Pupil Book Study is a window into the ‘lived experience’ of pupils, as opposed to just the observed experience.

Infused with cognitive science research and evidence-informed practice, it offers schools the architecture for excellence; helping remove the risk of making assumptions. In November 2020, Pupil Book Study was shared with the Deputy Director, Senior HMI and Policy makers at Ofsted.

Summary

Leaders have engaged in a rigorous process of school to school, peer to peer moderation and evaluation to ensure and secure the accuracy of outcomes (this process of evaluation would be transferable and made available to other future Newcastle Research School projects); High quality teacher videos provide support for technical skills and exemplification of the process and outcomes. Practitioners are more skilled in using and applying evidence-informed practice to improve day to day classroom practice; Pupil Book Study is a guide for schools that offers 7 specific and fully exemplified areas to focus quality assurance systems. Leaders are proficient in using and analysing the outcomes of pupil book study - following training, coaching and observation with Alex Bedford;

Improve the quality of teaching and learning through research-informed dialogic practice alongside robust evaluation utilising pupils and their books. A long term sequence of learning provides coherence to the CUSP sequence. Learning Modules are written for each area of the Art and Design curriculum.Leaders reconsidered curriculum design and implementation – informed by evidence-informed practice and research; Pupil Book Study gives headteachers, senior and middle leaders a systematic toolkit to evaluate the impact of the curriculum through studying teaching and learning.

The keystone between teaching, learning and the curriculum, Pupil Book Study offers schools the tools to explain why things are as they are and presents solutions to the areas that limit or hinder progress. Schools report that Pupil Book Study has been some of the most powerful and impactful work they have ever undertaken, resulting in positive change. In November 2020, Pupil Book Study was shared with the Deputy Director, Senior HMI and Policy makers at Ofsted. Pupils are practised in routines that help them retrieve and recall their learning – particularly knowledge and vocabulary;Practitioners are accomplished in delivering and securing knowledge rich learning and retrieval amongst pupils; CUSP is guided by evidence-led curriculum structures, such as retrieval, spaced retrieval practice and interleaving. It is underpinned by explicit vocabulary instruction and research-focused pedagogy. Combining these has led to exceptional outcomes for pupils, as a result of coherent curriculum design and instructional teaching. It also gives you, as school leaders, consistency and expectations. CUSP is unapologetically ambitious – it will not only improve outcomes for pupils, but also teacher subject knowledge. The examples above are reflective of practice across school; the schools developing shared pedagogy and commitment to further refining teaching and learning has led to evidence-informed task design across school which promotes hard thinking. It is also a mirror in which to reflect professional practice and identify what helps learning, and what hinders it by outlining clear and coherent structures in which to talk with pupils and look at their books. Pupil Book Study: Reading’ provides evidence-led structures to shine a light on the true impact of a school’s reading provision. Building on the global success of the original Pupil Book Study frameworks, this guide translates these principles into practice to support leaders and teachers to evaluate their reading curriculum.

Schools report that Pupil Book Study has been some of the most powerful and impactful work they have ever undertaken, resulting in positive change. A network that connects 1000s of teachers and schools using CUSP, who are driving forward their professional growth. Pupil Book Study is a guide for schools that offers 7 specific and fully exemplified areas to focus quality assurance systems. The keystone between teaching, learning and the curriculum, Pupil Book Study offers schools the tools to explain why things are as they are and presents solutions to the areas that limit or hinder progress. Pupil Book Study is a window into the ‘lived experience’ of pupils, as opposed to just the observed experience. It is also a mirror in which to reflect professional practice and identify what helps learning, and what hinders it by outlining clear and coherent structures in which to talk with pupils and look at their books.Proven knowledge-rich and impactful curriculum resources (Y1 – Y6) for Science, History and Geography that have been praised by Professor Rob Coe. Long term teaching sequences that are interleaved and planned around the retrieval of prior knowledge. A whole school approach to modelling writing was applied – using discourse markers to sequence ideas, applying tier 2 and 3 vocabulary appropriately; using a variety of sentence openers for effect. Pupils were given structured opportunities to analyse, define, connect and use words in context. Teachers focused on using and displaying Tier 2 (multiple meaning or high frequency) and Tier 3 (subject specific vocabulary) within vocabulary organisers in books. Explicit vocabulary instruction was embedded in all lessons and assessment focused on evidence of this in pupils’ written and spoken outcomes. Teachers embedded retrieval practise in the form of quizzes and specific opportunities planned for children to demonstrate what they know on a regular basis.