Those who have had success with TEEP share their journeys here through case studies, published articles and sound bites.
Primary
St Laurence’s CE Primary School, Coventry
St Laurence’s CE Primary School was part of the pilot phase of the EEF project and saw a dramatic improvement through the hard work of the staff and students, with TEEP a key element in this. The school’s local newspaper spoke to headteacher Mitch Moore in March 2013 – read more here. Mitch describes the impact of TEEP here.
Churchfield’s Primary School, Beckenham
Churchfields Primary School has been using the TEEP model for nearly a year now. Tom Hyndley, headteacher, describes how it’s been implemented. ‘Teaching has become less didactic and pupils are playing a more active role in lessons. The balance of pupil and teacher talk has shifted so that pupils don’t spend too long passively listening to adults…’ Read more here.
Secondary
All Saints Academy, Dunstable - ‘Following TEEP training, observation results went from 52% ‘good or better’ to 72% ‘good or better’. Following another set of observations at a later date, this increased to 90%.’ TEEP has been successful in student-teacher engagement. Teachers are now being more reflective, aided by the knowledge of effective teacher and learner behaviours. Leadership have implemented many strategies to keep TEEP alive, including a ‘TEEP PEEP’ that concludes the weekly staff meeting. Level 2-trained staff have implemented a coaching and mentoring group and have TEEP group sessions where resources are shared.
In addition, learning walks have been restructured to match the six sections of the TEEP learning cycle. The cycle has also been added to the Ofsted criteria, the lesson plans and the lesson observation documents. Teaching staff at All Saints encourage students to be observers, to help them become students as learning partners. It is vital that all teachers at the school have a student’s perspective of their teaching.
Excelsior Academy was judged ‘satisfactory’ in January 2011, and ‘good’ in January 2013. Tracey Kelly, the academy’s Subject Development Leader and TEEP Co-ordinator says ‘TEEP is having a very positive impact on the staff and pupils at Excelsior Academy. Staff at all levels embraced the pedagogy behind TEEP and many enjoyed the level one training so much that they were keen to complete the level two training. In November 2012, sixteen staff completed the level two training and as a result we now have coaches in each school working with staff to thoroughly embed TEEP. Staff training and CPD is TEEP-focused and we received a ‘good’ judgement from Ofsted in March this year for teaching and learning (previously ‘satisfactory’). Our long-term aim is to ensure that TEEP continues to develop and thrive in the academy, with all new staff receiving their level one training and moving some staff on to level three.’
Freebrough Academy, Brotton - The statistics: over three years, ‘outstanding’ lessons increased from 16% – 26% and ‘inadequate’ lessons dropped from 20% to just 3%. During this period, the percentage of students attaining 5 GCSEs A-C rose from 66% to 91%.
Without doubt TEEP has made a difference to Freebrough Academy. There is now a common language for teaching and learning for the whole school with every member of staff involved. There has been cross-faculty working and TEEP has been the cement to do this. Teaching and learning dialogue is now engaged in, across the whole school. The headteacher has been passionate and engaged about TEEP at every level of school and made sure to include it on every agenda. The deputy headteacher has introduced TEEP to students from day one.
At middle leaders’ meetings there is no mention of behaviour issues – just effective teaching and learning. TEEP has been the vehicle to do this and the resultant improvement in teaching and learning has in itself received plaudits from Ofsted inspections. The headteacher noted the need to ‘hold your nerve’ under accountability pressures as sustainable results are invaluable compared to overnight initiatives.
Student engagement is up – students have commented how enthusiastic teachers are and how real learning is now taking place. TEEP framework has been the simple and biggest thing to make that next leap to ‘outstanding’ and make this sustainable. We spoke to Deputy Principal Lynne Athey about the impact TEEP has had at Freebrough – read more here.
Following TEEP training, Hartford Church of England High School are working at putting more learning into the hands of the students. This has begun with students and staff working together to produce a learning tool focusing on ‘The Hart of Teaching and Learning’, which articulates effective learner and effective teacher behaviours. This will be displayed in each classroom and around the school.
‘The response from the staff has been exceptional. There is a real positive vibe in the classrooms’
Keith Simpson, Deputy Headteacher
Melksham Oak Community School began their TEEP journey with a whole school level one training programme in November 2011 and have moved from grade four (‘notice to improve’) to grade two (‘good’) in less than three years. They now have their own team of TEEP trainers and have become a TEEP training school. Read more by clicking on the links below.
