing Professional Development (CPD) opportunities for individuals and organisations working within the Education sector. All of our programmes are practice-based and impact driven in order to support high quality teaching and learning and school improvement priorities.

Our CPD portfolio is continually updated to respond quickly to national and local initiatives and has been designed to be delivered in a flexible way. We offer a range of delivery patterns to suit school preferences including:

• Conference days, twilights and weekend sessions delivered at our Hope Park Campus

• Bespoke programmes/consultancy delivered at Hope Park Campus or on-site training at your school

• Fully accredited CPD modules and programmes of study at Masters level.

All CPD courses offered by Liverpool Hope are based on inquiry and research into your practice and are designed to affect a real and lasting practical impact on the teaching and learning in your school and on school improvement. Many of our courses are co-designed and/or delivered by strategic partners including LAs, HMI and schools.

We are happy to make a visit and discuss your requirements with you at your school.

For further information please contact:The CPD TeamT: 0151 291 3061E: cpd@hope.ac.uk

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APPENDICES

APPENDIX 1: Case Studies 2014/15PRIMARYEAL Ranworth Square, Liverpool Birchwood C of E, WarringtonLead: Jacqueline Neve

AimsThe central aim of this project was to improve pupil confidence and competency in spoken language and listening skills, leading to greater progression across the curriculum. For our trainees the project’s principal aims involved developing EAL pedagogical knowledge, creating models of effective practice, building a self-assured expertise and a greater understanding of holistic teaching encapsulated by the Hope Teacher ethos. Finally, by building stable and nurturing relationships with our partner schools, we aimed to build a vibrant learning community based on collaboration. This approach would facilitate successful sustainable outcomes for all participants involved in the project.

Three trainees in their third year of the BA (QTS) programme supported four Year 3 and five Year 1 pupils with specific barriers to learning based on an EAL assessment framework for speaking and listening and teacher assessment of pupil self-esteem.

Impact / OutcomesThe immediacy of impact on pupils self-esteem, trainee confidence, positive class teacher and support staff feedback, became a key ingredient of success. In post evaluations all pupils, when re-assessed, had made between one and in some cases two levels of progress in speaking and listening. Further, class teachers in both schools commented on the personal impact of the project, in terms of their own practice (documented in post evaluations). Outcomes for our trainees were in some cases transformative when considering levels of confidence and competency recorded at the start of the project.

DisseminationThe success of the project has been disseminated through regional Ofsted good practice meetings, used as an example of good practice in Claire Holroyd’s NQT article: ‘New Practice for Teachers’ and finally presented as part of Hope Challenge Education in Challenging Times, seminar series attended by colleagues from across the University.

Sustainability The adoption by the school of new models of EAL pedagogy provides a clear model of sustainability. Our next steps are to disseminate the model of ambitious EAL teaching to all of our trainees through curriculum sessions and to disseminate this approach with more of our partner schools.

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Writing Our Lady and St Swithins Catholic Primary School, Liverpool St Andrews Primary School, WarringtonLead: Veronica Poulter

AimsThe writing project aims to increase writing attainment for children across the two key stages, and to provide trainees with enhanced experience of teaching writing in two very different schools. Nine trainees in their third year of the BA (QTS) programme were selected to support eight children in year 6 and eight children in Year 2 in OLSS, and four children in Year 4 and four children in Year 1 in St Andrews.

The children in OLSS were currently working below expected levels in writing, and the children in St Andrews were able writers that the school wished to challenge, believing them not to be achieving at their full potential.

Impact / OutcomesAlthough it is difficult to show impact in the relatively short time scale, by the end of the eight weeks the children, supported by the trainees, did produce work that showed a more sophisticated use of language than at the start. The trainees themselves felt that their work with the children had had a significant impact on their achievement. Here are some of their comments:“There is significant improvement within their writing style, as their sentences now include things like punctuation. Their confidence has increased dramatically, and they understand that if they struggle to say their sentence out loud first to ensure it makes sense. I feel my teaching has improved, and I have gained strategies on how to teach and improve writing.”

“The children’s attitude towards books and writing has improved. They are able to recognise mistakes in their own work. They have improved significantly in their use of descriptive words, and they were able to produce well written letters.”

