Corby is a former steelworks town with low levels of achievement (the lowest proportion in England with a degree and 39% with no GCSE qualification). Despite significant development and investment over the last decade deprivation levels and associated problems remain high.

The evidence base for this report included a very detailed, well organised and exemplified portfolio, a visit to the school which included visits to three classes, discussions with staff, a meeting with a representative group of students covering Years 7 to 12 and a discussion with a member of the senior leadership team. In 2022 the assessor was also involved with a virtual pre-visit.

Although the visit took place in the last few days of term and a number of students were involved in other activities, it was possible to see three lessons all of which were very good. Two Year 7 classes were looking at native peoples of the Americas where the emphasis was on interpretations, the evaluation of sources and reinforcement of vocabulary such as exploitation. The other class was a Year 9 group looking at post war Britain through the lens of the decline of the local steel industry. All lessons were brisk, focused, well managed and engaging.

Very carefully-designed schemes are provided for all teachers. Lessons are fully prepared with retrieval tasks, stimulus materials, modelling, scaffolding, hinge questions, dual coding, independent work, disciplinary and literacy tasks. History is built around whole-enquiry questions and sub questions for lessons. Each unit of study has compulsory assessment tasks. However, the schemes are not restrictive and teachers are encouraged to develop their own resources to meet their teaching styles within the constraints of the core curriculum knowledge and enquiry questions

This means that teachers of the subject do not have an overtly prescriptive and directed approach. Teachers share planning and are encouraged to develop their specialisms such as South Africa and post-war Britain. They are also encouraged to be evaluative regarding their own teaching. Appropriate CPD is discussed following feedback and discussion – in one instance seen an HA course to develop Year 12 learning.

A real strength in the teaching and learning is the identification and delivery of history questions and strategies appropriate to groups. Not all students participate in discussions and debate but targeting leads to a much greater degree of participation than might be expected. Overall there is a strong emphasis on independent learning although this could be extended further In classes seen and in student books, there was plentiful evidence of attention given to knowledge, concepts and processes. An impressive range of effective pedagogical techniques are built in such as interleaving, metacognition, road stories, core vocabulary, scaffolding, dual coding and modelling as well as revision classes and techniques. Knowledge retrieval is developed through chunking, mind maps, mnemonics, association, flashcards, LOCI and low stakes quizzes. SEND students receive print outs of powerpoints as well as booklets of tasks that they can keep throughout the year and take home to build additional knowledge. Another positive feature is the identification and addressing of misconceptions.

The department recognises themes that are conceptually more challenging such as religion and systems and strategies have been devised to facilitate understanding such as through the use of ICT and their diagrammatic religious rollercoster. Likewise, complex disciplinary knowledge like historians’ interpretations are integrated in ways that emotionally build enjoyment of the ideas in simple ways. Evidence of this was seen on Celtic stereotypes. Where necessary, alternative ways are offered to communicate learning such as speeches or posters.

The teaching also results in positive student attitudes and motivation. This was apparent in discussing the subject with a group of students who could recall their past learning even back to primary school days and could certainly explain why history was a valuable and important area of the curriculum. Considerable attention is given to ensuring that students understand their achievements and progress and how they can improve. Available are easily understood grade definitions and model answers. The students are clearly appreciative of the efforts made in history as shown in the student discussions and survey responses. Students are asked explicitly not just how well they are doing but also how often the teacher gives helpful feedback and how well the teacher checks how well the student is doing. The departmental endeavours and quality of teaching are recognised in statements such as “thanks because you care how well we do” or “we are grateful for the teacher sacrificing their spare time” and “I have picked the subject - you make me excited for Fridays”. Another was recorded as saying “ I would like to thank you for being ones of the greatest teachers of all time”. The sounding out is not just to receive compliments - it probes issues why students might not be good at the subject , what they don’t like and why they might not see it as important – all indications of confident teaching and learning.

Priority spending has been given for resources that support learning such as IWBs and virtual classrooms that have been extended beyond the covid lockdown. Online seminars are available for teachers and students. Teaching assistants are also carefully used and deployed such as in planning, preparation and delivery.

The evidence suggests that teaching and learning is of a gold standard.

Areas for possible development: To give a high priority to developing independent thinking and initiative (1.2)

• Criteria 1 evidence (PDF, 2.8MB)
• 1.1: Impact of history teaching (Word, 2.7MB)
• 1.2: Teaching and learning; pupil progress (Word, 1.1MB)
• 1.3: Deployment of resources (Word, 13.6MB)

Teaching assistants including HLTAs are included as are younger teachers who are given an opportunity for middle leadership roles running areas of the department. One has recently been given charge of Key Stage 3 history. The Trust also provides time for the head of department to develop their teams.

