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If you're wondering where to start with HPL, this wonderfully insightful article from Jed Allen, student teacher at St Swithun's Prep School, Winchester, UK, tells you all you need to know!
Initially daunted to be on placement in an HPL school, Jed soon fell in love with the HPL philosophy and got to grips with incorporating HPL into all aspects of teaching.
Jed says: “I was initially apprehensive when tasked with teaching in a school which focussed on High Performance Learning (HPL). Was this just another one of those school improvement schemes which takes up a teacher’s valuable time and resources whilst providing minimal outcomes? I am pleased to say I could not have been more wrong. HPL allows students to achieve and maintain excellence. Whilst it may be challenging for teachers to first integrate into their pedagogy, the level of depth and understanding I have witnessed from the children whilst on this placement has been second to none.”
Jed is now a staunch advocate and concludes: “Working in this school which promotes HPL has been pedagogically transformational and going forward into my master’s degree, NQT year and future career I will undoubtedly advocate HPL for any school I work in.” Read the full piece here.
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“Outstanding schools don’t stand still, but where to go next isn’t always obvious. HPL allows us to do what we already do but more deliberately and better. We’ve maintained momentum and no longer need to ask the question ‘what next?’, because we know what’s next. It’s a relentless focus on progress for each and every student, every day.”
Simon O’Connor, Principal, Jumeirah College, Dubai
Why choose HPL?
HPL offered the natural next step, according to Simon O’Connor, Principal of Jumeirah College in Dubai, whose school has seen a significant increase in higher exam grades since adopting HPL two years ago.
A close follower of Professor Deborah Eyre’s research for some time, Simon chose HPL’s World Class School Award to provide an even more ambitious goal for his already high performing school, which has received an ‘Outstanding’ inspection report for the 8th year running.
Simon explains: “Outstanding schools don’t stand still, but where to go next isn’t always obvious. Early on, I rewrote our vision statement to remove ceilings and make it clear we are about progress without limits. As a non-selective secondary school, this is incredibly important to us, and we’re always looking for how to move students onto the next step.”
When starting out, the school chose a ‘carpet bomb’ approach to implementing HPL. The first step was to explain it in brief to staff, then ask for volunteers for a steering group. “I expected 3 or 4 people to come forward but we ended up with 17!” reflects Simon. “That was the point I released how popular it was going to be with staff. Departments started by picking one or two ACPs and VAAs to practice and play with, however it soon became clear that all were pertinent so we had to adjust our plan.”
One of the things that appealed to Simon about HPL was that it is based on research. He said: “From a teaching perspective, HPL gives us a ‘Lingua Franca’ that everyone understands with the vocabulary running through the school. Staff are very proud that we’re an HPL school and recognise its importance in securing the best possible outcomes for every student.”
HPL has been an easy sell to parents, mainly down to what Simon calls “the best HPL advocates in the world”, his 1,100 students. He adds: “HPL runs through everything we do so whether it’s a curriculum evening or a coffee morning, it’s there.”
“The tipping point came when HPL was so systemic, I was no longer controlling it. It’s like wild fire running through the school. We are now looking much deeper and how we can align pastoral, rewards and extra-curricular to HPL.”
Impact of HPL
Take a tour of the school and it is evident how staff across all subjects are owning HPL and using it to shape their lessons to offer advanced learning opportunities to all. From Arabic to Mathematics, from PE to History, HPL has high visibility and prominence in and beyond classrooms, showing the extent to which Jumeirah College has embraced this transformational philosophy.
When talking about impact, Simon is clear that HPL has made a huge difference to his students. He said: “We’ve achieved a significant increase in higher grades over the last two years. Top grades at GCSE have increased by 50% and we’re in the top 1% of schools in the world for ALPS Value Added.”
“There’s also a very noticeable impact that’s harder to measure. Our students are more resilient and more articulate, and this is evidenced in the calibre of students leaving us at the end who are truly global citizens.”
“Prior to starting HPL, were our students empathetic? Yes, they were. Did they know they were empathetic? Probably. But could they say why being empathetic is good and how it will benefit them in their future lives? Probably not. This is where HPL has made ways of thinking and ways of behaving explicit and relevant. Articulating and discussing has elevated, and students now have a firm grasp of the HPL VAAs and ACPs and why they are important.”
So what is the secret to HPL’s success at Jumeirah College? HPL Associate Jeremy Reynolds is the school’s award coach and puts it down to Simon’s visionary leadership. He said: “Simon has been very open to embracing a framework to take him and his staff forward, so that strong leadership has been there from the start. They have tackled HPL in a way to get it flowing through the school with different departments interpreting HPL in their own unique way.”
Looking to the future
Jumeirah College has been working in a cluster with other GEMS schools in the region undertaking the HPL World Class School Award, allowing them to share ideas and sustain practice. Next academic year will see the first intake of HPL students coming through from Jumeirah College’s main feeder school, Jumeirah Primary School, a prospect which excites Simon. “It’ll be really interesting to see what we gain when the first cohort of students who have been exposed to HPL during primary school join us.”
