Exciting times in WA’s world of Literacy!

By Shafia Matin

Introductions:

I’d like to take a moment to introduce myself, colleagues involved in literacy education at WA and the work we do. I’m Shafia Matin, the new Literacy Coordinator, and I work across the school to develop, embed and support the literacy curriculum. Our colleague, Nsia Sealey-Griffiths, from the Inclusion team, has been meeting with Year 8 and Year 9 students to continue building on their progress with their reading and comprehension. She will be using an award winning phonics and reading programme from ‘That Reading Thing’ to devise and deliver sessions for identified students, across year groups. I look forward to updating you on how these interventions develop and, importantly, how quickly our students are developing into confident/more independent readers. Our librarian, Michael Bello, is rejuvenating the library with new stock - including recommendations from staff and students - and is actively working to organise the library as an effective and multi-functional learning hub that is inviting for all members of our school community.

What Literacy looks like at WA:

All KS3 students have a library lesson per fortnight. In this lesson, they read for pleasure; some read guided, with the teacher and/or LSA, whilst others continue to read independently - benefitting from Michael Bello’s excellent recommendations as librarian. I am very pleased to share that requests in the library have gone up! We are due to receive lots of new books in the library this term and next… It’s brilliant that students are widening their reading and actively engaging in their own progress by asking for novels, graphic novels and non fiction. Furthermore, I am delighted to share with you that term 2 has seen the launch of guided reading with form tutors in KS3 and literacy support - writing CV’s and applications - in KS4. Our Sixth Formers are being thought of, too! Academic Literacy, to polish essay writing and evaluation, is now on offer as an enrichment on Tuesdays. 

Embedding into the curriculum - the role of the Literacy Coordinator:

As coordinator, it’s my job to inspire and encourage within the curriculum - developing library lessons that adapt to support and stretch students and, ultimately, contribute to students becoming readers for life! I will continue to work with departments and the Inclusion team to develop strands that come together for overall success. One to one reading and phonics will begin to address needs and even close gaps; we will be adapting term on term - evaluating and developing pedagogy - to build a curriculum that, over time, will allow progress for all.  

What the future holds:

Whilst there is a challenging path to navigate, we are excited about what we have started and will go on to build. At WA, we have vision and energy; it is truly wonderful to already hear about “purposeful library lessons” (English reviewer, November 2025), to have so many students recommending books and to recognise the work in individual departments - everything from subject specific vocab and spelling, oracy tasks and live marking codes. We are building appreciation and skills for life! All our efforts, as a team and community, are empowering; we recognise the value of a whole school literacy curriculum and can’t wait to hold future events to celebrate our progress and success. Watch this space! 

Building Foundations: The Power of Knowledge Organisers

By Amanda Mair

There are moments in teaching when we sense the gaps; a concept not quite grasped, a key fact misremembered, a topic that was missed. For some of our students, especially those with SEND, EAL backgrounds, or disrupted schooling, those gaps can feel like walls. 

That’s where knowledge organisers quietly change the game. When we strip learning back to its essentials; the key ideas, vocabulary, or the big picture. We’re not diluting the challenge, we’re clarifying the path. 

For our EAL learners, visuals and concise definitions help unlock language and meaning. For our SEND students, clear structure and repeated knowledge retrieval reduce cognitive load. And for those who’ve missed chunks of education, it’s a lifeline; a way to re-enter learning without shame or confusion. Everyone knows what the core information is and everyone has access to it.

It supports teachers, too. With the core content set out, we plan more purposefully. We can focus on how to teach; because the what is already clear. It creates coherence across lessons, our units and our curriculums.

What does this look like in practice? 

- In RS, we create our organisers or ‘coresheets’ whenever we create a new unit. 

1. We identify the 30 most important pieces of information for the next six weeks by reviewing our unit plans, assessment criteria, and analysing common misconceptions and high-frequency errors.

2. Every Do Now and homework task is designed as a retrieval practice activity based on the coresheet. This reflects Rosenshine’s Principles of Instruction, particularly ‘reviewing prior learning’ and ‘providing opportunities for practice and recall’, to strengthen long-term retention.

3. The coresheet is introduced at the start of the term, and students are explicitly taught how and when to use it (for example, when they are stuck, have missed a lesson, or need to check SPaG). This builds metacognitive awareness, helping students plan, monitor, and correct their own work.

4. Through regular retrieval tasks and formative assessment (AfL), we gradually encourage students to become less dependent on the coresheet, supporting greater independence and self-management over time.

- In English, Rania Nasihi has created visual knowledge organisers for all the characters in the class readings for that term. 

