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City of London Academy, Highgate Hill

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City of London Academy, Highgate Hill
City of London Academy Highgate Hill is a mixed non-selective Academy within North Islington. The Academy is diverse and located in an area of higher than average deprivation. We are part of the City of London's Multi-Academy Trust and the Trust has been working hard to narrow the skills gap highlighted in a Nesta report commissioned in 2018. COLA Highgate Hill has been working with Skills Builder for four years in an effort to achieve a common language when talking about skills and to raise the profile of education where skills are developed. Our focus as a school this year was to continue to develop work around the three C's - Creativity, Collaboration and Communication and using Skills Builder to facilitate this by: 1. using tracking more to see the impact of skills development through specific projects, (The Barbican Creative Collaborative) 2.increase staff and students monitoring and rewarding skills.
Overall impact
The development of essential skills has been a priority this year and fully supported by our senior leadership team. I believe the whole school feels much more comfortable, (and knowledgeable) when talking about essential skills and students and staff are continuing to develop a common language. This is now being reflected in regular audits and learning walks with the majority of departments where they can clearly explain the rationale in their SOW for the teaching of essential skills. We have now created an action plan for 2023-2024 with non-negotiables around skills development. The introduction of Skills Weeks where good practice is shared and the introduction of achievement points and certificates for students when the essential skills are being developed effectively has allowed students and staff to focus more tightly on the next steps. The Accelerator programme has helped me to strategically develop a whole school approach to essential skills. It would be fair to say Highgate Hill is seen as a leading school within the Trust in this area and we were asked to deliver a presentation on exemplary practice within the MAT.
Keep it simple
We have successfully encouraged the tracking of skills development in PSHCE and English and in 2022-2023 have widened the tracking of skills to more departments. Skills Builder posters are in all classrooms and communal areas. Skills Builder icons are embedded into all lesson presentations and referenced by staff and students. We have doubled the number of Fusion Skills weeks throughout the year where staff and students showcase best practice in lessons, trips and projects where Fusion Skills are developed and the skills are referenced. We give achievement points where skills have been used and students are awarded certificates at the end of each term. Staff CPD has been focussed on how we can develop Fusion Skills among our students, with an emphasis on communication, collaboration and creativity as well as Aiming High and Staying Positive.
Start early, keep going
All departments must reference which skills are being developed at the various stages of their schemes of work - this is for all KS3 & KS4 SOW. SOW are planned as part of a spiral curriculum where knowledge and skills are revisited throughout the year, (and between years) to ensure students are constantly developing essential skills. Parents are aware of the various initiatives we have put into place through newsletters and emails home. We have sent links to the Skills Builder website to parents and invited them in during initiatives such as careers week where our work on developing essential skills has been shared. Students are tracking their skills in pilot subject areas and this is being broadened in 2023-2024 as per our new Fusion Skills Action plan.
Measure it
Departments use their own tracking tools to measure knowledge and skills development: We use a variety of different assessment approaches which assess a variety of different fusion skills e.g. speaking assessments, annotation assessments, writing assessments, analysis assessments. Most departments now use a 'before learning' strategy to capture where students are before topics are taught. There has been a focus on questioning techniques this year and this has been used effectively by staff and best practice shared in terms of skills development. We work with Voice21 and Unifrog who use Skills Builder as part of their framework - the intention is to continue to use tracking tools within Skills Builder for some collaborative projects next year.
Focus tightly
Staff pick skills and steps to teach to their students in the lessons. They include visuals to make this clear, many screenshot the step from the Univeral Framework. This is seamless with their wider learning. Every half term SLT visit classes and there is an expectation that it is clear what skills are being taught during that lesson. Staff are expected to make it clear to students what step is being learned and also why this is important, to link learning to the wider world such as uncertainty with future careers because of new technologies like AI. As part of performance management, we look at the consistency of teaching of skills within classrooms/departments, there is an expectation during observations that the teaching of skills is explicit within the lessons. Every SOW and lesson plan has the skills being developed and written into them. A performance management target for all staff is "I can clearly show the progress of skill development with students".
Keep practising
We plan group work into all of our SOWs and make sure this is conducted in a productive and supportive way. We use a lot of talk in lessons and, as departments, celebrate rich discussions which might deviate from the original lesson plan. We work hard to ensure our curriculum is diverse and representative of as many voices and experiences as possible to engage students and support their wellbeing, (aiming high and being positive) We further skills development beyond the classroom with our enrichment opportunities after school such as, Jack Petchey Speak Out Challenge, Speaking Out Year 9 Poetry Slam, Culture Mile and Barbican SOW collaboration, students attending Debate Mate competitions and events, National Space Rocket competition, to name but a few. All classroom/enrichment opportunities are linked to the essential skills with reference to the icons and using Skills Builder videos - this is especially true in PSHCE/Careers topics. Since we are in area of high deprivation, there has been an emphasis on raising the cultural and creative capital of our students through trips, enrichment as well as collaborative projects with outside providers inside and outside the classroom. As well as developing their essential skills, this has also helped us to promote positive mental health and wellbeing within our community.
Bring it to life
This year we held a careers week with professionals from a diverse range of professions - all were briefed to share with our students the essential skills they have developed through their education/careers. Year 10 are about to embark on work experience and they will be asked to reflect on the essential skills they developed on their return. Careers education runs across the whole school in PSHCE as well as other subject areas - outside providers are used, (such as Into University) who facilitate workshops with all year groups to develop skills and embed skills development. Enrichment is linked to the skills and there is reflection time built in at the end.
What's next
Priorities 2023 - 2024: Creation of a Skills Action plan. Continue to celebrate skills regularly - Friday briefing (sharing best practice with skills development), ACS highlights, weekly Fusion Skills nominations, assemblies, certificates/rewards. Ensure staff have clear plans within their departments to develop students? skills (SOW/lesson plans continue to be updated) and broaden this to enrichment groups (clubs after school will now have to clearly track the skills that were developed during the enrichment activity.) Impact continues to be measured through termly learning walks and staff/student feedback. Focus on skills in lesson observations.
Greater London
United Kingdom