family a @ frome college 26 november 2015 theme 1: to ... documents... · ... to improve outcomes...

Family A @ Frome College

26 November 2015

Theme 1: To improve outcomes

for vulnerable students

The Somerset Challenge - Family A: Bishop Fox’s School - Bridgwater College Academy Frome Community College - The Blue School - The Taunton Academy Wadham School - West Somerset Community College

Family A Inset. Frome College. 26 November 2015.

Theme 1a: To improve strategies for identifying vulnerable groups and sub-groups of vulnerable students

Theme 1b: To share good practice in the provision of intervention for vulnerable students.

School: Bishop Fox’s School, Taunton

School Lead Contact. Kerry Tonkin

Lead Contact email: [email protected]


Categories of vulnerable students in Bishop Fox’s School.

Whole School SEN (K)

Total Cohort 177 26

% Students A* - C 67.8 42.3

% Students A*-C (inc E&M) 62 30.8

Average total capped 8 322.97 259.23

Average grade per student C D

Value added 1015.778 1023.216

2015 Analysis


2015 Analysis

Whole School PP

Total Cohort 177 49

% Students A* - C 67.8 53.1

% Students A*-C (inc E&M) 62 49


Average grade per student C C-

Value added 1015.778 1008.439


Whole School EAL

Total Cohort 177 17

% Students A* - C 67.8 52.9

% Students A*-C (inc E&M) 62 52.9


Average grade per student C C

Value added 1015.778 1061.314

2015 Analysis


FFT A* - C GCSE RESULTS A* - C

English Maths English Maths

Whole School 74.54 77.71 78.4 69.1

SEN (K) 35.71 46.66 53.8 23.1

EAL 58.33 66.67 70.6 64.7

Pupil Premium 60.01 66.67 69.4 58.3

Free School

Meals44.45 55.56 69 53.7

Look After 0 100 100 100

2015 Analysis

GCSE RESULTS 2015 VS FFT DATA


National all SEN Somerset all

SEN

BFS All SEN

% 5A*-C inc E&M 19.4% 18.2% 30.8%

Capped APS 207.9 202.1 259.23

3 levels of Progress

Ma %37.2% 34.1% 34.6%


Eng %48% 49.5% 65.4%

2015 Analysis

SPECIAL EDUCATIONAL NEEDS: National/Local Comparisons


National Somerset BFS

% 5A*-C inc E&M 36.1% 35.9% 44.7%

Capped APS 261.6 257.6 283.2


Ma %49.5% 48.4% 48.9%


Eng %57.8% 59.6% 70.2%

2015 Analysis

FSM6: National/Local Comparisons

How each of the categories is identified.

Category Identification criteria

FSMPPSENEALPoor attenders

KS4 Intervention (driven by EM)V1V2V3

SIMSData drops – present/predictedHoY trackingTutor mentoringPASS test data

Support staff/attendance officerFamily liaison officerPP parentsBehaviour recordsAcademic Tutoring/parent contactCore subject tracking spreadsheetsOpen door policy….

Wildly Important Goals – 1. English and Maths 2. Core/Additional Science impact3. Buckets

List of the intervention strategies used to support vulnerable students.

• EAL Support Team

• 4 X ‘Pupil Premium Parents’ (Yr 8-11)

• 1 X Nurture Teacher (Yr 7-8)

• KS4 Intervention Team X 2

• Behaviour LSAs 1:1 for High tarriff

• Enrichment Centre

• Off-Site provision/early intervention

• Targeted Careers Intervention

• Mentoring

• HoY Tracking

• SLT support – 1:1s, mentoring, hearts & minds,

etc…

Details of each of the listed strategies used to support vulnerable students.

Title of strategy : KS4 Intervention Team Liz Harvey

• Strict appointment system

• Prioritise Eng & Maths

• Relationships, relationships, relationships

• Maximise opportunities to grab them!

