Pupil Progress
As part of our drive to improve, Prendergast Ladywell School undertakes regular Faculty Reviews. These Teaching and Learning Reviews (TLRs) include lesson observations, work scrutiny, and pupil interviews, ensuring that teaching and learning continually evolve to meet high standards.
The reviews highlighted significant strengths in classroom practice and environment across the school. In English, the review demonstrated that the “overall standard of both books and learning in lessons was very good,” praising the “positive learning environments created” and evidence of “high quality instruction”. Similarly, the atmosphere in many classes was described as calm and purposeful, generated by clear explanations and secure routines.
Foundational instructional strategies are consistently deployed by many staff. Core strategies include effective use of 'no opt out', 'Think, Pair, Share', and 'Say it again better'. In Science, strong teacher-student relationships were noted, creating an "effective environment for learning". Expectations for students’ behaviour are clear, with teachers successfully reiterating expectations and applying the sanction system where necessary, leading to a calm environment.
The use of whole-class formative assessment tools, such as Hold Up Boards (HUBs), is now recognised as a regular feature in most lessons, including Mathematics. The strategy of 'bouncing' questions around the class remains an important technique for checking understanding and providing opportunities to extend thinking.
The quality and consistency of teacher feedback is paramount. Our dedication to ensuring every student receives meaningful guidance is evident in the strong and consistent feedback practices observed across our faculties. The reviews confirm the successful deployment of systems designed to ensure feedback is not just present, but genuinely effective. In Humanities, the work scrutiny frequently noted instances where "valuable feedback and positive praise were given by the teacher". This positive reinforcement is a school-wide priority, with the use of precise praise continually improving. Teachers effectively issue CARES points to reward and motivate students, often acknowledging their subject knowledge and understanding, or linking directly to lesson objectives.The critical element of student response—Directed Improvement and Reflection Time (DIRT)—is robustly managed across departments. Students report receiving useful feedback on their homework using the whole class feedback model, demonstrating that feedback is successfully integrated into routine teaching and learning, driving sustained progress.
We are committed to building literacy skills, especially in preparation for high-value GCSE questions. Deliberate Vocabulary Development (DVD) is prioritised, with faculty action plans focusing on training teachers to help students produce better quality extended writing, particularly at Key Stage 4. Extended writing pieces were already evident in subjects like Humanities.
Faculty reviews commit to reducing variance and ensuring consistent implementation of the curriculum across all subjects.