Simon describes his role now as an ‘informed champion’. “HPL makes complete sense educationally, so it’s easy to talk about it all of the time. If you are looking to provide a good education, an inclusive education, HPL is how you achieve it. It allows us to do what we already do but more deliberately and better. We’ve maintained momentum and no longer need to ask the question ‘what next?’, because we know what’s next. It’s a relentless focus on progress for each and every student, every day.”
Jumeirah College, rated Outstanding by the Dubai Schools Inspection Bureau since 2010, was established in 1999 and grew out of Jumeirah Primary School. It has over 1,120 students from over 60 nationalities running from Year 7 to 13. All students follow the National Curriculum for England, which prepares them for GCSE examinations, AS and A Levels, and ultimately acceptance to some of the most prestigious universities and colleges in the world. It has received international recognition having been shortlisted in both the TES and British International Schools Awards.
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Year 2 students from GEMS Wellington International School have created a fantastic podcast on the HPL ACP of meta-cognition. They are at ease with the language of HPL, analyse what meta-cognition means and talk about how it helps them with their learning. We are so impressed with their confidence and levels of reflection and understanding. This is episode one, and can't wait to hear more podcasts in the series. Well done!
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When Jack Hunt School’s Headteacher, Pamela Kilbey, heard HPL Founder Professor Deborah Eyre speak about the HPL philosophy, her interest was piqued. After reading the HPL book and discussions with her senior team, Pamela signed up for the year-long HPL Foundation Programme starting in September 2017. Fast forward just over a year, and the school is now a term into the prestigious and demanding HPL World Class School Award Scheme and observing a step change in how their students think, behave and perform.
Deputy Head Kate Simpson-Holley explains how the school started to implement HPL: “During the Foundation year, we made sure someone from every curriculum area was involved, to develop 15 or so real experts in HPL. We were able to experiment with specific classes across the key stages and in doing so saw the potential across the curriculum. The individual examples we gathered from different subjects were shared with the rest of our staff to show everyone the impact HPL can have.”
At the same time as introducing HPL to the school, and upskilling a group of teachers in the Foundation year, the team at Jack Hunt were looking at redesigning the Year 7 curriculum to break down the barriers between subject areas and reduce the number of different teachers a student might see in one week. To ease transition from Primary to Secondary, ideas were linked across subjects with a shift to more project-based learning, rather than having artificial barriers between subject areas. This proved the ideal vehicle to get HPL out more widely and into the curriculum, with a different HPL Advanced Cognitive Performance Characteristic (ACP) and HPL Value, Attitude and Attribute (VAA) coming into the spotlight each term. In autumn 2018, Year 7s undertook an intensive project on Remembrance, focusing on the HPL ACP of Linking and the HPL VAA of Empathy. This culminated in the production of exhibition standard work to be shared with the students’ families and VIPs at a special event to replace Year 7 parents evening.
“We weren’t sure how students would respond to this change, but they have embraced the challenge wholeheartedly and haven’t been intimidated.” Kate explains. “It has allowed them to ‘deep dive’ into a subject, working on it for a sustained amount of time and given them a sense of pride that their work would be shared with an external audience. They researched and made food from WW1, created stunning artwork and models, studied trench warfare and even learnt some military marches.”
“We’ve seen students motivated to work at home on related projects with family members, without being asked. One boy worked for weeks to build a replica trench in his garden shed with his grandad, complete with weapons. Another student worked with a family member who is an artist to create a stunning piece of Remembrance inspired artwork. Students have more self-esteem and motivation as through HPL, they know their teachers believe they can achieve and perform highly if they put the effort in.”
As well as underpinning the Year 7 curriculum, HPL is having a significant impact in the school’s vertical tutor groups. HPL materials are delivered in tutor time, and Year 7s – heavily immersed in HPL across all aspects of their schooling – are coming to the fore as experts, explaining HPL concepts to their older peers and confidently leading discussions.
“Some of the impacts of HPL have been quite surprising,” said Kate. “We recently observed 86 staff during tutor time when they were delivering HPL material, and we saw the highest percentage of outstanding lessons we’d ever seen in one audit. Teachers are questioning better, being more specific and really extending the learning, which is down to HPL. The ACP and VAA progression charts are particularly popular with staff who use them as planning tools for their lessons.”
“Year 7 students are more reflective across the curriculum and have developed their self-assessment skills. They don’t just say ‘I’ve done that, let’s move on’. They’re always looking to revisit their learning, re edit and continuously improve.”
The senior team at Jack Hunt are now finishing off the Year 7 curriculum and considering whether to continue it into Year 8, so that students have a firm foundation as HPL experts ready for their GCSE years.
Kate concludes: “HPL is definitely making us stop and think. We have a lot still to do to achieve the award but we’re embracing the challenges and are very pleased with how it is raising aspirations amongst our students and helping them achieve more than they thought possible.”
Jack Hunt School is vibrant, mixed, 11-19 comprehensive school in Peterborough. The diverse and multi-cultural school has 1,800 students on roll who speak over 55 languages. 26% of the school’s students are registered for Pupil Premium, rising to 54% if including those that live in the areas with the highest level of deprivation within its catchment area. It also has two hubs – one for physically impaired students and one for hearing impaired young people.