• Excellent subject knowledge

• Feedback to all interested parties

• Share data with student

• Encourage ownership

• Work ethic - emphasis on academic

• Intervention staff fully entrenched in Year 11 team

• ‘Parent’ new students

• The power of the kettle!

KS4 Personalised Learning Centre

A sense of belonging and ownership

Encourage competition between students..

Make the room look great..

Evaluation of the impact of the listed strategies.

Title of strategy: KS4 Intervention Team Liz Harvey

• Data tracking

• Fortnightly meetings with DHT (KS4 Student Achievement)

• Student voice – questionnaires

• Feedback from students as we work with them – “I get it now”

• Staff feedback

• Students pop by at lunchtimes etc – they like us!

• Written Evaluation

• War Room

War Room: Identify, Track and Evaluate


Title of strategy : ‘Pupil Premium Parents’ James Truby

• Targeted Classroom Support

• Study Support

• Booster Sessions

• Pastoral

• Constant presence

• Working within the year group team

• Outside Agencies

• Buildings communication links with school and home


Title of strategy: ‘Pupil Premium Parents’ James Truby

• Feedback from staff on pupil engagement and participation

• Improved behaviour

• Confident – Independent – Resilient

• Improved Attendance

• Positive working relationships

• Parental /Guardian engagement

• Recognition

• Progress - Attainment


Title of strategy : EAL Support Team Liz Harvey

• Instant communication cards

• Language buddies

• Base line assessment

• New Zealand Academic word list

• ‘Talking Partners’

• Small groups better than 1:1 for EAL

• Plenty of games – sorting, discussing, board games

• Links to topics studied in lessons

• Entered for First Language GCSE’s (Polish, Portuguese, Chinese) – will

be important for ‘Bucket 2 EBAC’ from 2016


Title of strategy: EAL Support Team Liz Harvey

• Formal written evaluation

• Value Added – EAL very positive

• Measured in confidence and enthusiasm

• Student feedback

• Staff feedback

• Written assessment every half-term & tweak targets

• ‘Talking Partners’ RAG summary sheet

‘Talking Partners’ tracking

School priorities for future action to improve outcomes of vulnerable learners.

• Fluidity of the intake

• High Achievers/More Able

• Foundation learners

• The ever-changing world

• New Measures

• New 3 Year KS4 Curriculum

• New ‘harder’ qualifications

• No iGCSE

• No BTEC Science

• Less CA/CW

• Less practical

• More exams … more stress

More resilience required, strategy clear

Wildly Important Goals 1. English and Maths2. Core/Additional Science 3. 3. Buckets




School: Bridgwater College Academy

School Lead Contact. Andrew Sandercock



RaisingStandards

Bridgwater College Academy• Sydenham is in the top 3% nationally

for deprivation• The average annual gross household

income for Sydenham is £15,999 which is consistently and considerably below the district average of £27,293 and £26,500 nationally

• As of November 2010 18.6% of 16-64 age range were claiming some kind of Out of Work benefits. This compares to 11.1% in Sedgemoor and 12.2% nationally

• 32% of housing in the Sydenham ward is comprised of Social Rented housing

• 73.4% of people are overweight or obese

• Sydenham has a very high level of smokers with an estimate 22% of over 16s smoking, compared with 15% nationally

Low Middle High

y11

School 30.5 53.2 16.3

National 14.6 52.5 32.9

0

10

20

30

40

50

60

Pe

rce

nta

ge

Y11 Prior attainment band

School

National

Y11 2015

• PP 31%

• SEN 25%

• EVER6 34%

• White British working class

Head of Curriculum & Standards & RSL

Securing results for the students futures and hence school

performance

Raising Standards

• https://www.youtube.com/watch?annotation_id=annotation_262395&feature=iv&src_vid=voAntzB7EwE&v=v3iPrBrGSJM

• Knowing what to focus on

• Not getting distracted from that focus

• Strategy

Magic?

https://www.youtube.com/watch?annotation_id=annotation_262395&feature=iv&src_vid=voAntzB7EwE&v=v3iPrBrGSJM