- In MFL, Adriaan de Waal showed how MFL use a colour coded ‘chatty matt’ to support oracy discussions with key vocabulary and phrases.

Defining Learning at Westminster Academy

As we reflect on our Teaching and Learning practice at Westminster Academy, it is vital that we have a clear, shared definition of what we mean by learning, and that this definition aligns with our school’s unique context and values. At our Academy, we define learning as follows:

Learning is the process by which students actively acquire, consolidate and apply knowledge, skills and behaviours; it involves sustained thinking, purposeful challenge, meaningful feedback and growing independence, leading to the transformative development of the learner as a confident, responsible and curious citizen of the world.

Let’s unpack this definition:

1. Active acquisition – Learning is not passive. Students must engage: ask questions, probe ideas, try out tasks, make mistakes and refine their understanding.
   
   

2. Consolidation – It isn’t enough simply to present information: learners need time and rich opportunities to embed, rehearse and revisit knowledge so that it becomes fluent and accessible.
   
   

3. Application – Real learning means being able to use what you know and can do in different contexts: solving new problems, reasoning, transferring to unfamiliar situations.
   
   

4. Sustained thinking & purposeful challenge – Learning happens when the work demands cognitive effort: tasks need depth, complexity and the right level of stretch, neither so easy that students coast, nor so hard that they disengage.
   
   

5. Meaningful feedback – Feedback (from teacher, peers, self) is integral: but not just telling the answer. It’s guiding the next step, helping build awareness of what to do and how to improve.
   
   

6. Growing independence – Over time learners become more able to manage their own learning: set goals, monitor progress, select strategies, reflect and self‑regulate.
   
   

7. Transformative development – The outcome is more than retention of facts: students change. They become more confident, responsible, curious, self‑motivated and prepared for lifelong learning and global citizenship.

This is our definition – one that reflects the demands of our context and aligns with the ambition we hold for every student here at Westminster Academy.

How do the WA Pillars support this definition of learning?

Our definition above does not sit in isolation: it is underpinned and given shape by our WA Pillars for Teaching & Learning. These Pillars provide the structure, language and shared expectations that enable our vision for learning to become reality in classrooms across the school. Below I map how each key element of our definition is supported by the pillars.

• Active acquisition & purposeful challenge
  ‘Climate and Character’ and ‘Success for All’ emphasises challenge and high expectations – ensuring that tasks require deep thinking, that students are encouraged to stretch beyond current comfort zones, and that we avoid simply defaulting to recall tasks. This connects directly to the “active acquisition” and “sustained thinking” elements of learning.
  
  

• Consolidation and application
  The ‘Quality of Instruction’ Pillar focuses on knowledge and skills progression, emphasising that curriculum is sequenced in a coherent way and that students revisit, connect and apply previously taught material. This supports consolidation and ensures students are ready for higher‑order application.
  
  

• Meaningful feedback & dialogue
  The ‘Assess and Adapt’ Pillar emphasises feedback and responsive teaching: the need for formative assessment, timely responses to student work, peer/self‑assessment, and use of assessment tools to refine teaching. This aligns with “meaningful feedback” in our definition.
  
  

• Growing independence
  Again,‘Climate and Character’ and ‘Success for All’ underlines student agency and metacognition: students being taught how to learn, reflect on their learning, regulate their own progress, and take increasingly independent responsibility for their learning. This links directly to our “growing independence”.

By consistently aligning our classroom design, teaching strategies and student experiences with these Pillars, we make our definition of learning tangible.

What Implications Does Our Definition of Learning Have for Teaching Practices at WA?

Given the definition above and how it aligns with our WA Pillars, what does this mean for you as a teacher at Westminster Academy? Here are key implications for teaching practice across our school:

1. Intentional lesson design that balances acquisition, consolidation and application
   
   

• Plan sequences of lessons where students are not only introduced to new content but given structured time to revisit, rehearse and apply it.
  
  

• Incorporate tasks that require meaningful cognitive effort rather than low‑demand recall alone.
  
  

• Design “application” opportunities: problem solving, real‑world contexts, cross‑disciplinary links.
  
  

2. Ensuring challenge is appropriately pitched — and scaffolded
   
   

• Use prior attainment and ongoing assessment to ensure tasks stretch students but remain accessible with support.
  
  

• Employ scaffolding early on, gradually remove it as students gain fluency so independence grows.
  
  

• Monitor student thinking actively in class (through questioning, mini‑whiteboards, live feedback) so you can adapt challenge in the moment.
  