The department is well respected and has a high status. It receives a good allocation of teaching time – two hours a week at Key Stage 3 and three hours at Key Stage 4. It is also valued for working collaboratively across the school. The respect for the subject was apparent throughout the visit.

Amongst the real strengths of leadership are its mentoring of teachers and teaching assistants, the systems in place for identifying concerns at subject and individual class teachers and the speedy actions that result. This is facilitated with very efficient and focused weekly meetings addressing departmental management issues such as curriculum development, SEND, student misconceptions, behaviour, training as well as standardising across the department. The monitoring of progress is done both by the department’s own rigorous methods and the school’s detailed evaluation systems. It was reassuring that the monitoring does not just focus on further demands but also on ways in which excessive workloads can be reduced. Governors also play a positive role in history subject leadership. There are twice a year meetings with governors often with practical outcomes. For example, this year resulted in the creation of more child friendly road stories.

The department is perceptive in its identification of priorities. For example, it includes a focus on improving oracy which was impacted by the isolation of covid lockdown. It also is addressing the lower literacy levels of Year 7 students through improved structuring and tasks.

The department is rightly proud of its CPD and attempts to stay current with research and ideas related to curriculum and pedagogy as well as Ofsted recommendations. For example, the department has undergone training on some of the latest thinking on marking and feedback. Extensive use is made of what the Historical Association has to offer including the Conference and webinars but much else besides including exam board training, Trust CPD as well as National College support in areas such as retrieval practice, curriculum implementation and metacognition. Needs are carefully identified through self-evaluation and this is supplemented by monthly whole school CPD including WalkThrus. Overall the Trust encourages subject and individual CPD and the department avails itself of this support. It results in strong coaching, mentoring, middle leadership development and senior leadership team dropins. The CPD is collated and put on the department area of the VLE to be used.

The evidence suggests that leadership is of a gold standard.

Areas for possible development: To help ensure the further development of oracy skills in history (2.2)

• Criteria 2 evidence (PDF, 1.5MB)
• 2.1: CPD programme (Word, 3MB)
• 2.2: Organisation and Management (Word, 1.3MB)

A really impressive aspect was the clear prioritisation given to providing knowledge to create ethically minded, environmentally sensible and politically active citizens and to progress as economic citizens. understanding politics, economics and culture through concepts and themes such as democracy, capitalism, ecology, environmental history, human rights, global identities, equality and ethics. The curriculum has been designed to be flexible, broad and balanced with a strong focus on challenging stereotypes and prejudice including some recognised local prejudices.

Throughout cohesion is achieved through four core foci that concern historians - What is life like for people? How is wealth created? Where does power lie? What matters to people? The curriculum is broadly sequential though with explicit attention given to second-order concepts and frequent revisiting and interleaving. The concepts addressed frequently and in a progressive way are significance, causation, change, similarity and difference, interpretations and using sources. The curriculum is structured through enquiry questions with each lesson having its own enquiry question. Each year builds on prior knowledge and develops core knowledge. Each scheme of work identifies core and hinterland knowledge.

In many respects the curriculum is innovative and to the forefront of addressing themes that are of contemporary relevance internationally, nationally and locally. For example, the curriculum includes environmental history, post-war Britain, women’s rights and contribution, LGBTQ+ and disabled, the history of youth, Silk roads, Native Nations of Americas, South Africa, medieval Zimbabwe and Russia. More recently there has been coverage of India and decolonisation. Unashamedly the department prioritises bringing history into students’ lives linking it to media interests and the local area. Often the content extends beyond familiar themes such as looking at women scientists such as Eunice Foote.

Local history in also treated seriously. To reflect issues related to Corby’s development and make up there are teaching programmes on Eastern Europe and post war migration to the area. The area is used to explain more distant history, eg. the medieval economy. Students are encouraged to show interest in their locality such as evidenced when reminding them of the possibility of Roman artefacts beneath their homes. They are positively encouraged to attend community history talks. Local history is also used to explain abstract concepts such as change.

Another particularly impressive element is the fact that the curriculum is seen as organic and not fixed. Several factors help determine this continuous development including research evidence, student interests, gaps and misconceptions, post-colonial narratives and teacher enthusiasm and expertise. This has resulted in greater awareness of diversity. For example, when looking at World War I, content has been extended to cover the role of women, imperial contributions, the disabled, conscientious objectors and even animals. Other changes to the curriculum reflecting recent events include Black Lives Matter, the Ukrainian War and the Colston statue.

While history is taught discretely there are links with other subjects – particularly with English including writing skills as well as through content areas such as the Renaissance, industrialisation and World War 1.

The evidence suggests that curriculum is of a gold standard.

