At Education X we pride ourselves on playing a key role in your academy achieving it’s goals whether this be moving swiftly out of special measures or progressing from ‘Good’ to ‘Outstanding’. The high impact strategies and solutions that we provide result in significant progress that will not only be enjoyed by your staff and students but also be felt by any visitor entering your school. Below you can view excerpts taken from consecutive Ofsted reports for an academy that used Education X as a key part of an improvement plan.

“The behaviour of students requires improvement.”

“The number of pupils removed from lessons is unacceptably high, and reflects the reality that pupils’ attitudes to learning and their behaviour in lessons are not nearly good enough.”

“Disengagement or low-level disruption is the norm in too many lessons and, even when the whole class is compliant with the teacher’s instructions, too many pupils do too little during the course of a whole lesson.”

“Too many pupils are either sent into a neighbouring classroom or to the ‘exit room’, where they do little or no work. Of particular concern is the significant over- representation of disadvantaged pupils in the sanctions logs.”

“Leaders have not established a suitable climate for learning in classrooms.”

“In too many lessons, the quality of learning is affected by pupils’ recalcitrant attitudes, and teachers have to work hard to elicit any response, or simply spend too much time supervising uncooperative pupils instead of having time to extend those who are keen to learn.”

“Academy leaders have set out a clear code for good behaviour but,when students do not conform to it, they are not consistently challenged by the staff.”

“Pupils’ passive work habits are taking time to redress because too many pupils are accustomed to sitting quietly rather than working hard.”

“In too many lessons, teachers do not impose high enough expectations and pupils take the opportunity to chat across the classroom, sometimes making silly comments which disrupt the focus of the teacher and the work of other pupils.”

“Students complain that leaders and staff do not take firm enough action.”

“Older pupils have not developed the essential self-confidence to express their opinions or ask questions, and they are not used to working collaboratively to draft ideas and refine their thinking.”

“Senior and middle leaders have not established a positive climate for learning across the academy, and another cohort of pupils will underachieve unless the recent leadership changes bring about dramatic improvement in pupils’ attitudes to learning.”

“The most obvious improvement since the last visit is in pupils’ attitudes and behaviour, primarily in lessons but also around the academy at break, lunchtimes and at lesson changeover.”

“The number of pupils removed from lessons has dropped markedly, as has the number of pupils subjected to an internal exclusion.”

“Pupils say that the academy is stricter, but recognise that sanctions are generally applied consistently and fairly. It is clear that being sent to the ‘removal room’ is no longer regarded by some pupils as a soft option.”

“Lessons observed during the inspection were calm and orderly.”

“Teachers have higher expectations of what pupils will achieve, their attitudes to learning and how they will behave.”

“During the visit, pupils settled quickly in lessons, followed instructions and worked steadily.”

“Low-level disruption has reduced considerably. Teachers deal more confidently with uncooperative behaviour.”

“The personal guidance and support provided by the academy for individual pupils is, in most cases, highly effective. Fewer pupils are having to be repeatedly disciplined and some pupils who have previously been poorly behaved are starting to make more sensible choices about their conduct, and this is having a positive impact on their learning.”

“The quality of teaching continues to improve. Systematic monitoring by school leaders indicates a much higher proportion of good and outstanding teaching, even in the few weeks since the last visit, and none that is inadequate.”

“The ‘rapid improvement plan’ has been highly effective because it is sharply focused, skilfully delivered and underpinned by good-quality training.”

“Staff training has focused sharply on raising standards, but has also given teachers strategies to realise these higher expectations.”

“Whole – staff training has been sharply focused on the right priorities, and support for individual teachers has been well directed.”

“In the first few weeks of the spring term, this plan has successfully focused the efforts of staff and ensured that senior and middle leaders share the same high expectations. Leaders are successfully establishing a positive climate for learning across the academy and are thus able to make necessary changes and more easily introduce new developments.”

“Pupils are making accelerated progress across all areas of the curriculum, and all year groups, because the quality of teaching is better, teachers’ expectations are higher and pupils are developing more positive attitudes to learning.”

“Staff take more responsibility for supervising pupils, and pupils themselves are behaving with more consideration for others. Together, this is establishing a settled and positive climate for learning. Staff have recognised that collectively applying agreed rules and procedures is making life easier for everyone, because there is less disruptive behaviour to manage.”

“Evidence from observations, talking to pupils and looking at their work shows that pupils’ learning is improving, both in terms of quality and quantity.”

“The impact of the collective work of staff can be observed in the calm climate in lessons across the school. It is also seen in the sensible way that pupils conduct themselves throughout the day, arriving to school and leaving at the end of the day, in assembly and at break and lunchtimes.”

“There is excellent support for individual pupils who need one-to-one guidance, including support plans. In most cases, this enables pupils to reintegrate into everyday life at school and not fall too far behind.”

“Procedures for dealing with disruptive behaviour are implemented swiftly and effectively and are escalated appropriately, including the use of the lesson removal room and the turnaround centre.”

“There is excellent support for individual pupils who need one-to-one guidance, including support plans. In most cases, this enables pupils to reintegrate into everyday life at school and not fall too far behind.”

“Pupils understand what constitutes unacceptable behaviour and acknowledge that a stricter regime enables them to achieve more. During the visit, pupils behaved very well and showed positive attitudes to learning: they were punctual to lessons, attentive and worked steadily. They are beginning to take much more pride in their work, and talk more confidently about their learning. The school’s efforts to positively recognise good attitudes are reflected in the higher number of rewards and phone calls home.”

“The academy continues to make good use of the support and guidance from the trust and external support, such as that provided by the behaviour consultant.”

“The second phase of the school’s ‘rapid improvement plan’ has made an impressive impact.”

“All in all, the school is now well placed to make rapid and sustainable improvements in provision and outcomes for pupils. It is developing a culture where staff and pupils can be trusted to succeed without such tight supervision and surveillance.”

“The school continues to make effective use of external support.”

For more information or to check availability please call Ross Ritchie, Behaviour Consultant & Master NLP Practitioner on 07834 78 77 55 or email