Ufton Court Annual Report SPREADS - Page 13



8. TEACHING QUALITY
No analysis of barriers to achievement could be
complete without a continued focus on the quality
of the teaching students receive. At the heart of
our ethos is that we strive to improve and this
applies just as much to teachers as their students.
There is solid evidence that poor teaching
disproportionately disadvantages deprived
children. Equally, evidence tells us that excellent
teaching disproportionately benefits them.
High quality teaching is at the core of all Ufton
Adventure work. We actively seek feedback
from schools and children and also manage a
rigorous process of evaluation using a variety of
established and validated questionnaires. We
also work with Reading University to evaluate the
impact of our work and are currently running two
longitudinal studies; one at Primary and the other
at Secondary level.
FEEDBACK FROM VISITING SCHOOL STAFF
“The Ufton team are amazing, they
are always on message and deliver
sessions in an engaging way”
“It is the holistic approach that is so
impressive and impactful”
“Everything has been thought of,
the teaching is outstanding”
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THE UFTON PEDAGOGY
Our approach to teaching
The inspirational and progressive teaching at
Ufton Adventure is all objective driven. Being
objective driven rather than activity led improves
a learner’s understanding, empowers pupils
to take control of their learning, encourages
independent learning and enables young people
to give accurate feedback about their learning.
Skills-based learning gives knowledge the context
to develop. Learners remember more effectively
when they can use skills to access, process
and express their knowledge. This approach
to learning provides environments where
independence, thinking skills, collaboration and
active learning are developed at the same time
as knowledge is acquired. Then, as skills develop,
so must the level of challenge. Our programmes
and progressions are designed carefully to ensure
the level of skill is closely matched to the level of
challenge. This results in deep learning and high
levels of personal and ‘work’ satisfaction (Mihaly
Csikszentmihalyi, 2008).
Throughout our sessions, we always place more
importance on the process rather than the
outcome. The process is much more important
as this allows skills to develop, takes the pressure
off failing and encourages group and independent
learning.
Being solution focussed makes us forward
thinking, brings the positives to the forefront
and moves the children away from their “I can’t”
mentality, to a “I’m not able to…yet” attitude.
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