“The children have grown in confidence when it comes to their writing and sharing their writing. They have improved in their writing by using more interesting adjectives, similes and metaphors for instance.”

The students also reflected positively on the impact the project had had on their own practice:

“Completing the Hope Challenge has enabled me to see the children’s progress in their writing over eight weeks, focussing on discussing their ideas before completing their written task. It has also increased my confidence when teaching writing. I feel I will be able to make my lessons more adventurous.”

Dissemination (including research)The writing project was shared with members of the Primary Steering Committee at Liverpool Hope University and its evidence well received.

Sustainability For this project, the brief was to improve the children’s writing because the schools wanted them to move from one level to the next. In future projects, we would like to make the interventions even more nuanced, so that we and the trainees are focusing on more specific areas of writing.

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MathematicsSt Augustine’s Catholic Primary SchoolBirchwood CE Primary, SchoolCroxteth Primary SchoolChildwall Valley Primary School Broadgreen Primary SchoolLead: Felicity Ackroyd

AimsHope Challenge mathematics project aims to support high attaining learners in Year 5 to develop problem solving and reasoning skills through engagement in rich mathematical tasks and challenges in small groups of two or three pupils. Nine trainees in their third year of the BA (QTS) programme were selected to support children in these schools. The trainees had one day training by a University tutor and were supported in their work with the pupils by a tutor from Liverpool Hope University. The children were identified by their schools as working at above age-related expectations and the purpose of the project was to provide children with opportunities to work collaboratively on extended, rich tasks which focus on the three aims of the Mathematics National Curriculum-fluency, problem solving and reasoning.

Impact / OutcomesThe programme was well received by all stakeholders. Trainees reported that they felt more confident after specific training to deliver the sessions with the pupils in school. High attaining learners in Year 5 were identified and worked with trainees in groups of 2 or 3. The pupils mostly scored highly on the entry attitude questionnaire as they generally enjoy maths lessons, commented that they like maths and find it quite easy and especially enjoy calculation lessons.

The children commented that they enjoyed working with the trainees on these specific maths investigations, puzzles and problems. The project was underpinned by the three aims of the National Curriculum and focussed on developing problem solving and reasoning skills through different investigations and activities to challenge their mathematical thinking. Pupils were encouraged to work collaboratively and use mathematical language to explain. Class teachers commented on the children’s positive attitudes and enthusiasm for the project. It worked especially well where children had been selected carefully by the class teacher.

Dissemination (including research)• Models and resources disseminated to partnership schools and Leading Maths Schools• A Hope Challenge Model of Ambitious Teaching disseminated through BERA (British Education Research Association)

Annual Conference 2015.

Sustainability • To further develop the programme with trainees in the next academic year• To interview the trainees after their next PPL to investigate the impact their work on Hope Challenge has had on their

whole class teaching and their confidence in working with high attaining learners in upper key stage 2.

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Grammar Ranworth Square Primary SchoolLead: Elizabeth Parr

AimsThe grammar project aimed to develop children’s grammar subject knowledge in preparation for the key stage two spelling, punctuation and grammar assessment and provide trainees with enhanced experience teaching grammar. Three trainees in their third year of the BA (QTS) programme were selected to support six children in Year 6 (equating to one third of the Year 6 cohort). These children were working below or significantly below expected levels in spelling, punctuation and grammar and most were identified as having a special educational need for learning.

Impact / OutcomesAll children made at least one level of progress in their grammar statutory assessments from their baseline with 50% making two levels of progress. The qualitative data demonstrates increased confidence in answering grammar questions and understanding of grammatical vocabulary. The data collected from the trainees showed increased confidence in teaching grammar and improvements in their own subject knowledge.

Baseline and End Grammar SATs Results

0Trainee 1 Trainee 2 Trainee 3 Trainee 4 Trainee 5 Trainee 6

2

4

6Baseline End

Dissemination (including research)The aims, structure and findings from the project have been disseminated with colleagues within university and with schools through the primary steering committee.

Sustainability The class teacher involved in the project has maintained contact since the project requesting advice and ideas to support his own grammar teaching. The next steps for the project would involve repeating the project and refining the materials with a further group of Year 6 children.