A TEEP Beginning | The Impact of TEEP | The TEEP Journey
Red House Academy, Sunderland have a clear ambition for whole-school improvement, and are looking to further increase the proportion of ‘outstanding’ teaching. TEEP has undoubtedly made a difference to a number of their teachers in many ways. Of the four teachers deemed to be ‘outstanding’, two were TEEP level 2-trained.
Six months prior to TEEP, Red House Academy were given ‘notice to improve’, with 55% of lessons deemed ‘good’ or better. The academy’s most recent Ofsted report indicated a significant improvement from 55% – 84%, validating an internal observation result of 80-82%. Ten teachers improved from ‘satisfactory’ to ‘good’.
TEEP has been continued and sustained through TEEP PEEPs, learning maps and reviewing post-TEEP training school policies. Mark Cooney, Vice Principal, emphasises the importance of changing the mind-set and helping teachers identify what is legitimate learning behaviour in different situations – echoing cutting-edge teaching and learning theory. Read more from Mark here.
The Royal Docks Community School is creating a culture that enables teachers to be the best that they can be and to develop their expertise. Following whole school training, ‘TEEP it Real’ badges are awarded where there is evidence of TEEP practices in the school’s classrooms. These are awarded by SLT – formally, when on learning walks and informally – when good practice is witnessed.
‘Our main focus is to move good teaching to ‘outstanding’. The staff are used to taking risks and being innovative and TEEP is helping them to do this more consistently’ Michala Aylward, Assistant Headteacher
RSA Academy Arrow Vale, Redditch - Since the introduction of TEEP at RSA Academy Arrow Vale, in-house grading of lessons has found 97% to be ‘good or better’ and 50% to be ‘outstanding’. Three years ago, only 50% of lessons were deemed ‘good or better’.
TEEP has had an enormous impact on teaching and learning, and more. Three years ago, the school had experienced very considerable turbulence and was facing many challenges. However, the introduction of TEEP to build on a previous teaching and learning model has created consistency and dramatic improvement in quality of lessons across the school.When looking around the school, TEEP is varied and tailored to different contexts. Improvement has been phenomenal – leadership has used TEEP as the main teaching and learning strategy across the entire academy.
Two TEEP level 3-trained staff lead implementation across the school with great enthusiasm and effect. Ten minute show-and-tell sessions that cover the elements of the TEEP cycle are held weekly and teachers are frequently sharing ideas and providing feedback to one another. Two types of coaching programmes take place – one is an action plan for teachers that need improvement and the second is designed to take ‘good’ teachers to ‘outstanding’ – both have had huge impact. Every lesson plan uses elements of the TEEP cycle, depending on the scheme of work. It is now central to all aspects of school life.
At Ryde Academy, TEEP has allowed teachers to take risks, push boundaries and give them the confidence to be experimental. Creative use is being made of ICT through Edmodo.com - a social networking site for students and teachers and flipping the teaching. Characters such as Peppa Pig and Sylvanian Families are making their way into maths GCSE!
‘TEEP has completely changed the nature of the conversations around school which now focus on learning and engagement.’ Martyn Reah, Vice Principal
While St Augustine’s Catholic College is an ‘outstanding’ school, the headteacher is far from complacent and has made teaching and learning the main focus of continued improvement. Following TEEP training, staff plan collaboratively and share an open approach to resources which has enriched their practice. There is a strong correlation between the lessons observed which are graded ‘outstanding’ and the use of the TEEP learning cycle and it’s underpinning elements. Feedback suggests that teachers are feeling more confident about handing the learning over to the students. Read about the college’s TEEP journey here.
‘Our TEEP tree is growing beautifully one year on and we look forward to everyone savouring the fruit in the next three years as we move towards TEEPtopia.’ Adam Sturdee, AST
The Thomas Hepburn Community School – ‘On 15 March 2013, the school had a Local Authority Review of teaching and learning as part of our Ofsted Action Plan. The LA Inspectors saw 32 lessons during the day – 84% of lessons were judged ‘good’ or ‘outstanding’ (8 outstanding, 19 good) – an increase of 28% since the Ofsted visit and TEEP training…’ Sam Read, Acting Deputy Headteacher. Read more about the school’s TEEP journey here.
Newsletters and articles
Headteacher update magazine, September 2013
EEF publication: Real Transformation – celebrating success through TEEP
TEEP Newsletter: Summer 2013