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Hunter's Bar Junior School

Producing research, evidence and knowledge

 

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The Sheffield CPD Excellence Hubs programme 2017-22 (TLIF funded)


HBJS are a CPD Excellence Hub for Sheffield, supported by the Teacher Development Trust.  Over the three years, the CPD Expert Advisor, Alex Beauchamp, supported by Michael Watson and the TDT organisation, helped seven schools to improve their CPD leadership, culture and processes. The overarching aim was to improve student learning, increase teacher morale and support sustainable, long-term school improvement.

 

Below provides an overview of the programme plus a case study showing the impact in Hatfield Primary School in Sheffield.

Hatfield Case Study

Collaborative Lesson Research - maximising the impact

of Lesson Study (2016-18)

 

Teachers, over a three-year period, engaged in multiple Lesson study CPD programmes. Collaboration groups were involved in:

 

  • diagnosing academic, behavioural and attitudinal barriers
  • researching the evidence behind barriers and potential strategies
  • planning evidence-informed lessons 
  • delivering collaboratively planned lessons
  • reflecting and adapting lesson planning
  • evaluating the impact of the lesson study

 

Examples included:

 

  • How reading strategies can impact on problem solving success
  • A study into the impact of  teaching strategies focusing on sentence accuracy
  • The role of manipulatives in maths lessons
  • How independence can be fostered for children in maths
Lesson study presentation for Shefield Hallam University

Year 3 and Year 4 - 1:1 Fluency in Reading Project 2017-20

 

In 2017, as part of an inquiry project within the SWIP, HBJS defined the following enquiry question: 

 

What impact will CPD dedicated to developing evidence based reading strategies have on the fluency of vulnerable readers?

 

The project resulted in the creation of a set of researched informed principles and techniques that all adults could use when reading 1:1 with pupils. This was extended further by inviting parents to attend reading workshops and to trial out the techniques at home. 1:1 reading is now used throughout the year groups and is viewed as a high impact strategy for helping pupils improve the fluency of their reading.

 

HBJS_Fluency_in_Reading_project.

Ten ideas for using research in your school

Written by: Alex Beauchamp | Published: 16 January 2020
 How do we engage teachers with research? And how can we turn this engagement into impact? Alex Beauchamp offers 10 principles for developing research-informed professional learning
 
May 2019
 
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November 2018

 

 

TLCs -  A vehicle for improving children’s outcomes one habit at a time

 

In this blog, Alex Beauchamp explores a CPD approach that he and his colleagues have been using at Hunter’s Bar and that he has been sharing with schools across the Sheffield and Doncaster region, with a foreword from Dylan Wiliam.

 

Youth Sport Trust Innovation School network
research project (2017)
 
The YST Innovation School network is about developing a culture of collaboration and professional dialogue. Working together to use the power of PE and sport to improve wellbeing, achievement and leadership through school based research and collaboration.The schools involved in the network will work across seven areas of specialism, using the power of PE and sport to improve young people's aspiration, attainment, achievement and employability.
 
HBJS was identified as a successful practitioner within the field of physical education and sport. As such, we have been invited as one of only four Primary/Junior schools nationally to join the network during its first year.
 
Schools joining the Youth Sport Trust Innovation School network, are invited to identify one strand as a specialism. This could be either an area where success has already been proven, or it may be a new area that has been identified as a priority for the school. HBJS have chosen to use the enthusiasm and engagement of learners to identify weaknesses and make improvements in physical education and see if this can be transferred to other areas of the curriculum.
 
Innovation Schools need to have the commitment to make the work a key focus of the school's development over the next three years and the capacity to share learning throughout the network.
 
Having completed our first year of involvement in the network, we would like to share with you our findings from this research project.