Implementation: Teaching and Learning
Holbrook Academy is committed to high-quality teaching that raises standards for all students. We provide a rich, stimulating learning environment where every learner can develop their skills and reach their full potential.
Strong teaching, supported by timely intervention, ensures students make good progress. Ongoing CPD and shared best practice help all staff meet the Teachers’ Standards and deliver effective, impactful lessons.
Teaching and Learning Focus
Consistency within lessons, ensuring students understand the expectations of good learning behaviour.
Implementation
Ensure each lesson begins with a ‘review-it now’ task to establish routines and secure sequencing of knowledge; each lesson builds on the last enabling students to make good progress in all subjects
Monitoring and Evaluating
- Lesson observations
- Peer to peer lesson drop ins
Learning Objectives and Lesson Goals
These should be discussed with students in each lesson, ensuring students understand what they are learning and why
- Lesson observations
- Peer to peer lesson drop ins
- T&L fortnightly foci
AFL techniques are applied in the classroom to improve and not prove learning.
Teachers consistently use AFL within the classroom; regular ‘micro-testing’ within lessons to understand gaps in knowledge and ensuring teachers use this data to plug the gaps. This may include the use of: pop-quizzes; mini-mocks on specific exam-style questions; mini-whiteboards; exit-tasks; regular use of KS4 assessment foci for peer/self review; use of check and correct to promote SPAG and, importantly, modelling sample answers
- Lesson observations
- Peer to peer lesson drop ins
- CPD sessions
Teaching techniques are used to differentiate lessons to suit the needs of all learners.
Differentiation through resources, questioning and deployment of teaching assistants is used within the classroom by all teachers; data is also used to identify weaknesses and strengths and lessons are planned and structured accordingly.
- CPD
- SENCO to provide updated materials and resources
- Fortnightly T&L focus
Marking and Feedback
All students receive feedback highlighting Next Steps in their learning
- Book looks
- Assessment folders
- ClassCharts data
‘Blended’ learning to support students needs at home as well and in school.
All teachers use ClassCharts and Google Classroom to support students with their learning at home, with links to work in class.
- HODs / SLT monitor and evaluate consistency of work on GC to ensure is robust, worthwhile and useful for students.
Use of WTMs and mini-mocks to support both students and staff within exam / assessment process.
WTMs and mini-mocks are used by all teachers in all departments to assist students with exam process. Subjects to have discretion as to how and when they are used.
- Pre-mortems (Subject and students)
- Improvement in data and results
CPD to be relevant and differentiated to staff members’ needs;
Staff ‘masters’ / UPS and senior teachers to be encouraged to deliver CPD to colleagues where possible as well as utilising contacts within other academic institutions.
- Peer to peer lesson drop ins
- UPS / senior teachers lead sessions for CPD
- Fortnightly T&L focus
Summative Assessment
All assessments at Holbrook academy are matched to GCSE assessment foci; schemes of work are build with these foci in mind and developed backwards.
- Regular data capture points
- WTMs
- Staff examiners
Holbrook: Delivering a Broad and Successful Curriculum
At Holbrook, we believe every child has the potential to achieve excellence. Our priority is to inspire students through a broad curriculum, encouraging high aspirations and engaged learning that naturally lead to success.
Though a small school, we operate on big principles. We are non-selective, welcoming all children through our standard admissions policy, and we place strong emphasis on student leadership, personal development, and community involvement.
We offer a wide range of experiences so each child can find their niche and thrive. Our KS4 curriculum includes specialised subjects usually found in larger schools, allowing students to specialise earlier and pursue post-16 pathways aligned with their passions. At KS3, foundational topics prepare students for a smooth transition to GCSE study. Early careers guidance in Year 9 supports informed GCSE option choices.
Partnership with parents is central to our approach. We communicate curriculum topics clearly on our website and keep families updated on academic progress and extra-curricular opportunities.
