GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Our Schools

Banbury Region

Banstead Region

Berkshire & Hampshire Region

Caterham Region

Crawley Region

Didcot Region

Epsom Region

London Boroughs

Redhill Region

Sunbury & Camberley Region

Learning and Teaching

Learning and Teaching 7

We sustain a relentless focus on effective Learning and Teaching, where inspirational teaching, underpinned by the Learning and Teaching 7, creates a deep understanding of the curriculum and enables access and challenge for all students. The classroom must be an exciting place to be that nurtures and cultivates a love of learning, embraces technology for learning and provides a stimulating, engaging learning environment that facilitates long term learning.

Glyn learning and teaching

‘Great Teaching’ transforms lives. Our Students get one, life-changing chance at education, so we must ‘make every lesson count’. Exceptional outcomes are secured by effective, evidence informed teaching, which maximises impact in the precious time we have. In summary, our view of learning is that it is hard, cannot be seen and only happens in the long term. Great learning takes place when we aim to reduce cognitive load, build stronger, longer lasting memories and teach for transfer so learning is flexible.

In turn, this has shaped our view of what makes ‘Great Teaching’. “We define effective teaching as that which leads to improved student achievement using outcomes that matter to their future success” (‘What makes great teaching?’ Coe et al 2014). This guided the development of the Glyn L&T 7 Principles, which have been in place since September 2018. At the core these principles require expert teachers to ‘scaffold students’ internal intellectual architecture’ (Myatt), to build students’ self-efficacy and self-regulation.

Subject Specific Pedagogy

Our subject curriculums are where the L&T 7 become great subject specific pedagogy. Expert subject pedagogy, along with high quality instruction are cited as the two factors with the strongest evidence in securing exceptional student outcomes (‘What Makes Great Teaching?’). Pedagogy in each subject is guided again by curricular questions such as:

  • How will your curriculum planning embed the Learning and Teaching 7 in your subject teaching?
  • What makes learning specific content easy or hard? What are the common misconceptions?
  • How will your subject formulate and share an understanding of subject specific pedagogy?

Language and Literacy

Whilst all of the L&T 7 principles play an integral part in the learning cycle, Language and Literacy unlock all learning. Because of the fundamental role teaching language and literacy play in the quality of education, in every subject, please refer to the Language and Literacy policy. The core principles of which are that:

  • Language and Literacy are tools to unlock thinking, understanding and communication in every subject. 
  • The requirements of Language and Literacy vary between different academic disciplines.
  • A subject’s specific requirements should be rooted in the knowledge of that domain.
  • Teaching disciplinary Language and Literacy is the responsibility of every teacher; it will mean we are better teachers of our subject.

All students in Years 7-9 are enrolled in the Accelerated Reader programme. This is one of a range of ways we seek to improve reading attainment and enjoyment of reading. 

Chromebooks in the Classroom

Chromebooks are a tool to support the delivery of the L&T 7. We have a clear vision of pedagogy and we see Chromebooks as a tool to enable us to blend technology with traditional approaches to enhance great learning and teaching. Guidance and CPD of Chromebooks and the Google suite tools for teaching, centres around the L&T 7 and are designed to support colleagues’ use in this context. 

We use Google Classroom as the main platform for sharing resources and setting homework (and increasingly classwork) assignments. Every class has a Google Classroom. Parents are invited to support home learning by becoming Google Guardians and receive daily or weekly summaries of any assignments, which have been set and their associated deadlines. 

Great Learners Curriculum

We cannot have Great Teaching without Great Learners. Supporting students in becoming successful learners is one of our fundamental responsibilities. The ‘Habits of Success’ toolkit, outlines to students what makes a ‘great learner’ and successful learning behaviours and study habits, so that they can improve their independent practice, self-regulation and become Great Learners. Self-regulating learners are a key measure of the quality of our curriculum. We recognise that this is a genuine challenge for students.

Homework is a core part of developing self-regulation, especially through consolidation of learning tasks such as self-quizzing and retrieval practice review tasks. 

The ‘Habits of Success’ toolkit is delivered through Tutor Time. However, since ‘skills’ are domain specific and, when taught generically, are not easily transferred, the ‘Habits of Success’ will be developed and implemented by subject teachers. Teachers will explicitly explain, model, guide and review their use of the L&T 7 principles and the ‘Habits of Success’. This will support students in using them too. In every subject, continued review will be needed to work out what students know, remember, understand and can do and what they don’t yet. Students must be taught how to evaluate and address their gaps and stay motivated to keep improving. We aim for the curriculum to build progression in self-regulation across Years 7-13 (as evidence suggests the associated gains in learning grow, as students get older). 

For more on Great Learners, please visit the below webpage:

Great Learners

What students say about learning and teaching at Glyn School:

“Learning is great - so are the lessons”

“We have some amazing lessons”

“I love learning interesting things in lessons”

“All of the lessons are enjoyable and fun!”

"My teacher helps me learn topics and skills by giving us feedback and marking work under the visualiser"

“We have Inspirational staff”

“I make great progress”

What Parents and Carers say about learning and teaching at Glyn School:

“The teachers teach well and engage the students”

“My son is receiving a first class education”

“The focus is on learning and how everything seems achievable”

“He's really enjoying learning new things”

“The teaching is excellent”

“There is a well-rounded approach to equipping boys with life skills as well as an academic focus”

What Ofsted say about Learning and Teaching at Glyn School:

“There is much inspirational and outstanding teaching in the school, with the remainder never less than good. “

“Teachers have a real passion for their subjects and have highly effective skills in imparting knowledge and understanding to students at all levels. “

“Teachers know their students very well as individuals, and plan activities which are closely matched to individual strengths while addressing weaknesses in existing learning.”

“As skilled practitioners, teachers very effectively adjust their lesson plans to give a little more time for greater consolidation when needed or speeding up thinking by setting an additional challenge. Consequently, teaching meets the needs of students of all abilities and needs, including disabled students and those who have special educational needs. Students are eager to learn because lessons are exceptionally well organised. Teachers use high quality resources and information sheets.”

“The strong learning ethos incorporates many opportunities for students’ spiritual, moral, social and cultural development. Consequently, students learn tolerance and respect for others.”

“Almost all parental responses were positive, with some praising the extra help given at examination times and including comments such as, ‘Teachers do everything to support his needs.’

To find the Learning and Teaching section of the Curriculum Policy (section 2.3), please use click on the below link:

Learning and Teaching Policies and Documentation - Curriculum Policy