Getting to Good

We wanted to know if a five-form entry primary school was able to get a consistent approach to teaching and learning practices to give our children the best.

Eldon Primary School

SITUATION

Eldon Primary School had previously received two Requires Improvement judgments from Ofsted, highlighting issues with teaching consistency and quality. The introduction of online training on Rosenshine’s Principles during the Covid-19 lockdown prompted a reassessment of teaching practices, leading to a shift from activity-led methods to evidence-based techniques.

THEORY

Rosenshine’s Principles were identified as pivotal for transforming teaching and leadership practices. If Rosenshine’s masterclass training was effectively embedded into school policies, then it could significantly improve the professional development culture. The WalkThrus toolkit was adopted to align teaching techniques with Rosenshine’s research, providing clear, research-informed strategies to enhance instructional practices.

ACTION

Following Tom Sherrington’s Rosenshine Principles masterclass, the school revised its teaching and learning policy. During the April 2020 lockdown, teachers engaged with training videos and participated in reflective discussions. From September 2020, WalkThrus were introduced to the Senior Leadership Team (SLT) and Middle Leaders. Key initiatives included launching Questioning techniques during an INSET day, implementing strategies such as Cold Call, No Opt Out and Say It Again Better during subsequent lockdowns, and focusing on "Think, Pair, Share". This work was underpinned by a whole-school team coaching programme. A structured annual plan was developed, including thematic focuses for each half-term and ongoing reflection activities.

RESULTS

The transformation led to a more positive school culture where teachers embraced low-stakes observations and engaged in honest reflections. There was an increase in professional dialogues focused on teaching and learning. Staff reported significant improvements in their teaching practice, with experienced teachers noting it as the best in their 20 years of teaching. A common language around teaching developed, and Ofsted recognised the school’s progress by awarding a GOOD rating. However, challenges remained with the appraiser-coach system due to role conflicts and insufficient regular lesson visits.

TAKE-AWAYS

Engage Leadership

Involve the Senior Leadership Team (SLT) and middle leaders in training to foster a shared understanding and common language.

Focus and Flexibility

Prioritise impactful strategies and maintain flexibility in planning to adapt to evolving needs.

Effective Resource Use

Utilise resources such as Google Slides or videos effectively, but avoid using multiple resources in the same session to prevent confusion.

Team Coaching

Shift from 1:1 coaching sessions to team coaching for more effective professional development, with exceptions for Early Career Teachers (ECTs) and trainees.

Address Role Conflicts

Review and address any role conflicts in the appraiser-coach system to improve its effectiveness.

PROFILE

Eldon Primary is a 5-form entry primary school in Edmonton, North London, serving a diverse student body with 90% of pupils having English as an Additional Language (EAL) and 58 home languages. The school faced challenges in teaching quality, reflected in two Requires Improvement judgments from Ofsted (2012-15), with a review conducted in 2018-19.

Written by
Natalie Hussein, Assistant Head Teacher