One pagers

Ark Education Model

The Ed Model describes Ark’s approach to ensuring that all children within our schools benefit from the same high-quality education - shaped by teachers and leaders across our network. It has progression at its heart so wherever you are in your school improvement journey, you can situate yourself, jump in and plan your next steps. In each area, the foundational expectations make clear the non-negotiables and underpin the rest of our work.

Curriculum and Assessment

Planning

Digital Learning

Personal Development

Teacher Development

Reading

SEND

coming September

Know/Show ​

Co-planning: ​ Unit Planning model​

Cycle of co-planning​

Individual Lesson Preparation model​

Securing Unit Subject Knowledge model

Co-planning: Assessment-Led Adaptation model​

Co-planning: ​Lesson Review Model

Annual Planning model

Coaching for Lesson Preparation model

Termly Adaptation model

Planning Discussion model

Co-planning: ​Planning for Productive Struggle model

Ark's Approach to PLANNING

Skilful planning requires knowing every child, knowing subject content and knowing how to facilitate learning in the classroom. We want to bring these things together and empower leaders at all levels to support their teachers to deliver the best lessons.​​ ​ The Ark toolkit models for Planning support all Ark Schools to build strong mental models and effective habits of planning for every teacher. ​ ​ The models and associated guidance are intended to provide a benchmark of excellence in planning and a clear path to achieve this for every setting, empowering teachers and leaders to deliver an inclusive and inspiring learning experience for all our children.

• Do you have a clear approach to planning practice across your school which everybody understands and adheres to? ​
• Is your approach consistently implemented across all teams? How does the school's monitoring and review process support you to find out and to act on areas for development?​
• Are children with SEND being actively considered in your work on planning? Are they central to the conversation in co-planning sessions?
• Are additional adults included in the planning process?​
• Are co-planning sessions purposeful, productive and focused tightly on planning priorities?​
• Do your teachers have secure subject knowledge and understand the foundations of good planning practice?​
• Does data (assessment, books, pupil voice, etc) meaningly feed into planning processes within the school? Are teams using this intentionally in their planning?​
• Do teachers and leaders know what to look for in books to help shape planning processes?​

Essential:​ Willingham, D. T. (2008). What will improve a student’s memory? American Educator, 32(4), 17-25.​Counsell , C. (2018). Senior Curriculum Leadership 1: The indirect manifestation of knowledge: (A) curriculum as narrative​ Coe, R., Aloisi, C., Higgins, S. & Major, L.E. (2014) What makes great teaching? Review of the underpinning research. The Sutton Trust.​ The Ark Planning Toolkit.​​​

The what and the why​

Key leadership questions​

Key Reading

Foundational expectations​

Models of excellence​

Co-planning time​

Individual planning time​

Approach to individual teacher planning​

Annual PlanningCycle

Coming soon

Developing practice and expertise​

Phase 1

Phase 2

Phase 3

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Models of excellence Case studies of where schools, either within or outside of the network, have achieved excellence within this area of provision

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationAnnual Planning Cycle

• Clear processes are in place for annual and medium-term planning to ensure content, sequencing and activities support learning
• Process is informed by feedback from teachers and assessment data

Co-planning time

• Co-planning is timetabled and protected for all who teach (including leaders) within a team 
• This is in addition to individual teacher planning time
• Sessions take place on a regular basis, without interruptions for other school priorities
• Co-planning guidance supports focused team/collaborative planning

Individual planning time

• Teachers are provided with dedicated time to support effective individual planning

Approach to individual teacher planning

• Clear expectations for individual teacher planning and preparation are in place, supported by a set of shared expectations about what lessons should look like

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark's Approach to READING

Reading is a source of knowledge and agency. All children should have equitable access to the benefits and pleasure of being able to read well, and the opportunities that it provides in their lives. Children who attend Ark schools should expect to be able to read at or above their chronological age – it is their entitlement and our responsibility. ​ ​ We aim to rapidly close the provision gap to enable all pupils to read at or above their chronological age. In 2019 approximately half of Ark pupils were not able to read at this level. In autumn 2022 this number fell to 38%. While we've made good progress, there are still too many children who are not able to access the curriculum and are in danger of falling further behind.​ ​ We will address this by building teacher and leader expertise in reading across our schools, deploying interventions which rapidly improve reading, ensuring classroom practice supports all readers to access the curriculum, establishing a culture which places reading at the heart of the provision, and holding a belief that all teachers are teachers of reading.

