This course focuses on why a department might be underperforming and how to turn around and make improvements at department level. The programme for the day will place emphasis on how to; identify the reasons for under-performance, understand Ofsted expectations and procedures in ‘deep dives’, embed strategies for improving teaching and learning and pupil outcomes and curriculum.

Delegates will take away a variety of approaches to tackle issues/potential issues within the faculty.


  • Establish solid understanding of what makes an effective department.
  • Develop understanding of the three I’s and how to evidence and demonstrate these within your department.
  • Establish vision and strategies for effective communication of vision over time.
  • Gain insightful knowledge into ways to prepare and plan a successful curriculum and when to change it to ensure progression.
  • Gain an understanding of how to effectively utilise monitoring and evaluation strategies to support improvement over time.
  • Increase your understanding of how to utilise data and assessment opportunities to improve student outcomes.
  • Heads of English faculties
  • SLT links with responsibility for English within the SDP/school context
DATE Online | Friday 22 October 2021

London | Friday 11 February 2022

IN-SCHOOL You can also book this as an In-School Course
  • You will receive a specially prepared file electronically containing detailed notes, and teaching materials and resources which will be of immediate practical benefit in the classroom.
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

10.00 – 11.00am:  Establishing vision, auditing current provision and identifying AFD’s

  • Identify and explore the English curriculum aims as outlined by the national curriculum, our own professional viewpoints and Ofsted 3 I’s inspection framework.
  • Candidates will articulate their own vision for an effective English department
  • Explore ways of auditing current provision in relation to this vision to establish areas for development.


11-11.15am: Morning Break


11.15-12.15pm: Improving curriculum and appropriate level of challenge

  • Identifying starting points and capitalising on Primary knowledge and skills to ease transition.
  • Considering the “end game” and assessing which parts of the course content are the most important (not just those that are worth the most marks)
  • Planning the ‘spiral’ and planning for how ‘mastery’ can be achieved – defining these terms.
  • Explore how to avoid ‘limiting’ the curriculum breadth whilst ensuring depth of study.


12.15 – 1pm:  Improving Teaching and Learning

  • Establishing what ‘good’ English teaching looks like; communicating the vision and creating a culture of sharing good practice and an ‘open door’ developmental approach to T and L.
  • Supporting colleagues to improve teaching and learning.
  • Establishing a consistent approach to quality first teaching and monitoring and evaluating this consistently.


1.00 – 2.00pm: Lunch 


2.00 – 3.30pm:  Improving pupil outcomes

  • Identifying what you want to assess and why – skills or content – a cyclical not linear approach.
  • Ensuring the assessment is timed to maximise student potential and the data is useful and used- does the whole school assessment calendar benefit or detract from your student’s achievements?
  • Using the data- what to do if the data doesn’t match expectations?
  • Effective strategies to avoid staff demoralisation as well as students, methods to use this as a planning tool and ways to move forward.


3.30/ 3.45pm: Depart

Sarah Eggleton

Sarah Eggleton is an Assistant Head teacher at a secondary school in Manchester with a proven track record for improving student outcomes after turning round an underperforming English department of her own. She is currently Head of English and Assistant Head teacher with whole school responsibility for Literacy, Developing Staff, Parent Engagement and Marking and Feedback. Sarah is particularly passionate about closing the gap and improving students’ literacy skills and engagement with reading.