LTA cluster development – Exemplification
Mintlaw Cluster Primary Schools have worked collegiately on a number of different themes for a number of years.
The schools work together on aspects of school developments where there are aspects of joined up thinking and sharing of workload. We also share good practices that are happening in our schools.
For the past 3 years, we have been working on a self-evaluation project which looks at making links across the self-evaluation process. It has allowed us to evaluate all of the QI’s and themes within the 3 year period. Parts of the project allowed us to evaluate what schools did during lockdown and evidence the good work that had been done whilst also what we could do better next time. The cluster heads also looked at the management and core leadership themes as a group.
As the cycle comes to an end this session, we plan to evaluate the project and look for next steps to enhance the process and further encourage collaborative working across Mintlaw Schools
Since becoming part of the Executive group for Learning, Teaching and Assessment, we have taken the time to go back and evaluate what we do on a daily business. From staff surveys, discussions and evaluations as well as pupil surveys and discussions, it has allowed us to identify what our strengths are and where there .is room for improvement.
For the INSET in November, Mintlaw Schools organised and led a whole cluster Primary day looking at the 4 key quadrants for learning and teaching. This was an invaluable day, allowing colleagues form across our 11 schools to share in discussion, share good practice and learn from one another. Cross cluster groups looked at each of the 4 quadrants and thought about what each statement looked like in each of our schools. Where were the similarities and where were the differences? From this piece of work it was clear that the statements meant something practical to them. Staff could make the connections between what each quadrant was looking at and what it looked like in their classes and the school as a whole. It brought a sense of we are doing a good job in our schools but realising there are things we could do better.
Staff used Jamboard to provide quick and instant feedback throughout the day to allow us to get a sense of what had worked, what could be better and what they thought the next steps would be. Feedback was very positive and staff appreciated opportunities to discuss, share and showcase the work that is going on around the different school. The fact that they wanted more time to complete the task and discuss these further showed that staff across the schools are keen to further progress what we all went into the job for – to make a difference.