• Do all teachers, support staff and leaders understand the vision for reading at your school?​
• Is reading prioritised in your AIP?​
• Is reading embedded into your wider review cycle?​
• Are you confident that your reading age data is accurate, and your diagnostic assessments ensure interventions match specific need?​
• Do you have capacity in place for all pupils that are behind in their reading to get the right intervention and remain on it until they have caught up?​
• Do you know which interventions are having an impact? Do you take action to ensure any weaknesses are identified and addressed swiftly?​
• Do teachers and other staff confidently model reading aloud across and outside of the curriculum?​
• Does the curriculum in each subject area include appropriate texts?​
• Are teachers considering reading ages when planning their adaptations to lessons?​
• Are all strategies underpinned by high quality and specific staff training?​
• Have you considered appropriate book match for pupils (reading age and interest) in all strands of your provision?​
• Are library visits high leverage?​
• Do you know how your pupils feel about reading, how often they read and what they think about the text choices within the curriculum?​
• Are parents actively engaged in supporting their children to read?​
• Do you have a clear plan to develop the culture and profile of reading over time?

DFE: The Reading Framework – Teaching the foundations of Literacy​The National Reading Panel Report: Practical Advice for Teachers​EEF: Improving Literacy in KS1​EEF: Improving Literacy in KS2​EEF: Improving Literacy in KS3​Ark Secondary Reading Aide Memoire​​​

The what and the why​

Key leadership questions​

Key Reading

Key Reading Research and/or evidence base

Foundational expectations​

Developing practice and expertise​

Models of excellence​

Signature Strategy:​ Inside, Outside, Beyond

Signature Strategy:​ Guided Annotation

Culture of Reading

Phase 1

Phase 2

Wider approaches

Age-appropriate texts used across the curriculum

Signature Strategy: ​ Paired Reading

EmbedComing soonded culture of reading case study​

Parental support and involvement case study​

Intervention case study​

Annual NGRT Test for all pupils​

Accurate diagnosis of need ​

Well-targeted intervention for all below CRA

Phonics Programme​

Interventions led by trained adults​

Coming soon

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Reading Research and/or evidence base

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationAnnual NGRT Test for all pupils

• NGRT tests embedded within calendar and tests conducted with fidelity at the end of the academic year (except newcomers and Y7 who are tested on entry).
• All teachers and leaders trained on how to interpret and use NGRT (and other assessment) SAS data and reports.

Curriculum & Assessment - Reading Assessment Accurate diagnosis of need

• Pupils that are below CRA have further diagnostic testing
• Diagnosis supports accurate choice of intervention - Reading Intervention Flow Chart is available

Well-targeted intervention for all below CRA

• Targeted and well-established programmes used for intervention
• Interventions are timetabled and follow the recommended frequency
• Regular assessment in place for pupils on intervention
• For each programme, progress of pupils is evaluated regularly and additional support / changes are made where needed
• Leaders ensure that the reading offer responds to the pupils’ reading needs

Phonics Programme

• All primary education staff trained in phonics
• Timetabled phonics programme in place for all pupils that need it
• Appropriate book match in place for pupils on phonics programme
• Regular (6 weekly) assessment in place

Interventions led by trained adults

• All adults leading interventions have been trained in the intervention they are delivering
• They have a clear understanding of progress
• They receive feedback and support for their teaching in line with the school's wider approach
• Reading leads attend all recommended Network and other reading programme training

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark's Approach to READING

Reading is a source of knowledge and agency. All children should have equitable access to the benefits and pleasure of being able to read well, and the opportunities that it provides in their lives. Children who attend Ark schools should expect to be able to read at or above their chronological age – it is their entitlement and our responsibility. ​ ​ We aim to rapidly close the provision gap to enable all pupils to read at or above their chronological age. In 2019 approximately half of Ark pupils were not able to read at this level. In autumn 2022 this number fell to 38%. While we've made good progress, there are still too many children who are not able to access the curriculum and are in danger of falling further behind.​ ​ We will address this by building teacher and leader expertise in reading across our schools, deploying interventions which rapidly improve reading, ensuring classroom practice supports all readers to access the curriculum, establishing a culture which places reading at the heart of the provision, and holding a belief that all teachers are teachers of reading.

