The school is ambitious for all learners (and staff). The keystones of its architecture could be summarised as the seven Cs: culture, curriculum, collaboration, coherence, consistency, challenge, care. A great strength of the school is its knowledge of the learning and social needs of its pupils and the many ways in which it addresses the effects of any barriers which prevent them from achieving their best – and not only academically. A culture of respect and empathy is evident and nurtured at all levels and the values of equity and excellence in diversity underpin the school’s principles and practices.

Senior leaders state that challenging learners “always starts with curriculum design”, complemented by evidence-based “teaching to the top” approaches to pedagogy and assessment which “don’t limit but scaffold”. Curriculum and pedagogy are under constant review and evolution (for example, a recent influx of Hong Kong students led to the addition of Chinese/Mandarin lessons and a history module on Hong Kong). The National Curriculum forms a basis for curriculum content but is not a straitjacket. Day-to-day teaching frequently draws on wider cultural references and contemporary issues in society as well as promoting language skills and fluency in the specific discipline (“Think and write like an expert”).

All teaching and assessment approaches and models are reviewed and adapted as necessary for different learning needs and, against a backdrop of challenge for all, include:

• Purposeful Learning Steps
• Knowledge Organisers
• Purposeful Talk
• FIT (Focused Independent Time)
• Purple Pen Uplift – a strategy for peer- and self- formative assessment which has had a strong impact on learning and outcomes.

All developments have evolved over time and been subject to strong quality assurance and evaluative processes. Planning and implementation is executed through strong collaboration and collegiality, led by highly competent middle and senior leaders, and supported by a strong continuing professional learning programme. Leadership roles which are closely linked and aligned, as well as including specific roles focused on, for example, Pupil Premium, More Able, Inclusion.

A focus on the development of high-level language and literacy skills is another strength of the school and contributes to the progress and attainment of learners whose language confidence and competence is not commensurate with their ability. The range of tools for learning and language development used in lessons impacts very positively on such learners. Teachers are well-aware of the importance of “cognitive talk” and schemes of learning comprise explicit emphasis on developing language and literacy in individual disciplines and through, for example, the Purposeful Talk strategy.

Wider school developments and enrichment opportunities further strengthen language development. The Learning Lounge (library) plays a central role in the school, both in supporting subjects (e.g. through associated reading packs) and providing staffed extended study time for those who want it. Other initiatives include:

• Teachers modelling reading aloud after registration in Years 7 – 10;
• Two “reading weeks” each year with books chosen by pupils and reading for the first ten minutes of the lesson;
• Lunchtime activities in the Learning Lounge (library), including Listen at Lunch sessions (teachers reading from their favourite books);
• Lunchtime book swap;
• Timetabled “reading lessons”.

Toot Hill has an extensive and diverse programme of enrichment opportunities beyond the classroom (e.g. More Able Lecture series, visits from writers and other professionals) and beyond the school, for example visits to Parliament, theatres, trips abroad, business links. No pupil is denied access to such opportunities due to lack of funds and the participation of all pupil groups is monitored.

The school prioritises and takes systematic steps to gain an understanding of what its pupils bring through the school gates – the enablers and the barriers to making the most of their school experience and to realising their potential. Staff are knowledgeable about these barriers and the circumstances which may hold a young person back. Data is shared sensitively and purposefully and with the intention of putting in place support and additional resources. It informs teachers’ planning (all staff planners comprise relevant information about pupils) and the provision of additional support and enrichment.

School improvement at Toot Hill is always viewed and reviewed through the lenses of disadvantage, high ability and challenge. Alongside subject knowledge, planning includes the development of skills such as resilience, independence, problem- solving, creativity and an ability to conduct reflective evaluation. There is a highly regarded, progressive Personal Development Programme in all year groups along with a programme of careers guidance.

Much thought is given to the support of every pupil and there is access to a range of services to support SEND, mental health and general wellbeing, as well as a system of regular personal pupil reviews with form tutors which includes discussion of barriers to progress such as issues with attendance.

Expert HLTAs and teaching assistants and a well-resourced Learning Support Department and SEMH base, The Hub, have demonstrable impact on learning and outcomes. Teaching approaches and curricula are adapted and informed by detailed knowledge of learners’ additional needs and HLTAs specialised in areas such as ASD and literacy.

The voice and views of learners are a strong feature of the school and care is taken to try to ensure that more able learners and those who face barriers to learning are included and listened to. Learners’ views and participation are sought out in relation to issues such as recruitment, changes to teaching and learning impact reviews. Learners take on active roles through the student leadership/prefect system, presentations in assemblies, librarian roles and leading enrichment activities.

NACE is proud and privileged to work Toot Hill School as part of our network of leading schools which are key partners in working towards our vision of ensuring all young people have the opportunity to develop their abilities without limits – no matter what barriers to learning they may face and no matter what school they attend.

To share your school’s experience of working with NACE,
contact communications@nace.co.uk