Accurate• Data collected regularly

• Fine grades

• Data is based on trackers

• Paired entry

• Pre-public exams/Mocks

• Moderation by external examiner

• Recruit examiners/use examiner work as CPD

Data

Tracking

Making Data

• Significant group barcode ranking

• Transition matrices

• PLC based intervention

• Critical (in your subject) students

• Mock results day

• Other additional courses

• Accountability

Meaningful

The Bottom Line

EMT/emt

Year 11 - Who and What to Focus on

• Cat 1 - EMT

• Cat 2 - EmT

• Cat 3 - eMT

• Cat 4 - EMt

• Cat 5 - Emt

• Cat 6 - eMt

• Cat 7 - emT

• Cat 8 - emt

War wall v1

Level 3 Level 4 Level 5

3+ LOP Ben (M)James (m)Peter (M)

Matt (M) Mohammed (M)

3 LOP Josh (M)Mikey (m)

Tony (m) Abu (M)Toby (m)

2 - LOP Gregorz (m)Ian (m)

Naseem (m)Sam (M)

Ee/Mm

TargetStudents

Strategically encouraging more

• Employability scheme

• Gateway to the PROM

• £25 weekly incentive

• “if its not excellent its not finished”

School intervention

• Data tracking

• Data management

• Staff development- at the heart of great T&L. consistently good teaching

• Forest school

• Intervention mentors- learning and Social emotional needs

School intervention

• Supernumerary teaching- English and maths, 121, focused on progress.

• RSL

• Home school liaison officer- getting them into school.

• Accelerated reading

• EAL

• Extended day- lesson 5 for English & maths

BCA A*-C 74%

National ≈ 63%

(FFT estimate D 57%)

74% making 3+ levels of progress.

National ≈ 65% (FFT estimate D 57%)

BCA A*-C 75%

National ≈ 65%


80% making 3+ levels of progress.

National ≈ 70% (FFT estimate D 60%)

Year 7 data on entry. 5 years ago

students entered BCA with an

Average Points score of 26.3,

below the National average that

year of 27.6

2010 Year 7

5A*-C English & maths

BCA 60% (+5%) National 55%


2015 GCSE Results

20%

20%

10%

10%

10%

10%

10%

10%

100%

One

Two

Three

Progress 8

Attainment 8

English & Maths(A*-C)

English Baccalaureate

• RAMG

• EM/em

• Ranked progress lists

Year 10 - Who and What to Focus on

TargetedIntervention

• Teachers complete the intervention(s) as agreed on

the intervention tracker

• Teachers test impact of the intervention and complete the impact sections of the

intervention tracker

• HOD and SLT line manager evaluate the success of intervention(s)

• RAP meetings are used to evaluate and plan further interventions

• Critical students in each subject are identified at

SLT/HOD line management meetings

• HOD and teachers plan intervention(s) and complete

the intervention tracker

• Students’ skills are tracked on PLCs

• Students are assessed against GCSE criteria

• Staff complete data entry of fine grades

• EMT sheets are created for each department

Identifying Students

Planning

Intervention(s)Review and Evaluation

RAMG

• Every 2 weeks

• Directed intervention

• Whole school focus

Forward…

• 5 year run up to GCSE? – Skills and tracking

• Target setting to have a positive (+) P8 score overall

• Literacy

• Numeracy

• Curriculum modelling

• Early entry

• Focus on those not making expected progress

• For y11 focus 5A*-C EM (last time!)

• Y10 Progress 8 & Attainment 8

• Other additional courses

Moving




School: Frome College

School Lead Contact. John Robson



Categories of vulnerable students in our school.