• Do all teachers, support staff and leaders understand the vision for reading at your school?​
• Is reading prioritised in your AIP?​
• Is reading embedded into your wider review cycle?​
• Are you confident that your reading age data is accurate, and your diagnostic assessments ensure interventions match specific need?​
• Do you have capacity in place for all pupils that are behind in their reading to get the right intervention and remain on it until they have caught up?​
• Do you know which interventions are having an impact? Do you take action to ensure any weaknesses are identified and addressed swiftly?​
• Do teachers and other staff confidently model reading aloud across and outside of the curriculum?​
• Does the curriculum in each subject area include appropriate texts?​
• Are teachers considering reading ages when planning their adaptations to lessons?​
• Are all strategies underpinned by high quality and specific staff training?​
• Have you considered appropriate book match for pupils (reading age and interest) in all strands of your provision?​
• Are library visits high leverage?​
• Do you know how your pupils feel about reading, how often they read and what they think about the text choices within the curriculum?​
• Are parents actively engaged in supporting their children to read?​
• Do you have a clear plan to develop the culture and profile of reading over time?

DFE: The Reading Framework – Teaching the foundations of Literacy​The National Reading Panel Report: Practical Advice for Teachers​EEF: Improving Literacy in KS1​EEF: Improving Literacy in KS2​EEF: Improving Literacy in KS3​Ark Secondary Reading Aide Memoire​​​

The what and the why​

Key leadership questions​

Key Reading

Key Reading Research and/or evidence base

Foundational expectations​

Developing practice and expertise​

Models of excellence​

Signature Strategy:​ Inside, Outside, Beyond

Signature Strategy:​ Guided Annotation

Culture of Reading

Phase 1

Phase 2

Wider approaches

Age-appropriate texts used across the curriculum

Signature Strategy: ​ Paired Reading

EmbedComing soonded culture of reading case study​

Parental support and involvement case study​

Intervention case study​

Annual NGRT Test for all pupils​

Accurate diagnosis of need ​

Well-targeted intervention for all below CRA

Phonics Programme​

Interventions led by trained adults​

Coming soon

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationAnnual NGRT Test for all pupils

• NGRT tests embedded within calendar and tests conducted with fidelity at the end of the academic year (except newcomers and Y7 who are tested on entry).
• All teachers and leaders trained on how to interpret and use NGRT (and other assessment) SAS data and reports.

Curriculum & Assessment - Reading Assessment Accurate diagnosis of need

• Pupils that are below CRA have further diagnostic testing
• Diagnosis supports accurate choice of intervention - Reading Intervention Flow Chart is available

Well-targeted intervention for all below CRA

• Targeted and well-established programmes used for intervention
• Interventions are timetabled and follow the recommended frequency
• Regular assessment in place for pupils on intervention
• For each programme, progress of pupils is evaluated regularly and additional support / changes are made where needed
• Leaders ensure that the reading offer responds to the pupils’ reading needs

Phonics Programme

• All primary education staff trained in phonics
• Timetabled phonics programme in place for all pupils that need it
• Appropriate book match in place for pupils on phonics programme
• Regular (6 weekly) assessment in place

Interventions led by trained adults

• All adults leading interventions have been trained in the intervention they are delivering
• They have a clear understanding of progress
• They receive feedback and support for their teaching in line with the school's wider approach
• Reading leads attend all recommended Network and other reading programme training

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark Planning Toolkit

Ark's Approach to TEACHER DEVELOPMENT

Teaching quality really matters. Over the course of a year, children who receive effective teaching gain 1.5 years’ worth of learning compared to 0.5 years’ worth of learning with less effective teaching. We aim to develop the highest quality cohort of teachers in the country so that all children are guaranteed the best possible teaching, every minute of every day, We will support schools across the Ark network to construct strategic teacher focused professional development plans to improve teaching quality at all levels, from ITT to 'veterans'. We will do this by enabling leaders to accurately evaluate the quality of teaching so that we can provide teachers with bespoke development plans supported by coaching, Ark Signature Strategies, and pupil voice.

