Esis

Examples of our work

1. English and mathematics – policy to best practice

This programme aims to improve the teaching and delivery of both GCSE and Functional Skills English and mathematics. It focuses particularly on how contextualisation helps motivate and engage 16-19-year- old learners. It considers how organisational policy is implemented by managers and practitioners and what innovative approaches and resources can be used to improve learner progress and achievement.

 

2. Stretch and challenge – developing independent, critical-thinking learners

Stretch and challenge should provide ‘push’ and inspire all learners to reach their full potential. This session looks at different teaching and learning strategies and how assessment for learning techniques can be better used to help teachers achieve the perfect balance of making learners work harder but keeping the work accessible, with the aim being to fully understand how we can foster even better learning attitudes and skills for our learners.

 

3. Target-setting learner’s progress and achievements

Successful target-setting have some common key features. This session identifies and applies them to your organisation’s needs:

  • Target-setting needs to be driven by senior leaders and have a dedicated co-ordinator lead it
  • Learners need to take ownership of their targets and action plans, which need to be reviewed regularly
  • An accurate, clear base-line of prior attainments and starting point is needed for each learner
  • Staff development of all those involved in target-setting and reviewing learner’s progress and achievements is essential; both at the implementation stage and subsequently to share both internally and externally generated best practice
  • Target-setting should celebrate learner successes as much as identifying those at risk, of all components or aspects of a learner’s programme of study
  • The policy, processes and procedures for target-setting need to be regularly monitored and reported on; including to governors or trustees

 

4. Collaborative assessment planning to maximise high grades

This programme considers the importance of holistic, team-driven assessment practices of teachers. It develops thinking and best practices on the timing and use of the wide range of assessment methods available; how to help learners understand what they need to do to improve further; and how relevant and interesting assessments motivate, engage and challenge learners. Finally, participants consider how the use of high quality, sharply focused feedback impacts on learner’s further skills development.

 

5. Preparing teachers for linear assessment

New GCSE and A level specifications not only sometimes means new subject knowledge having to be developed and learnt but it can also impact on the way knowledge development and assessment opportunities are structured. This session explores approaches to use to give more time to teaching and learning when all examinations are taken at the end of the course.

 

6. Developing first line and operational managers’ core competencies

This session focuses on identifying and resolving organisational performance gaps. It looks at:

  • culture and leadership
  • measuring success through key performance indicators
  • compliance expectations
  • human and physical resource management
  • harnessing technology to monitor and report on performance
  • people management – getting work done through others

Finally, it looks at tips for success and pit-falls to avoid for the competent manager.

 

7. Maximise impact from self-assessment and quality improvement planning

This programme aims to determine the quality of provision and standards of learner attainment in your organisation. It reviews the policies, structures and processes used to report quality and standards to governors; it identifies key responsibilities; policy drivers; its alignment to inspection processes; critical success factors for quality improvement planning and how best to ensure quality assurance converts into tangible quality improvement.

 

8. Measuring progress over-time through direct developmental observations

Education should provide learners with the knowledge and skills to flourish and succeed. Measuring progress over-time cannot be achieved by observing lessons alone. Scrutiny of learner’s work and seeking user’s views and evaluating key performance indicators are far more accurate ways of demonstrating learning. This programme looks at how direct observation can be developmental whilst capturing progress of learner’s over-time.

 

9. Managing apprenticeship reforms – levies, standards and end-point assessment

Reaching 3 million starts by 2020 is the government’s growth plan for apprentices. This programme aims to consider the impact of:

  • delivering employer designed standards
  • end-loaded, rigorous, holistic assessment
  • simplified assessment plans which describe knowledge, skills and behaviours required to demonstrate full occupational competence
  • giving employers the funding and purchasing power

It will also enable participants to devise an action plan to be audit and inspection-ready for the new reforms.

“The Improvement Adviser was excellent in terms of her knowledge, style and engagement.  Great session”


| Vice Principal, Lincolnshire College

“We found the ESIS team to be very effective ……. on each occasion, we have been more than satisfied with the service and level of support”


| Vice Principal, Cheshire College

“I’m glad ESIS saw the impact of their work when they returned – thanks for their astute observations”


| Vice Principal, North West FE College