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SECONDARY Writing Rainford High SchoolLead: Karen Rogan

Improving Writing intervention and developing ‘pedagogies of enactment’ to progress PGCE Secondary Trainees’ teaching:

Target GroupA Year 7 nurture group of 14 pupils, identified as having low literacy levels, particularly in writing.

Aims1. To investigate the impact of a range of writing pedagogies which aims to develop pupils’ ability to generate more

detailed ideas for writing and to use these ideas to plan and structure extended writing outcomes.

2. To establish how the application of these writing pedagogies support the development of trainees’ deeper understanding of the barriers to extended writing and how to surmount these.

Time FrameThe project was delivered over a series of six afternoons. PGCE English trainees’ enactment and application of the pedagogies continued to take place during their second placement three months after the initial project.

Description of ProjectDuring the teaching sessions the Liverpool Hope English tutor modelled a range of pedagogies around narrative poetry to focus on pupils’ understanding of ‘story’; PGCE English trainees practiced and adapted these approaches with the pupils enabling them to experience a wide range of learning activities, including: responding to visual stimulus, using ‘Talk for Writing’, ‘boxing up’ planning and scaffolding of writing and independent application (silent writes).

Impact / OutcomesAlthough it is difficult to progress pupils’ learning significantly in a short time frame, benchmark and end of project data showed that 85% of pupils’ writing had improved in structure and organisation and in their ability to generate ideas for narrative writing. This was progressed through the range of pedagogical practice above but of particular effect were the trainees’ use of modelling, ’Talk for Writing’ and time limited ‘silent writes’.

The impact on pupils’ attitudes to writing was captured by observations made by the classroom teacher who described the following behaviours of the pupils:

• ‘They grew in confidence; developed ideas; were inspired; no longer see writing as ‘scary’; are open to editing and redrafting work‘ and she was ‘surprised at concentration levels during independent writing’.

• Pupil feedback also referenced a growing confidence in writing and a particular enjoyment of ‘silent writes’ where they felt there was space to think.

One of the focus for the Year 7 pupils’ writing was their use of connectivity and sequencing of ideas; they made some improvement in this but this remained challenging for them and was an area selected for reinforcement by their classroom teacher after the project.

The secondary trainees progressed their practice very effectively and continued to apply and enact the range of pedagogies during their second teaching placement conveying a sophisticated insight into pupil’s metacognition commenting that,’ it isn’t just about selecting the connective – it’s about their understanding of where their story or argument is going, so they need another box to help them articulate and then write this- it’s about the cohesion’. Other comments show how trainees reflected on their pre-conceived assumptions about pupils abilities. In ‘boxing’ up I had to teach them to bullet point they had no concept of how to note take’.

Further comments focused on the application of these pedagogies: ‘I am currently teaching descriptive writing with my GCSE Year 10 class. A pupil who has ASD struggles to place himself an ‘imaginary’ situation. On one of the first lessons I asked pupils to produce a piece of writing about being on a beach and he noted that we were not on a beach therefore he could not produce the piece of work. Thus, in the following lesson I had numerous stimuli and lots of Talk for Writing incorporated in the lesson. I played beach sounds in the background throughout and as a class we planned on the board discussing sensory description using imagery on the screen. This really benefited the pupil with ASD and allowed me to realise how to promote the same outcomes within the class.’ I had to teach them to bullet point – they had no concept of how to note.

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Sustainability The planning of the lessons led to discussion with the class teacher and Head of Department regarding the appropriate use of literature and pedagogical approaches for pupils with low literacy levels and the role of ‘story’ in their lives. This led to further discussion which supported the development of the whole school reading plan and the role and development of the school library. Trainees have furthered their understanding of pedagogies and their impact on pupils’ learning and have applied these in second placements and hopefully beyond.

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GCSE Mathematics InterventionHillside High SchoolLead: Mary Stevenson

Target GroupTwo groups of Year 11 pupils: C/D (35 pupils) and A/A* (12 pupils)

AimsThe school went into Special measures and Mathematics was highlighted as needing improvement. There was considerable turnover of mathematics staff, and teaching methods were not enabling pupils to develop problem-solving and reasoning skills sufficiently.