• Is there a clear vision for what learning looks like in the classroom? Is it understood by all teachers and support staff?​
• Does your CPD cycle align with your vision and AIP?​
• Does your CPD include time for teachers to discuss key learning and plan to enact it in lessons? Does it include opportunities for them to practice and receive feedback before ‘going live’ with pupils? ​
• Is your CPD cycle iterative so that teachers can master your expectations with continuous practice and feedback over time? Does it respond to pupil learning and teacher/ pupil voice?​
• Does your PD planning account for the different needs of your teachers?​ Have you taken into consideration the training that trainees and ETCs are getting through their programme?
• Are your learning walks developmental for teachers? Do you provide regular and frequent real-time coaching and opportunities to discuss student learning during your observations?​
• Are your T&L Leads excellent classroom teachers? ​
• Are they excellent instructional coaches? Are they able to model and explain what they do so that it is replicable? Are they able to build a team of excellent coaches? ​
• Do your teachers feel they are being developed and supported?

Focus and Leading with Focus by Mike Schmoker​The Skillful Teacher and High Expertise Teaching by Jon Saphier (coming 2023)​Ark Scope and Sequence of Action Steps​Ark Great Teacher Rubric​

The what and the why​

Key leadership questions​

Key Reading

Key Reading Research and/or evidence base

Foundational expectations​

Developing practice and expertise​

Models of excellence​

Signature Strategies: ​Climate for Learning

Coaching

Phase 1

Phase 2

Signature Strategies: Rigour

Signature Strategies​

Intervention case study​

GTR evaluation for all teachers​

Statutory & Ark expectations for trainees & ECTs met​

Teacher Development Plan

Real Time Coaching​

Coming soon

Open to Learning Conversations

Cognitive Coaching

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationTeacher Development Plan

• Names the sequence of PD for the current year
• Identifies different groups of teachers (new staff, experienced, ATTs etc) and the PD programme and approach
• Covers all the statutory training and Ark required training

Statutory & Ark expectations for trainees & ECTs met

• Meets all statutory and Ark expectations outlined in the Key Requirements for for trainees and ECTs, including:

• - All trainees and ECTs have a coach
• - Coaches are trained in use See it Name it Do it as instructional coaching model
• - All instructional coaches are Proficient or above on the GTR

Ark ATT Partnership Agreement ECT Policy Training Resources: Instructional Coaching GTR evaluation for all teachers

• All evaluators must be trained and demonstrate accuracy in using the GTR
• GTR observations should be completed in line with the Network deadlines and expectations
• Evaluation data should be shared annually via the GTR database
• All new staff trained in the GTR

Guidance: GTR Guidance 2023-24 Monitoring Training Completion Step by Step GTR Playbook The Great Teacher Rubric School Planning Template for GTR Implementation GTR Staff Training Evaluator Guidance Learning Walk proforma (Word) Learning Walk proforma (Excel) Training Resources: This training provides a brief overview of the Great Teacher Rubric

Real Time Coaching Resources Real Time Coaching and Team Teaching Real Time Coaching Videos Voice Over Coaching

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark Planning Toolkit

Ark's Approach to PERSONAL DEVELOPMENT

When students are physically and mentally healthy, are equipped with knowledge to help them make informed choices, and are provided with opportunities that not only build character, but give them moments of joy, belonging and purpose, they are more likely to go on and flourish. Through our Personal Development framework, we support all schools within the network to develop and deliver an ambitious and equitable Personal Development Curriculum. We particularly recognise the life-enhancing benefits of participation in music and sport, and have developed Ark Music and Ark Sport to ensure our young people have opportunities to come together and engage in these areas of life that otherwise may not be accessible to them. Through our network wide commitment to Personal Development, we aim to help all students across the network lead happy and fulfilling lives.

• Is there a clear vision for Personal Development that everybody understands?​
• Is the PSHE curriculum sequenced appropriately and mapped to secure all statutory elements? ​
• Do you have a cycle for reviewing content to ensure it meets the ever-evolving societal landscape and responds to your context and community? ​
• Is your PSHE provision inclusive for all students, enabling them to access and remember key learning?​
• Do you provide an equitable and inclusive extra-curricular offer? Do you track it?​
• Is difference celebrated at an individual and whole school level?​
• Do you have an approach to developing character and values?​
• Does your careers framework set out an approach to CEIAG, which builds year on year?​
• Are staff trained to effectively deliver and be confident to lead aspects of personal development? Is this systematic and high quality?​
• Do you monitor and evaluate the impact of your Personal Development provision? Do you triangulate this with pastoral and academic data?
• Do you take full advantage of the Ark Music and Sport programmes to enhance your Personal Development provision?
• Do you take a fully inclusive approach and teach about LGBTQ+ identities and relationships in an age-appropriate way?