Category % of cohort

Year 11 – Key Groups focussed on by:subject teachers, subject heads and HoFs• Pupil Premium• SEN (109 students (36%) either or both)• ‘Double dippers’ = PP and SEN• Boys• ‘Triple dippers’ = PP, SEN boys• KS2 Sub level 4c average• 4c Boysfollowing data dives:• Students with a negative P8 score• Students not making 3LP within subjects• KS2 4a-5a students not making MEGtutors and HoHs:• Attitude to learning above 2.5• High Behaviour points (weekly)• Attendance at or below 93%• Students with a negative P8 score

82/303 = 27% 55/303 = 18.2%28/303 = 9.2%163/303 = 53.8%18/303 = 5.9%43/303 = 14.2%21/303 = 6.9%

80/303 = 26.4%Not calculated for cohortNot calculated for cohort

70/303 = 23%varying66/303 = 21.8%80/303 = 26.4%

Recent data• Can be confident we are focussing

on the right areas.

• Data literacy of staff. Engaging in achievement.

• MEGs based upon KS2 results to give positive P8 score.

Year 11 Progress 8 ScoreGroup Nov-15

All 0.21Boys 0.08Girls 0.36PP -0.03

Not PP 0.31SEN -0.07

Not SEN 0.32Raise H 0.14Raise M 0.23Raise L 0.22

4C 0.07Not 4C 0.234C Boys -0.13Rest - 4C 0.23

Raise M Boys 0.09Raise L Boys 0.04

Identification - Data displays

Using Fine Graded Predictions


• Intervention strategies can be broadly divided into 2 types:

a) those we do with all students within which we refine details to support

vulnerable groups

b) those we use with vulnerable groups only.

Intervention strategies for 2015.16 represent a blend of previous

successful strategies and new strategies based upon on going reflection

incorporating new ideas e.g. use of Pixl Strategies.

Impact for some of the new strategies is therefore still evolving. In addition

many strategies will be evaluated when future data dives are available.


• Teach First – the best intervention is to:

a) teach it right first time. Strategies include: Frome DNA, TIM, Progress

Stickers, Pixl principles, assessment calendar

b) make alterations to your daily classroom practice to address

underachievement.

To support the ‘how this happens’ we have developed an intervention list =

suggestions of strategies teacher could employ. It’s a starting point.

We expect teachers to be recording what they are doing to support students

with specific needs and address underachievement on their class map and

SIMS. Monitored by HoF/Subject Leaders and discussed with SLT at line

management meetings to ensure impact.

There I also an intervention list for HoF/Subject Leaders and beyond. I1, I2 & I3


Strategies for all:

– Aspiration agenda

– Investment in IT packages to support learning

– Reading culture within the school to improve literacy (CAT tests)

– CPD & sharing best practice – how to engage boys.

– Supporting Head of House to become more outcome focused

through specific data, SLT link and line management meetings.

– Data review meetings – organised in buckets to review progress and

ensure issues are highlighted (War Room).

– Empowering SLT to challenge HoFs about the data and strategies

being employed to raise standards.


Strategies for vulnerable groups only:

– Intervention Worker – Jemma Latham – has her own small tutor

group of vulnerable students. Work focuses on self esteem & Maths.

– Year 11 Shadow timetable – some students have and will be

withdrawn from subjects. Based in an IT room students will utilise

the IT packages, catch up on work or receive tuition from teachers

with slack in their timetables.

– Supporting SEN and Phoenix to become more outcome focused. We

have greatly increased lessons into the Phoenix. Learning support

mentors. Controlled assessment and coursework support.


Strategies for vulnerable groups only:

– Tighter control over the time and curriculum of our most vulnerable.

We are focused on delivering results in the subject areas where we

have been successful in the past e.g. ECDL, BTEC’s esp Sport,

coursework heavy subjects.

– ‘You must influence most what you can influence most’


Some conclusions we can make so far:

– Increasing data literacy amongst staff and awareness of where we

are.

– Sharper focus on Phoenix, Pupil Premium and SEN achievement –

SEN predictions noticeably stronger than previous years

– Coursework marks look good for many vulnerable groups.

– Managed removal of students from certain subjects has a positive

effect on student motivation.


• Everything hinges on being able to compile accurate data – the

challenge of the new GCSEs.

• Improving distribution of certain profiles of students into certain

subjects.

• Moving interventions to Year 10 not Year 11 – break the cycle.