  

3. Using responsive teaching methods
   
   

• Create opportunities for immediate feedback (teacher, peer, self) and embed follow‑up actions: what will the student do next to improve?
  
  

• Reflect on student work and learning gaps at the end of lessons: adapt subsequent teaching accordingly.
  
  

• Encourage students to reflect: “What did I do well? What could I do better? What will I do next?”
  
  

4. Developing metacognitive skills and student agency
   
   

• Teach students how to learn: how to plan, monitor, evaluate their own learning, and choose strategies.
  
  

• Embed opportunities for independent work where students set their own targets, reflect, and adjust strategies.
  
  

• Foster classroom culture where mistakes are seen as part of learning and where students learn how to respond to challenge constructively.
  
  

5. Promoting wider learner development (confidence, responsibility, curiosity, citizenship)
   
   

• Incorporate tasks which develop students’ confidence (e.g., presentations, group work, pair work).
  
  

• Encourage responsibility: homework tasks that require planning, self‑checklists, peer review.
  
  

• Link learning to civic/global contexts where possible: embed opportunities for students to understand the broader implications of their learning and develop as responsible citizens.
  
  

6. Consistent use of the WA Pillars as an everyday reference point
   
   

• Use the language of the Pillars in your classroom: refer to ‘challenge’, ‘agency’, ‘feedback’, ‘knowledge progression’, ‘whole body listening’, ‘build up to scaffold removal’
  
  

• Share with students how your task connects to a WA Pillar or how the Pillar is supporting their learning journey.
  
  

• Reflect as a department or team: how are our practices across the curriculum aligning with the Pillars and hence supporting our definition of learning?
  
  

In essence: our definition of learning demands that teaching in Westminster Academy is purposeful, responsive, challenging, metacognitively aware, and wide‑ranging in its ambition for learners. It means we must consistently design and deliver lessons that do more than cover content: they must build deep understanding, encourage independence, nurture character and equip our students for a rapidly changing world.

Let this shared definition and the WA Pillars guide every lesson, every planning meeting, every piece of feedback and every conversation. In doing so we ensure that every student at Westminster Academy benefits from a coherent, powerful learning experience — one that truly transforms.

No-opting out: Being the voice of encouragement

 By Anita Shakya

Sometimes when we are tired, or low or vulnerable we might want to vanish or take the back road. No one wants to be seen making a mistake or not having all the answers. We value being respected and work hard to maintain the illusion that we have it all figured out. 

When things get tough, we bargain with ourselves. But, as professionals, we all have a small voice in our head that affirms that questions can be answered and challenges can be overcome. We have learned that we can do the things that make us uncomfortable and have proven it time and time again- we have built resilience and self belief. 

How did we get that “voice”? Opting-out is human nature,  our brains are trying to protect us from potential danger. But we have been guided by community, or even just that one person, to take a chance, to the point where, whatever it is,  it no longer feels risky. For our students, that can sometimes be the classroom where due to pride or fear or any other factor, our students sometimes want to act in avoidance and be invisible: but our role is to see them.

Challenging our students to be present, focused and learning is such a small thing but is probably what has the biggest impact over time. Whether it be from continuously correcting uniform, not taking “I don’t know” for an answer, or refusing to let them sit quietly on the sideline and not write in their books, we communicate that every student matters, in every moment.

What does this look like?

1. Pay attention to the little things.  If we can opt out of not being dressed and prepared then the foundation for the rest can go to the wayside.

2. Normalise struggle. Talk openly about how learning feels uncomfortable sometimes — that “I don’t know” is the start of learning, not the end of it. Use your own mistakes as examples of growth where relevant and appropriate

3. Always come back to the question.  When a student says “I don’t know,” acknowledge it, give a scaffold, and come. “Okay, think about what we just discussed — I’ll come back to you.” This reinforces accountability and belief in their ability to contribute.

4. Provide entry points for success. Ask questions that meet students where they are, then build up to higher-order thinking. Even a small success early in a discussion can reignite participation and confidence.

5. Use peer support wisely. If one student is stuck, invite another to model the thought process, then return to the first student to complete or summarise. This keeps them part of the learning flow rather than letting them disengage.

6. Be positive and empathetic. Use tone and body language to communicate belief: “You’ve expressed this so well before.” “Let’s figure this out together.” Over time, students internalise that confidence.

7. Celebrate effort, not just answers. Publicly notice persistence, risk-taking, and curiosity. This helps redefine what “success” looks like and lowers the stakes of participation.
   
