Feeding The Pig

Creating a culture of improvement through judgement-free professional learning.

Heolddu Comprehensive Scool

SITUATION

High-stakes observations and frequent scrutiny hindered genuine professional development at Heolddu. Teachers focused on surviving observations rather than enhancing their practice. Recognising these issues, the leadership aimed to transform teaching by fostering a culture of improvement. They sought to equip teachers with research-informed strategies and dismantle performative practices by developing a robust peer coaching model.

THEORY

Teaching at Heolddu had shifted to a performative practice, lacking a clear causal outcome from evidence-based strategies. The leadership team aimed to establish common principles from cognitive science, inspired by Willingham, Rosenshine, and Engelmann. They based their approach on five core strategies from Teach Like A Champion to enhance academic rigour, creating a blueprint for a new coaching programme. In March 2020, the school introduced Teaching WalkThrus, focusing on Explaining & Modelling to embed effective teaching practices, supported by a structured professional learning curriculum, and emphasised alignment and managing system tensions.

ACTION

The Senior Leadership Team (SLT) united with the objective of prioritising teaching and learning. They formed a team of 14 volunteers who embraced the WalkThrus methodology and began experimental coaching cycles, initially focusing on Explaining & Modelling. To build trust, the school established a Google Site for resource access. The SLT launched The Impact Cycle, an Instructional Coaching programme featuring the WalkThrus playbook. They allocated time for teachers and coaches, enhanced self-paced professional learning with a focus on cognitive principles, and introduced 50 "Make Your Own WalkThrus" strategies. Adjustments to quality assurance and performance management ensured alignment with the formative learning approach, and outreach expanded to nearly 200 schools in Wales.

RESULTS

Insufficient time for familiarisation and resistance to standardised resources were notable pitfalls. Leadership underestimated the time needed for effective implementation. Despite these challenges, teachers widely adopted the toolkit and actively used it to improve practice. A common language emerged, and teachers gained confidence, articulating their approaches more clearly. The school gained deeper insights into its operations, and teaching standards improved, although ongoing assessment is necessary. Staff testimonies are overwhelmingly positive, reflecting a shift from merely weighing to genuinely improving.

TAKE-AWAYS

Think big, start small

Building a critical mass before seeking widespread buy-in is crucial. Success fosters confidence and facilitates broader acceptance.

System alignment

Maintaining a "golden thread" tying together various initiatives isessential for sustaining momentum and ensuring coherence.

Hold your nerve

Transformation requires time and perseverance. Staying committed to the long-term vision is vital, even when facing initial setbacks.

PROFILE

Heolddu Comprehensive School, an 11-18 community school in Wales, serves a small area characterised by deep-rooted deprivation. Previously in Estyn special measures from 2012-15; reviewed in 2018-19.

Written By
Adam Johnston, Deputy Head