The impact of improved teacher quality on pupil progress

In 2013 the percentage of pupils achieving Level 4 or above in reading, writing and maths at Ainslie Wood Primary School was well below the 75% Local Average. At just 43% drastic changes were needed to improve pupil progress.

One of these changes was the re-structuring of the Senior Leadership team to separate Teaching and Learning. “When I joined Ainslie Wood in 2014, 60% of teachers were rated as inadequate and 35% required improvement,” explains Claire Phillips, Deputy Headteacher.

A change of approach was required. A key move in bringing about the change was joining the Whole Education Network where Ainslie Wood were introduced to IRIS Connect. By July 2014, there had been a dramatic turnaround: 90% of teaching practice was rated as good or better with 5% rated as outstanding. In addition, the percentage of pupils progressing to Level 4 or above in reading, writing and maths rose to 78%, just 3% shy of the Local Average.

This phenomenal rise from 43% to 78% meant that Ainslie Wood were the third most improved 2-form entry school in the country in 2014. “We made a lot of effort to make sure that videoing practice was phased in positively. We made it part of our whole school CPD strategy and let people know that it was all about moving them forward as a teacher. We spent time building trust and gave people the option to be videoed and didn’t make any of it compulsory,” describes Claire.

If you enjoyed reading this and found it helpful, join our newsletter to receive new articles straight to your inbox.

You may also share this article on social media or with anyone who may find it helpful:

Why not subscribe to the EQuis in Education Newsletter and receive professional learning resources, interesting news, views and blogs.

© 2022 EQuis In Education, all rights reserved  |  Equis Consulting Ltd 76 Adela Ave New Malden Surrey KT3 6LD