Areas for possible development: To share this curricular approach with a wider audience, perhaps through a published article (3.2)

• Criteria 3 evidence (PDF, 1.4MB)
• 3.2: broad and balanced curriculum (Word, 1.8MB)
• 3.3: use of enquiry to develop pupils' historical thinking (Word, 1.6MB)

History has always achieved highly at A level even though affected by covid as it had a significant effect on PP and EAL students in the school. In 2022 the value added was +0.29 (A with the APS 35.00 and VA expectation 32.095. History is consistently in the top departments in the school and nationally. In 2022 2022 25% achieved A* compared to 11.9% similar schools and 12.6% all AQA centres although the numbers are relatively small. A-level groups vary across the years but tend to be smaller than 10. The Trust though is keen to support these smaller groups.

The impressive results are built on a rigorous monitoring and support system throughout all years. The whole school puts an emphasis on knowing how well the students are doing at school and departmental levels and the history department is meticulous in that aspect looking both at subject and class progress. There is close analysis of all students but especially SEND, EAL and those showing evidence of under-performance. . This is based on a range of evidence both formal and informal and retrieval tasks, standardised activities, frequent low stakes testing and student self and peer assessments. The tasks are varied to unsure monitoring in the round, eg. some are exam style, some are debates and some are presentations. Much is done orally. Each term one formative task is focused on a second-order concept. End of year tasks bring together core knowledge from the whole year. To aid the latter students have access to valid criteria such as mark schemes, skills, core knowledge and model answers. Built into the strategy is dedicated time for feedback and reflection. The involvement of students in assessing their performance is sincere and not tokenistic. For example, end of unit assessments are initially self or peer marked using accessible mark schemes before being marked by the teachers. Once individualised needs have been identified, individualised plans are drawn up and in appropriate sessions run. Often working with parents is also used and sixth forms help mentor younger students.

The evidence suggests that achievement is of a gold standard.

Areas for possible development: To extend approaches to making GCSE courses accessible to all students (4.1)

• Criteria 4 evidence (PDF, 1.4MB)
• 4.3: Progression (PDF, 18.8MB)

Visits are being increased and often subsidised, eg. to Kirby Hall, London, Black Country Museum. This will be increased as post covid normality returns and also once the cost of living problems have been ameliorated. Drop down history days are nevertheless available for those not going on school visits. There is a Key Stage 3 Homework Club although there would be benefit in reviving the History Club.

Within the school and the Trust, the department is active. A whole school priority is Careers Education and history contributes to a career-focused independent research task that shows history’s relevance in the jobs market and the range of career opportunities including a human rights campaigner. Evidence was provided of the department providing work experience for potential history teachers. Within the Trust, the department plays an important role in sharing lessons and teachers. The three Corby Trust schools have developed various local resources involving the Victoria County History and the local Heritage Centre. It also includes other departments in history events as evidenced by appreciative feedback such as by the Unit. It sometimes leads assemblies on commemorations such as Holocaust Memorial Day. Some collaborative work also takes place with feeder primary schools largely to aid transition. There are also some good links with other schools outside the Trust including with the local primary school which provides the Academy with a sizeable proportion of its intake.

There is wide encouragement for learning outside the classroom. There are good links with the local community heritage centre, eg. when covering the 1607 revolt against enclosure. This centre also provides rare sources for the school such as oral histories of Scottish migration. The department also supports History Heritage Day. External talks are occasionally organised such as by the project officer for Oxford Archaeology’s Priors Hall excavation – a major Romano-Celtic mausoleum. Talks were even arranged during covid again with a local bias, eg. Northamptonshire witches. There is evidence that local history groups approach the department for support. It also plays a part in some community historical events and pageants such as the occasional Pole Fair when Elizabeth donated land in Corby.

There is a good constructive relationship with parents. Above all there is evidence that parental feedback is used to improve practice. One outcome of recent parental feedback is the simplification of history information and another is the better differentiation of homework into core and extended tasks.

History displays are largely confined to classrooms as display space is limited elsewhere. It is of a good standard within classrooms with much emphasis on the status and importance of history, historical techniques and skills and the celebration of student success. This celebration of achievement also extends to the school’s twitter platform and website as well as assemblies. In the department students are awarded certificates for effort and achievement.

History has a dedicated section on the school VLE and also a collaborative Trust section for history. This provides a useful communication for best practice and sharing resources. Each history class communicates with staff through own pages to support learning. Much developed as a result of covid. Includes all past exam questions. The department also uses online systems for curricular activities such as engaging with Alison Kitson’s Climate History online group.

The evidence suggests that enrichment is of a gold standard.

Areas for possible development: To increase the number of visits and visitors in history (5.1); To revive the Key Stage 3 History Club (5.1)

• Criteria 5 evidence (PDF, 0.7MB)
• 5.3: Website and communications (PDF, 1MB)