Evidence for Leadership of History at The Berkeley Academy

Evidence for Criteria 2 Leadership of history at The Berkeley Academy.

2.1 Status of history There is evidence of the importance of history amongst the year groups at The Berkeley, as seen in the attached curriculum map. It shows how history fits into the themes that all year groups work towards. The changes in the curriculum and leadership here started a review and alterations in the history curriculum. The key stage 2 history now flows through a more chronological order to help the children s understanding of the passage of time. It is continually changed and edited, with our current focus trying to include more local history of Crewe and the surrounding areas. The school has also taken part in history competitions, notably, having several children s work published in the national time travelling tales book. Through consistent support and termly reviews and meetings with SLT and Governors I am able to steer history into the right direction and it has been pivotal in my development as a leader and the status within the school.

2.1 Status of history: Assemblies The status of history at The Berkeley Academy can be seen through the consistent focus of history as the topic of assemblies. Attached are examples of assemblies with a strong history theme. See Appendix 2

2.1 Status of history: Parental Feedback My child enjoyed learning about The Vikings this year. I think its really good, thorough and nice that it was a local trip I think its important for children to know what happened in the past to understand how events have helped define countries. The Berkeley covers a wide range of history topics, all of which are taught in a fun way-its great to see this in class assemblies

2.1 Status of history: Parental feedback History seems to have become a greater focus in the past few years. Previously it was not as prominent in the topics taught it appears to be a quite broad spread of history taught at The Berkeley both of my children have been inspired by the history topics that they have covered this year. With this in mind I feel that the Berkeley have done a brilliant job with history this year I like how The Berkeley teaches hands on history. The models and posters etc She enjoyed the visit from Bernard Morgan very much. He s not just written words, he was really there and saw it. She was amazed.

2.1 Status of History Throughout the school it is evidenced that history is embedded and promoted throughout the learning environment. It is celebrated and displayed as part of the school ethos and in communal areas and classrooms to encourage discussion and support learning. See appendix 2

2.2 Organisation and management There are structures in place to help organise history. Designated subject leadership time Action plan review sessions Planning at a medium term basis Book monitoring and assessment Well organised resources CPD

2.3 Self Evaluation and Monitoring Self evaluation is crucial here at The Berkeley, with staff given management time each term to scrutinise, review and observe how the subjects are taught. During the management time, there have been observations of history lessons taught, and the books have been scrutinised and assessed against our curriculum goals. (see appendix for attached evidence of observation and book feedback from subject lead.) Staff are also encouraged to create action plans year and review them termly. These action plans are tied into the school development plan and are reviewed by SLT frequently to ensure that they are aspirational and achievable.

2.3 Self Evaluation and Monitoring: Governors History is frequently discussed within governors meetings, and a report is created for each termly curriculum committee to give the governors a taste of what is going on at the school. (appendix reports) The link governor frequently has meetings with the subject leader to discuss the role of history and to challenge and observe the assessment and teaching of the subject within the school. Findings are shared at meetings with access to the link governor report. (appendix reports)

2.3 Self Evaluation and Monitoring : Scrutiny and assessment Work analysis is undertaken frequently, with teachers providing the subject lead a variety of childrens work from mixed abilities and those deemed to be in vulnerable groups (FSM, SEN, PPM, EAL etc) Analysis is then returned to the staff using meetings to discuss the areas for development and strength. Scrutiny of autumn 2017/18 highlighted that marking was an area for development. Assessment at The Berkeley has taken on an expanded roll within the school this year, with all the curriculum skills now tracked and assessed online using the iTrack tool. This, combined with tapestry in nursery and early years, highlights trends and targets and makes progress and attainment much easier to monitor and analyse for the subject leader. (see attached appendix of data analysis Summer 2018)

2.4 Support of staff Subject lead provides support for staff, particularly with regards to planning and assessment of lesson structure. Resources have been provided for year groups to enhance children s enthusiasm and desire to learn more about the subject. Discussions had with staff about how to support children with any issues or to stretch higher ability children. I have personally supported staff with the delivery and structure of lessons and provided example lesson plans and structures for the staff which has helped to support their development and confidence with the subject.

2.5 Impact of CPD School is becoming a more active HA member, and the lead is feeding back the support from the HA to the staff at a class level as well as for the whole school. History lead has links with secondary and local primary cluster history leadership and has shared plans, book feedback and assessment format. Lead able to, and encouraged to, attend history cpd, and in recent years has attended conference and had indepth discussions with senior members of the association.

2.5 Impact of CPD Monitoring and CPD has had the following positives Increased enjoyment of subject by children More pertinent assessment of subject by staff as a result of feedback Improved chronological teaching Wider range of subjects taught Closer school-home relationship

2.6 Parents and media Parental feedback is valued and sought, at parents evenings and during the end of terms. In section 2.1 there is evidence of positive feedback from parents. See appendix for attached feedback document. Parents are frequently invited into the school to witness the historical work that the children have done within the school. After assemblies parents and guardians are encouraged to come discuss what the children have done within their classrooms and look at their books. Following the feedbacks return it was assessed and a further drive for more local history projects was established. Furthermore, history of the school itself took on a much bigger roll as a result, with the schools fiftieth anniversary being a huge driver for this years curriculum.