School: The Blue School

School Lead Contact: Rachael Fraser




Category % of cohort (Y11)

Pupil Premium

FSM6

FSM

Boys

Girls

SEN ‘K S’

19.4 (18.6)

17.9 (17.5)

8 (8)

50 (48)

50 (52)

13 (12.3)


Category of Underachievement Identification criteria

FSM6 (5A*- CEM) (31% gap)

Girls in Science/High ability (15% gap)

Boys/Mid ability (5A*-CEM) (18% gap)

School Action/SA+ (5A*-CEM) (35% gap)

**************************

FSM6/PP Attainment 8 and maths 3 levels progress

English KS2 to 4 conversion of Level 4 boys

SEN K and S Progress in English and maths

Retrospectively• RAISE online • FFT Evaluation

Ongoing ‘in-year’• 4matrix – KS4• Sims tracking templates – KS3&4• Learning Review Meetings• Raising Achievement Group

Meeting

Autumn term post-mock tracking – 4matrix gap analysis

Pupil Premium Non PP FSM6 Non FSM6

Measure # % # % Difference # % # % Difference

Pupils

Total number of students 49 - 219 - -170 47 - 221 - -174

Pupils with 5+ A*-C (Inc Maths & English)

24 48.98% 128 58.45% -9.47% 20 42.55% 132 59.73% -17.18%

Progress8

Progress8 Entries 44 - 196 - -152 40 - 200 - -160

Progress8 Score +0.34 - +0.23 - +0.11 +0.33 - +0.24 - +0.09

Attainment8 4.81 (C-) - 5.45 (C+) - -0.64 4.51 (C-) - 5.51 (B-) - -1

Levels of Progress

English 3 Levels Progress 33 78.57% 132 64.08% +14.49% 28 73.68% 137 65.24% +8.44%

Maths 3 Levels Progress 41 85.42% 184 89.76% -4.34% 36 81.82% 189 90.43% -8.61%

PP Attainment 8 and maths 3 levels progress

Male Female SEN Non SEN

Measure # % # % Difference # % # % Difference

Pupils

Total number of students 128 - 140 - -12 33 - 235 - -202

Pupils with 5+ A*-C (Inc Maths & English)

63 49.22% 89 63.57% -14.35% 5 15.15% 147 62.55% -47.4%

Progress8

Progress8 Entries 114 - 126 - -12 24 - 216 - -192

Progress8 Score +0.01 - +0.47 - -0.46 -0.27 - +0.31 - -0.58

Attainment8 5.11 (C) - 5.54 (B-) - -0.43 3.77 (D-) - 5.56 (B-) - -1.79

Levels of Progress

English 3 Levels Progress 63 54.78% 102 76.69% -21.91% 10 43.48% 155 68.89% -25.41%

Maths 3 Levels Progress 105 86.78% 120 90.91% -4.13% 20 68.97% 205 91.52% -22.55%

Autumn term post-mock tracking – 4matrix gap analysis

English KS2 to 4 conversion of Level 4 boys

SEN K and S Progress in English and maths

Male

Key Stage 4 Grade 3 Levels

Other U G F E D C B A A* # # %

Other 1 3 3 2 3 1 1 5 5 100.00%

W 0 0 0.00%

1 0 0 0.00%

2 0 0 0.00%

3 3 6 1 10 7 70.00%

4 3 10 18 15 4 1 51 20 39.22%

5 5 11 13 15 7 51 35 68.63%

# 0 0 0 3 13 29 26 21 17 8 117 67 57.26%

32 L4Female

Key Stage 4 Grade 3 Levels

Other U G F E D C B A A* # # %

Other 1 3 3 2 3 1 6 6 100.00%

W 0 0 0.00%

1 0 0 0.00%

2 0 0 0.00%

3 1 2 6 2 2 13 10 76.92%

4 1 12 17 14 12 56 43 76.79%

5 1 3 18 25 9 56 52 92.86%

# 0 0 1 0 3 19 22 36 40 10 131 111 84.73%

Autumn term post-mock tracking – 4matrix English transition matrices


• English and maths intervention – small group and one to one

• Y7, 8, 9 Literacy groups (no MFL)