“GCSE results in 2014 in terms of the percentage of students gaining five grades A* to C, including mathematics and English, were disappointing. These represent a decline from 2013. The reason behind this decline was the performance of students in mathematics. Because … the department was inexperienced and students were not getting enough opportunities to solve problems, results in this subject dipped”. (Ofsted, November 2014)

Time FrameTwo days in consecutive weeks, Feb / March 2015. The project took place in school, and pupils were withdrawn from their regular timetable for the intervention work. This was arranged during PGCE Mathematics trainees’ Enhancement Weeks. The school identified content areas and target groups of pupils in advance and trainees prepared input and activities with tutor support.

A pre- and post-test of pupils was arranged by the school for two groups of Year 11 pupils: C/D (35 pupils) and A/A* (12 pupils).

19 trainees, worked in six teams, three teams for the C/D group and three for the A/A* group. Each team prepared content, activities and materials for one topic area.

The days were structured into three parts: two topics in the morning and one in the afternoon. Emphasis was on pupil engagement, active learning, and problem solving with a particular focus on moving pupils through various tasks and activities towards confident handling of relevant GCSE questions by the end of each session. Reflection on learning was built in to the activities using learning posters.

Impact

Pupils:• 88% of pupils improved their maths mark between pre- and post-test. Various contributory factors should be considered

here: both the intervention project and ongoing school input• There were very positive qualitative evaluations from pupils - many comments relating to enjoyment, understanding, and

confidence. They liked working with the Hope teachers.

School Staff:• There was very positive feedback from the Headteacher and Head of Mathematics. The Hope group was made to feel

very welcome in the school. They want us to repeat the activity next year.

Hope Trainees:• Trainees enjoyed working in teams in a supportive model• Trainees appreciated the opportunity to see each other teach and learn from each other – they have well-developed

pedagogical approaches by this stage of the course• Trainees enjoyed the opportunity to teach Year 11, to teach A/A* topics• Developed confidence working in unfamiliar surroundings and establishing relationships with new pupils • Working with smaller groups helped them to understand pupils’ misconceptions• Powerful learning experience.

SustainabilityThis model is to be further developed in 2016, in discussion with Hillside Head of Mathematics, to support and enhance learning in mathematics for pupils identified by the school.

The LHU Mathematics’ Tutor is to introduce a more explicit focus upon the use of a variety of pedagogies, to be used by the trainees with the pupils, and as a stimulus for discussion in reflection sessions.

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APPENDIX 2: Criteria for involvement

Criteria for Local Authority involvement

For the purposes of this challenge, the Local Authority must serve an area containing schools deemed to be in challenging socioeconomic circumstances or judged as requiring improvement. The Local Authority must commit to support and facilitate the agreed programmes and commit to sharing best practice.

All partner Local Authorities must be agreed with HMI.

Criteria for School involvement

Schools must be deemed to be in challenging socioeconomic circumstances (Pupil Premium at least 25%) or judged as requiring improvement or in a category.

NB. Other schools can be supported through other Partnership work with Liverpool Hope University.

The school must have capacity to support and facilitate the agreed interventions and commit to sharing best practice.

All schools approached must be agreed in partnership with the Local Authority and where appropriate relevant HMI.

Schools must agree to ensure the trainees are treated as professionals and that as far as possible sufficient steps are taken to ensure they are able to undertake the Programme work as agreed.

Schools should inform and get agreement from Governors and where applicable parents.

Criteria for trainee involvement

Trainees who undertake the Working Together for School Improvement Project agree to:

• Have proper and professional regard for the ethos, policies and practices of the school in which they undertake the project and undergo induction in the school.

• Maintain high standards in their own attendance and punctuality.

• Adhere to the safeguarding and child protection policies of the school Act in a respectful manner with pupils, school based, Local Authority, HMI and University staff, resolving any difficulties in a constructive and professional manner.

• Work as part of a team and co-operate with other professional colleagues.

• Reflect, research, monitor, provide feedback and evidence of impact.

• Complete tasks set and work undertaken.

• Show commitment to meeting agreed deadlines and time frames.

• To recognise the sensitivity of data and ensure it is used for the agreed purpose set out in the project guidelines.

• To maintain confidentiality and adhere to school policies.

