Confidence, creativity and a love of lifelong learning underpin our approach to developing outstanding teaching.
For teaching to have the desired impact, we know that participants need to be:
- Provided with a trusting environment
- Encouraged to question pedagogy
- Empowered to own the understanding of how their pupils learn and progress
- Freed to be confident in their own practice
- Subject experts
Colleagues are encouraged to be:
- Critical and selective about emerging research
- Evaluative of research through real life application
- Understanding that a ‘one size fits all’ approach is too simplistic
- Regularly updating their own subject knowledge
We do not:
- Engage in the superficial implementation of national strategies or initiatives for the sake of it
- Lose sight of our core purpose
As a result, MST classroom practitioners have developed ground-breaking pedagogy and practice which we share through bespoke professional learning opportunities, such as Fetch Me a Pen.
Fetch Me a Pen Project
Fetch Me a Pen (FMAP) is led by Mulberry School for Girls and aims to improve the teaching of academic writing in our schools, whatever the subject. Our approach focuses on working together to identify the key subject-specific literacy issues staff face, then co-construct, trial and evaluate teaching and learning strategies and resources appropriate for their subject-specific context.
The headline figures below are testimony to the impact of FMAP on raising standard at Mulberry School for Girls:
- GCSE results placed Mulberry School for Girls in the top 4% of state maintained schools for P8 (including selective schools)
- The overall progress score for disadvantaged students was 0.7. (Disadvantaged students made up 57.7% of the cohort)
- 85% of students followed a curriculum path that enabled them to achieve the EBacc (compared to only 35% of pupils who did so nationally).
- Destinations for Year 13 students have been impressive with students securing places at Oxford, Cambridge, Kings, UCL, Imperial, Queen Mary, York, Birmingham, Edinburgh, St Andrews, LSE and many more higher tariff universities
- 44.4% of GCSE students secured a standard pass in the EBacc (double the national average – provisional data)
- 37% of all GCSE English grades were grades 7-9 (Disadvantaged students made up 51.2% of the cohort)