• Tutor based mentoring programme and ‘Mentoring Plus’ (SLT)

• Intervention Tutor Groups English, maths, science

• Closing the Gaps training and Working group

• Learning Review meetings

• Raising Achievement Group Meetings

• Pastoral support, counselling, Careers advice and guidance


English and maths intervention

• One double lesson per week of ‘Supported Study’ is identified for KS4

intervention/extraction of small groups in English and maths. (Due to

be extended into Y9 from Sept 2016.)

• Rolling Programme of extraction in KS3.

• All students underachieving at any grade or level boundary are

entitled to this intervention, however pupil premium students are

more highly represented.


Yr 11 GCSE INTERVENTION RESULTS

Student PPTarget Grade

Last tracking Actual Grade

Difference to target

Difference to last tracking

Student 1 D D C 1 1

Student 2 Y D D C 1 1

Student 3 Y B D B 0 2

Student 4 B D B 0 2

Student 5 B D B 0 2

Student 6 C D C 0 1

Student 7 C D C 0 1

Student 8 C D C 0 1

Student 9 Y C D C 0 1

Student 10 C D C 0 1


Student 12 Y D D D 0 0

Student 13 D D D 0 0

Student 14 A D B -1 2

Student 15 B D C -1 1

Student 16 Y B D C -1 1





Student 21 Y C D D -1 0

Student 22 C D D -1 0



Student 25 Y C D D -1 0



Student 28 A D C -2 1

Student 29 B D D -2 0




Student 33 C E E -2 0

Student 34 C E E -2 0

Student 35 D E F -2 -1

TOTAL 60% A*C -26 23

E.G. Impact of English intervention.

Measured against target grade? Low impact

Measured against last recorded grade in tracker? High impact

Measured against target C/D borderline? High impact


BUT – with P8 and A8 the focus is no longer centred around the C/D borderline? War wall is changing….but still has the 5A*CEM at the heart.


Literacy groups

• Students below Level 3 on entry are identified for a Literacy lesson

instead of an MFL. This follows through the whole Key Stage.

• The group begins very small but can grow as the need arises.

• (Issues: Difficult to return to languages; selection of students

sensitive)

NO GROUP HAS YET REACHED Y11 – KS3 levels in English suggest

60-65% of students in Y8 Literacy groups were on or above their

progress targets (2 sub levels per year) at end of last year.


English, maths and Science intervention tutor groups

• Students are placed in subject tutor group (Sc – 2 week blocks;

English - 2 Reg per week; Maths – 2 Reg per week) 11SCI, 11ENG,

11MAT

• Frequent 20 minute sessions led by ATLs for subjects – eg. focusing

on 6 mark question or key section per session


Eg. Physics intervention tutor group sessions

Surname First Name Target

E.U.T Ave Mock comb res

CD risk RESULT SUCCESS?

Name 1 A B D -4 A YES4 students

Underperforming against target

Name 2 A C D -5 B ??Y8 students Working level suggests will secure C but at risk

Name 3 B E C -4 D NO12 students

Working level suggests will achieve D grade

Name 4 C C D -1 B YES3students

Working level suggests E grade or below

Name 5 C D D -2 C YES

Name 6 B B D -4 PP C ??Y

Name 7 B C C -2 D NO

Name 8 A B D -4 C ??Y Key for success criteria is below

Name 9 B B E -3 B YES

Name 10 C D F -4 B YES

Name 11 B B D -2 C ??Y

Name 12 C B D 0 C YES

Name 13 B B D -4 IEP C ??Y

Name 14 A B B -2 B NO YES 10

Name 15 C C D -1 D NO NO 8

Name 16 C D D -2 IEP C YES ??Y 6

Name 17 A B B -2 A YES NO* 3

Name 18 D E E -2 IEP F NO* Success rates:

Name 19 B B D -4 D NO 16/27 59%

Name 20 C D F -4 PP G NO* 16/24 67%Name 21 C D C -1 C YES

Name 22 B D E -5 C ??Y

Name 23 C G F -7 F NO*

Name 24 C D D -2 IEP D NO

Name 25 A B C -3 PP C NO

Name 26 A B C -3 B NO

Name 27 C C D -1 C YES


Eg. Physics intervention tutor group sessions

Surname First Name Target

E.U.T Ave Mock comb res

CD risk RESULT SUCCESS?