The what and the why​

Key leadership questions​

Key Reading

Key Reading Research and/or evidence base

Developing practice and expertise​

Models of excellence​

CEIAG​

Step by Step Guides​

Other tools​

Citizenship​

SMSC

RSHE

British Values​

Equalities​

Extra-curricular​​

Mental Health and Wellbeing​​

Trips and Residentials​

Student Leadership​

Development of Character​

Primary Passport​

Unifrog

Foundational expectations​

All statutory elements met​

Ark Universal Extra-curricular offer

Access to therapeutic mental health provision​

Primary: ​Connections Passport

Secondary:​ Gatsby Benchmarks

Secondary:​ Gatsby Benchmarks

Ark Tindal's Personal Development Curriculum

Music & Sport

• Implementation Guide

• Ark Curriculum Intent

• RSHE Statutory Guidance

• Education Inspection Framework: Overview of Research (Personal Development Section)

• Mental Health Handbook for Schools, Clare Erasmus

• PSHE Association Network Membership

• The Power of Music to Change Lives: A national plan for music education, DfE Policy Paper, July 2022

• Promoting and supporting mental health and wellbeing in schools and colleges

Ark Blackland's Persona l Development Curriculum

Ark Victoria's Personal Development curriculum

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationAll statutory elements met

• Statutory compliance compliance in all aspects of Personal Development, including R(S)HE, Citizenship (KS3 + 4), CEIAG Provision, SMSC, British Values and Equality.
• Statutory compliance is evidenced through curriculum maps, assembly programmes, Compass+ and SEF

Statutory Framework Checklist Ark Universal Extra-curricular entitlement

• Meets at least minimum expectations laid out in the Ark Universal Extra Curricular Offer

Ark Universal Extra Curricular offer Access to therapeutic mental health provision

• In-school therapeutic mental health services available for pupils
• Model partnership with Place2Be is available to all schools who wish to work with them in an embedded way
• Senior Mental Health Lead is in place to co-ordinate school support and access to wider services

Primary: Connections Passport Essential Experiences

• Deliver the 42 essential experiences named in the Connections passport
• Primary Passport Lead is in place to co-ordinate school approach

Primary Passport Materials Secondary: Gatsby Benchmarks

• Compass+ used to evaluate and report to the destinations team termly
• Gatsby Benchmarks are met or a robust plan in place to address gaps
• Unifrog is used to support delivery of the benchmarks across all year groups

Gatsby Benchmarks

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark Planning Toolkit

Ark's Approach to DIGITAL LEARNING

​ We are committed to providing all children in the Ark network with the same access to the best digital opportunities available and enabling them to navigate their own learning journey. The targeted use of digital in schools increases rates of academic progress, while holding the potential to save teachers' time.​ We aim to implement and embed impactful digital opportunities across our schools, where we know they raise attainment and support teacher workload and effectiveness. ​ We will do this by ensuring all pupils from KS2 have a device to create more time for learning outside of the classroom; by researching, piloting, selecting and implementing the most promising digital tools within our curricula; providing training and support so that our teachers can confidently know which apps and tools to use where and when; and signposting opportunities to expand horizons through development of our student platform, SPArk.

• Is there a clear vision for digital learning both in and outside the classroom that is understood by all teachers, pupils and parents?​
• Are you confident that there is equitable access to a device to support home learning for all pupils?​
• Do you provide support to families that have a device, but no access to data?​
• Do you have processes in place to respond effectively to digital safeguarding concerns? Are these set out clearly in policies?​
• Have you established a culture which fosters and evaluates digital ways of working and learning? ​
• Do staff receive training to enable them to confidently use digital learning apps with pupils?​
• Do staff know how to use the data from digital learning apps to diagnose and support closing gaps in learning?​1

