Improving Key Stage 4 Progress – best practice
I am in the privileged position of seeing lots of amazing practice, and I am often asked what the best things are that I’ve seen.
In terms of improving already outstanding Key Stage 4 progress, and bringing about those marginal gains, it is, of course, never about doing more, but doing less, better. I am always cautious when colleagues comment about too much focus on ‘data’ and not enough on the the classroom, as if ‘data’ is an end in itself. Forensic, sophisticated analysis and interpretation of the ‘data’ means that school leaders can give teachers what they owe them; the best steer on what will work in the classroom to bring about the maximum progress for as many students as possible, in a manageable way.