Best Practice

A consistency of teaching while protecting teacher autonomy

Consistency is often a misconstrued word in education. David Ruddle explains how his school achieved a consistency of teaching approaches in mathematics while still protecting teacher autonomy

As a primary school teacher and leader, I have helped lead change in a number of schools in England, Wales and the UAE. This has given me insight into what is needed to bring staff along with you and most importantly to convert change into positive impact.

In this article, I am going to be referring to the changes made as the ones that “we” made, rather than I. You cannot be a leader on your own and successful, sustainable change only happens when everyone is invested towards a shared goal (Leithwood et al, 2019).

With this in mind, one school that stands out in my journey served around 200 pupils and was based in the Midlands. We had previously been rated by Ofsted as good – but I was concerned by our SATs results, particularly in maths.

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