Education Reimagined: The Future of Learning, UNESCO​

The what and the why​

Key leadership questions​

Key Reading

Key Reading Research and/or evidence base

Foundational expectations​

Developing practice and expertise​

Models of excellence​

Identify and close gaps in learning

Systems and processes

Home learning using MS Teams + MCAS​

Using data to drive usage

Regular Real Time Feedback​​

Inclusion tools​

Digital opportunities​

Flipped learning​

Network approved eco-system of apps​

Parental engagement in digital learning​

Online revision​

Every child has a device​

Regular digital home learning​

Core Ark learning apps in use​

Engage with app and device usage

Digital literacy curriculum for all​

Coming soon

Using Digital Technology to improve learning, EEF​

UKCCIS Digital Resilience Framework

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationEvery child has a device

• All pupils have a device to support their learning.
• All new pupils, year 3 and up, are provided with an Ark device from the approved list.
• Over time, all pupils from year 3 and up, in the school should have an Ark provided device
• Systems must be in place to manage stock so that pupils do not go without.
• Schools must maintain enough in-school capacity (to supplement pupil devices) to use in school as needed

Device Management Regular digital home learning

• Any homework or home learning should be issued to pupils digitally, with visibility for parents.
• Set tasks are likely to be a combination of digital and non-digital learning resources and tools.
• Parent email and phone contacts are routinely checked and updated.

​Home Learning ​Core Ark learning apps in use

• All schools use named learning apps where defined.
• Relevant staff and pupils are trained so they are confident to use the tools.
• Currently core Ark Learning apps are available in maths (KS2, 3, 4) and Seneca (all YGs)
• Over time, more core apps will be added.

Network Digital Apps Engage with app and device usage

• Digital Learning Leads regularly monitor and analyse whole school patterns of device and learning app usage
• Leaders at all levels integrate app data usage into their team systems and processes

Data dashboards Digital literacy curriculum for all

• In addition to the national curriculum for computing (KS1 - 4), leaders ensure that all areas of UKCCIS guidance are incorporated into the IT, computing or personal development curriculum

Digital Resilience and Online Safety Guidance and Audit Tool Education for a connected world

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark Planning Toolkit

Ark's Approach to CURRICULUM & ASSESSMENT

​The quality of our subject curricula and assessment is a determining factor in how effectively we succeed in our mission. What and how our pupils learn is at the heart of what we do and is the foundation for all other school improvement work. No matter the investment in developing teacher practice, a weak curriculum and assessment model will place a limit of student outcomes.​ We believe in providing all pupils with an ambitious, knowledge-based curriculum. In each subject, knowledge is precisely defined and carefully sequenced to support pupils’ understanding and memory. We capture this in our 4 Ark principles of curriculum design.​ We know that assessment for learning links directly to the subject curriculum is the most effective for identifying gaps in student learning and the curriculum toolkit itself and that common network assessments allow us to highlight strengths and weaknesses in our schools

• Are teachers able to articulate what they are teaching and why they are teaching it?​
• Do teachers have strong subject knowledge and understand the progression of knowledge and skills within their subject?​
• Do you have a clear approach to diagnostic assessment across your school which everybody understands and adheres to? Is this adapted to ensure it is well matched to each subject area?​
• Are teachers and leaders aware of the content coverage required of each of the Ark agreed assessments and do curriculum maps facilitate this coverage?​
• Is time set aside for leaders and teachers to engage with the outcomes of diagnostic assessments?​
• Is there enough flex time in the curriculum to allow for re-teach as a result of assessment outcomes?​
• Do teachers and leaders know how to analyse assessment data?

Ark Curriculum Handbook (coming soon)​Willingham D.T. ‘Why Don’t Students Like School’ Scnd ed. (2021)​ Hirsch E.D. ‘Why Knowledge Matters’ (2016)​ Young M. et al. ‘Knowledge and the Future School’ (2014)

The what and the why​

Key leadership questions​

Key Reading

Key Reading Research and/or evidence base

Foundational expectations​

Developing practice and expertise​

Models of excellence​

Formative Assessment​

Pre-unit assessment​

Curriculum​

In lesson assessment ​

Checkpoint assessment

Termly diagnostic assessment

Primary Curriculum and Assessment Toolkits​ Maths, English, Science, Geography & History and Music

Secondary Curriculum and Assessment Toolkits​ Maths, English, Science, Geography and Music

