Enhancing Teaching & Learning with ProgressTeaching
Background:
Hornchurch High School, an 11-16 academy in London Borough of Havering, prioritises embedding instructional coaching, developing all staff as coaches, and ensuring consistency in routines to strengthen the climate for learning. The school also focuses on developing three core learning behaviours in students – thinking, resilience, and collaboration – supported by improvements in teacher questioning.
Challenges:
Previously, the school relied on outdated, paper-based feedback forms that had to be manually scanned, creating unnecessary workload and inefficiencies for staff.
It was difficult to track how much staff were observing, measure the quality of feedback and assess strengths and development needs across the school. As a result, middle leaders struggled to set departmental priorities, and the Teaching & Learning team faced challenges in monitoring teaching quality.
Results:
Since implementing ProgressTeaching, Hornchurch High School has seen transformative improvements in teaching and learning, including:
- Improved Leadership & Accountability: With real-time insights, middle leaders can now make informed decisions, guide priorities, and conduct fortnightly feedback with confidence.
- Enhanced CPD: Departments design subject-specific CPD based on observed strengths and areas of development.
- Best Practice Sharing: A curated directory enables staff to observe and learn from colleagues.
- Increased Teacher Engagement: Lesson feedback is now seen as part of professional growth.
- Measurable Outcomes: ProgressTeaching has dramatically increased engagement – 50 teachers have conducted 475 feedback sessions in just 20 weeks, ensuring continuous improvement.
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