   

When we refuse to let students opt out — consistently, and with care — we become that voice of encouragement that helps them build the same resilience we’ve developed as adults. It’s not about catching them out; it’s about bringing them in — in the act of trying, thinking, and learning.

Our persistence teaches them that learning is not something to escape from, but something to step into and that it is achievable for everyone.

A Day in the life of a PSW

By Sabeha Begum and Allisha Weekes-Depass

Working as Pastoral Support Workers (PSW) means that no two days are ever the same. Our role is all about ensuring that students feel supported, behaviour across the school is managed consistently, and the day runs as smoothly as possible for everyone.

A typical morning begins with patrols around the school site - checking in with students, making sure everyone is where they need to be, and setting a positive tone for the day ahead. This visible presence helps to prevent issues before they arise, while also showing students that there are adults available who care and are ready to listen.

Throughout the day, we are called upon in many different ways. Sometimes it's supporting a student who is struggling in class and other times it's mediating friendship challenges, or ensuring that behaviour expectations are followed. We work closely with teachers, leaders and other members of staff to keep things running smoothly and to make sure students get the help they need at the right time - whether it's encouraging students to make positive choices, providing a listening ear or helping them reflect after a difficult moment, our aim is to always help them feel supported and capable of moving forward.

Working as a team, we make sure we are present across the school, ready to step in where needed. It's a role that requires patience, consistency and resilience - but above all, it's rewarding. Every day, we see the difference that pastoral support is making in creating a safe, calm and positive learning environment.

No two days are ever the same, but everyday is about ensuring students know they are supported, understood and valued.

The role of the PSWs is summed up below by a student's testimony:

“I think the PSWs are really useful for comfort, some people can’t build up the courage to talk to a counsellor, but if you have a bond with a PSW, you can talk to them, it really helps to set goals, when they’re not here you can tell. They support you, you feel it. Teachers are sometimes too busy”

- Year 10 student

Supporting Pupils Through ELSA: A Teacher’s Guide

By Celia Lazaro and Nsia Sealey-Griffiths

We’re all aware that for pupils to thrive academically, their emotional needs must also be supported. This is where ELSA (Emotional Literacy Support Assistant) intervention comes in.

What is ELSA?

ELSA is a school-based programme designed to help children and young people better understand and manage their emotions. Through short-term, targeted interventions, pupils gain coping strategies that they can carry forward into their daily lives. The focus is simple but powerful: when emotional needs are met, children are more ready to learn.

The Key Aims of ELSA

• Boost emotional literacy – helping pupils recognise, label, and talk about their feelings.
  
  

• Develop self-esteem and confidence – encouraging them to see their strengths.
  
  

• Improve social and friendship skills – strengthening peer relationships.
  
  

• Support emotional regulation – managing difficult emotions such as anger, anxiety, or frustration.
  
  

• Guide pupils through change – providing tools to cope with loss, transition, or upheaval.

Why it works

The success of ELSA is best seen in the stories of our pupils:

• Bob – disengaged from learning, but after six weeks of ELSA sessions, he was actively participating in lessons.
  
  

• Kola – once in daily altercations, now able to manage her anger and avoid fights.
  
  

Teachers who have trained as ELSAs describe how the programme shifts perspectives:

“ELSA changed the way I view behaviour… together we found ways for a pupil to signal when he was overwhelmed, rather than storming out of class.” – Nsia

“The training reminded me that small steps matter… a withdrawn girl gradually found her voice and ended up sharing ideas in class.” – Celia

How Pupils Get Referred

Children may be referred for ELSA support when they experience ongoing emotional, social, or behavioural challenges that create a barrier to learning or wellbeing. Examples include:

• Persistent low self-esteem or lack of confidence

• Difficulty regulating emotions (anger, anxiety, sadness)

• Struggles with friendships, relationships, or social skills

• Experiences of loss, change, or trauma

• Worries affecting attendance, focus, or behaviour

• Repeated conflict with peers or adults

The process itself is simple:

1. Initial concern raised – Class teacher, parent/carer, or other staff member identifies a need.

2. Discussion with SENDCo – Concerns are shared and suitability for ELSA is considered.

3. Completion of SEND Referral Form – Detailing the child’s needs, strengths, and desired outcomes.

4. Review and allocation – The SENDCo prioritises referrals and matches the child with an ELSA.

5. Parental consent – Parents/carers are informed and permission is obtained.

Why You Should Care

By tackling emotional barriers to learning, ELSA helps pupils become more resilient, more confident, and more engaged in the classroom.

Because when children feel supported, they learn better.

Come and chat to the SEND team if you’d like to know more!