Secondary Curriculum and Assessment Frameworks​ Spanish, French, History, RE, Computer Science, PE

Knowledge organisers​

GFS knowledge check model

Ark Minimum Curriculum Expectations

Well-planned curriculum in each subject

Ark agreed assessments​

Planning​

Digital​

Formative assessment cycle​

Coming soon

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationArk Minimum Curriculum Expectations

• Meet the expectations set out in the Minimum Curriculum Expectations Document
• Curriculum published on the website in accordance with the DFE expectations

Minimum Curriculum Expectations for Primary Minimum Curriculum Expectations for Secondary Website Guidance for Curriculum Well-planned curriculum in each subject

• Each curriculum should meet the Ark Principles of Curriculum Design which includes at least:

• Clear intent and aims for pupils
• Progression maps and medium-term planning
• Explicit core/important knowledge, concepts and skills.
• Planned time for conducting and responding to assessment
• Adaptations (e.g. scaffolds) to support pupils with SEND
• Key words/vocabulary and well-chosen age-appropriate texts

Ark Curriculum Design and Diversity Principles Ark agreed assessments

• All agreed Ark Common Assessments are completed as per the assessment calendar
• Assessments are completed, and data submitted, within the relevant assessment window

Secondary Assessment Dates Primary Assessment Dates 2023/4 Common Assessments Formative assessment cycle

• There is a formative assessment cycle for all subjects and all year groups that includes:

• Annual summative assessments
• Termly diagnostic assessments
• Regular in lesson assessment, for example ‘do now’ activities and exit tickets
• A clearly set out approach to responding to assessments

Secondary Assessment Strategy Primary Assessment Strategy

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark Planning Toolkit

Ark's Approach to SEND

Through knowing every child our aim is to ensure that all children within our schools achieve their very best, including gaining the skills, knowledge and qualifications that will prepare and equip them for a successful transition to the next stage of their lives; in education, employment and independent living. Underpinning this is our commitment to removing barriers through early and accurate identification, informed decision making, and the implementation of timely and appropriate provision that meets the needs of all students so all can flourish. Fundamental to this is ensuring planning adaptations, quality first teaching and inclusive classrooms support learners with SEND to thrive.

• Are all staff aware of their SEND statutory obligations?​ Does annual training support this?
• Do you have a robust system for checking paperwork: EHCP consultations and annual review paperwork checked and signed off by an assigned senior leader other than the SENCo?
• Does your SENCo hold NASENCO?
• Do teachers understand their role in the SEND indentification process?
• Is the graduated approach (Assess, Plan, Do, Review) embedded across all key areas of the school?
• Do staff receive regular training to support QFT? Are they supported to implement the Pupil Passports and Individual Learning Plans?
• Does the SEND SEF action plan inform and link to the AIP?​
• Are SEND performance reports shared and discussed with SLT? Do all senior leaders review SEND engagement and performance within their areas of responsibility as part of a meeting cycle?
• Are there regular opportunities built into the school’s rhythm for the SENCo to collaborate and work strategically with leaders from across the school?
• Is the progress of students with SEND reviewed as a specific part of progress reviews and analyses?
• Do you have a systematic response when students with SEND become a cause for concern in the areas of behaviour and attendance?
• For students who have become an attendance and/or behaviour cause for concern, what processes are in place to determine whether or not there is an unmet or unidentified need?
• Does your SENCo know the local offer, attend Local Authority forums and utilise the expertise and specialist services from within the local authority?

SEND Code of Practice NASEN teacher handbook SEND self-evaluation guidanceSEND link Govenor's roles and responsibilities Assess, Plan, Do, Review

The what and the why​

Key leadership questions​

Key Reading

Key Reading Research and/or evidence base

Developing practice and expertise​

Models of excellence​

SEND

Whole School

GFS knowledge check model

Foundational expectations​

Annual SEND Self-Evaluation

All statutory elements met

Documented SEND Identification Process

Formative assessment cycle​

SEND assessments and screeners

Reading

Measure the impact of all SEND interventions

Planning

SEND 'snapshot' reports

Interventions

Curriculum

Inclusive classrooms & QFT

Additional Adults (SEND) coming summer 2024

QFT: Ark Castledown QFT and adaptation: Ark Swift; Atwood and KSA Adaptation: Ark Academy (All-through) QFT: Kings Primary