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APPENDIX 3: Support Materials

House of Commons Education Committee - Underachievement in Education by WhiteWorking Class Children: Government Response to the Committee’s First Report of Session2014 - 15www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/647/647.pdf

Ofsted Initial Teacher Education Inspection Handbook:www.gov.uk/government/publications/initial-teacher-education-inspection-handbook

Ofsted School Inspection Handbook, September 2015:www.gov.uk/government/publications/school-inspection-handbook-from-september-2015

Unseen children: access and achievement 20 years onwww.gov.uk/government/publications/unseen-children-access-and-achievement-20-years-on

Ofsted Annual Report 2012/13 - The unlucky child - HMCI speechhttp://webarchive.nationalarchives.gov.uk/20141124154759/http://www.ofsted.gov.uk/resources/ofsted-annual-report-201213-unlucky-child-hmci-speech

Ofsted Annual Report 2014/15https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483347/Ofsted_annual_report_education_and_skills.pdf

Save the children – Too Young to Fail www.savethechildren.org.uk/sites/default/files/docs/Too_Young_to_Fail_0.pdf

Save the children – Born to Readwww.savethechildren.org.uk/about-us/where-we-work/united-kingdom/born-to-read

NCTL - Freedom to lead: a study of outstanding primary school leadership in Englandwww.gov.uk/government/uploads/system/uploads/attachment_data/file/364821/RR374C_-_Outstanding_primaries_5_years_on.pdf

NatCen - The identification of effective secondary schools in challenging circumstanceswww.natcen.ac.uk/our-research/research/identification-of-effective-secondary-schools-in-challenging-circumstances/

Education endowment fund - The teaching and learning toolkit, Early Years Toolkithttps://educationendowmentfoundation.org.uk/toolkit/

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APPENDIX 4:

Relevant Paragraphs from the Ofsted Initial Teacher Education Inspection (September 2015) Handbook

During stage one of the inspection, inspectors are likely to request evidence of involvement in the ITE partnership of schools, colleges and/or other settings in challenging socioeconomic circumstances and those judged as ‘requires improvement’. (Paragraph 25)

Judging the quality of an ITE partnership focuses on answering key questions including: How well does the ITE partnership prepare trainees to teach children/pupils/learners in schools/colleges or other settings in different circumstances, and for the age range, and/or subject(s)/specialisms for which they are being trained?(Paragraph 114)

Quality of training across the partnership: Inspectors must evaluate the extent to which trainees benefit from opportunities to gain practical experience of working successfully in schools, colleges and/or settings in challenging socioeconomic circumstances and those judged as ‘requires improvement’. (Paragraph 144) It is particularly important to gain practical experience of working successfully in schools, colleges and/or other settings in challenging socio-economic circumstances and those judged as requires improvement. (Paragraph 144)

Leadership and Management of the Partnership: The effectiveness of leadership and management is evaluated in terms of how effectively schools, colleges and/or other settings are engaged in the ITE partnership, including those in challenging socioeconomic circumstances and those judged as ‘requires improvement’.(Paragraph 145)

Inspectors must consider: how relentlessly leaders and managers pursue a vision for excellence focused on improving or sustaining high-quality provision and outcomes for trainees, for example through the rigour of the recruitment and selection process in recruiting high-quality trainees that meet the needs of local, regional or national employers and the needs of the wider educational community, including schools, colleges and/or settings in challenging socio-economic circumstances and those judged as requires improvement.(Paragraph 147)

Grade Descriptors

Quality of training across the PartnershipOutstanding: High-quality, complementary placements meet trainees’ needs very well and ensure that trainees gain substantial practical experience to develop their evaluative and practical teaching skills effectively in different schools, colleges and/or other settings in challenging socio-economic circumstances and those judged as requires improvement.

Leadership and Management of the PartnershipOutstanding: The partnership must include schools in challenging socio-economic circumstances and those judged as requires improvement; these schools are strongly engaged with the partnership.

Overall effectivenessOutstanding: The ITE partnership’s practice ensures that it engages strongly with schools, colleges and/or settings in challenging socio-economic circumstances and those judged as requires improvement as members of its partnership.

The Hope Challenge Partners

School of Teacher EducationLiverpool Hope UniversityFaculty of EducationHope ParkLiverpoolL16 9JD

T: 0151 291 3410E: ask-education@hope.ac.ukwww.hope.ac.uk/teachereducation