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational Expectations TitleKey FeaturesTools and other Key DocumentationAll statutory elements met

• Statutory compliance with all SEND procedures and practice in line with the SEND code of practice:

• Nominated and appropriately trained SENCo
• EHCP Consultations timelines are met
• EHC needs assessments timelines are met knowledge, concepts and skills.
• Planned time for conducting and responding to assessment
• Adaptations (e.g. scaffolds) to support pupils with SEND

Minimum Curriculum Expectations for Primary Minimum Curriculum Expectations for Secondary Website Guidance for Curriculum Well-planned curriculum in each subject

• Each curriculum should meet the Ark Principles of Curriculum Design which includes at least:

• Clear intent and aims for pupils
• Progression maps and medium-term planning
• Explicit core/important knowledge, concepts and skills.
• Planned time for conducting and responding to assessment
• Adaptations (e.g. scaffolds) to support pupils with SEND
• Key words/vocabulary and well-chosen age-appropriate texts

Ark Curriculum Design and Diversity Principles Ark agreed assessments

• All agreed Ark Common Assessments are completed as per the assessment calendar
• Assessments are completed, and data submitted, within the relevant assessment window

Secondary Assessment Dates Primary Assessment Dates 2023/4 Common Assessments Formative assessment cycle

• There is a formative assessment cycle for all subjects and all year groups that includes:

• Annual summative assessments
• Termly diagnostic assessments
• Regular in lesson assessment, for example ‘do now’ activities and exit tickets
• A clearly set out approach to responding to assessments

Secondary Assessment Strategy Primary Assessment Strategy

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Ark's Approach to....An Overview

• Purpose and introduction
• Links to our Pillars

Questions to support evaluation of provision, consider diagnostic information and select the best next step

The what and the why​

Key leadership questions​

Key Reading

Models of excellence​

Foundational expectations​

Individual planning time​

Annual PlanningCycle

Case studies of where schools, either within or outside of the network, have achieved excellence within this area of provision

Developing practice and expertise​

The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Strategies and resources to support schools to take the best next steps once the foundations are in place.

Research and/or evidence base

The what and the why

• Purpose and Introduction
• Link to our pillars

Key Leadership questions Questions to support evaluation of provision, consider diagnostic information and select the best next step

Key Reading Research and/or evidence base

Models of excellence Case studies of where schools, either within or outside of the network, have achieved excellence within this area of provision

Developing practice and expertise Strategies and resources to support schools to take the best next steps once the foundations are in place.

Foundational expectations The statutory, Ofsted and Ark expectations that must be met in order to form a solid foundation for a good educational standard – if these are missing, the school will not have the foundations to be good

Training coming soon

Signatures Strategy – Inside, Outside, Beyond

Training coming soon

Signatures Strategy – Inside, Outside, Beyond

There are Curriculum and Assessment toolkits available in the following subjects: Maths, English, Science, Geography & History and Music An overview of contents and some further information about curriculum and assessment toolkits can be found here: The resources for Maths, English, Science Geography and History can be found on (use your school login to access) The Music curriculum resources can be found here:

Secondary Curriculum and Assessment Toolkits

Curriculum and Assessment Toolkts.pptx (sharepoint.com)

MyMastery

There are Curriculum and Assessment toolkits available in the following subjects: Maths, English, Science, Geography & History and Music An overview of contents and some further information about curriculum and assessment toolkits can be found here: The resources for Maths, English, Science Geography and History can be found on (use your school login to access) The Music curriculum resources can be found here:

Primary Curriculum and Assessment Toolkits

Curriculum and Assessment Toolkts.pptx (sharepoint.com)

MyMastery

Some guidance and examples of knowledge organisers coming soon.

Knowledge Organisers

There are Curriculum and Assessment frameworks available in the following subjects:Spanish, French, History, RE, Computer Science, PE These frameworks can be found here

Secondary Curriculum and Assessment Frameworks

Curriculum and Assessment Toolkts.pptx (sharepoint.com)

Training coming soon

Signature Strategy – Guided Annotation

Training coming soon

Signature Strategsy – Paired Reading

Training coming soon

Signature Strategy – Guided Annotation

Training coming soon

Signature Strategsy – Paired Reading