Name 1 A B D -4 A YES4 students

Underperforming against target

Name 2 A C D -5 B ??Y8 students Working level suggests will secure C but at risk

Name 3 B E C -4 D NO12 students

Working level suggests will achieve D grade

Name 4 C C D -1 B YES3students

Working level suggests E grade or below

Name 5 C D D -2 C YES

Name 6 B B D -4 PP C ??Y

Name 7 B C C -2 D NO

Name 8 A B D -4 C ??Y Key for success criteria is below

Name 9 B B E -3 B YES

Name 10 C D F -4 B YES

Name 11 B B D -2 C ??Y

Name 12 C B D 0 C YES

Name 13 B B D -4 IEP C ??Y

Name 14 A B B -2 B NO YES 10

Name 15 C C D -1 D NO NO 8

Name 16 C D D -2 IEP C YES ??Y 6

Name 17 A B B -2 A YES NO* 3

Name 18 D E E -2 IEP F NO* Success rates:

Name 19 B B D -4 D NO 16/27 59%

Name 20 C D F -4 PP G NO* 16/24 67%Name 21 C D C -1 C YES

Name 22 B D E -5 C ??Y

Name 23 C G F -7 F NO*

Name 24 C D D -2 IEP D NO

Name 25 A B C -3 PP C NO

Name 26 A B C -3 B NO

Name 27 C C D -1 C YES

YES=I think success shown, target grade metNO=I think success not shown, missed target or did not achieve C??Y=success if C achieved if the reason we intervened was to ensure this. Otherwise success if target grade achievedNO*=Despite every effort neither C nor target grade achieved


Mentoring and Mentoring Plus.

• Students for Mentoring confirmed on Trial Exam Results Day

• Floating tutor assigned to year group – to enable one to one

mentoring slots

• Targets identified – entered into Sims home page using TUTOR

Tracker


Impact of Mentoring varies according to level of challenge Tutor/SLT

Mentor!!

EG.

One SLT member in 2015: 4/6 students mentored for 5A*-C EM got it!

One SLT member in 2014: 1/1 student in PP/SEN mentored for 5A*-C

EM got it!


Closing the Gaps Training - 3 twilight sessions of Professional

Development

• Training centred on classroom based approaches to make a

difference.

• Teachers choose an approach

to trial then report back in

teachmeet style at following

session.

• Final session on metacognitive strategies to use with vulnerable

learners.

Examples of classroom based approaches shared at ‘Closing the Gaps’ Training.

SSAT Somerset Senior Leaders24 October 2013

The Blue SchoolThe Best We Can Achieve

Taken from School and Communities Research Review

• cooperative learning (structured groupwork), see Kagan Strategies

• frequent assessment • ‘learning to learn’ strategies• a rapid pace of instruction• using all-pupil responses • developing a common language for discipline• whole-class approaches, such as the use of

interactive whiteboards and embedded multimedia, show promise

Taken From OfSTED Guidance for Senior Leaders

• Mark pupil premium students’ books first (or last!)

• Increase amount of formative assessment in lessons

• Allow time in lessons for students to act upon next step marking

From Learning Walks at The Blue School

• Use targeted questions and ensure oral feedback every lesson

• Use the class seating plan to place ppstudents next to a ‘motivator’

• Use ‘explicit learning objectives’ either printed and on tables, as a checklist with which the students can interact as a card sort eg can do/not yet columns.

From PiXL

• Provide Question Level Analysis or Personal Learning Checklists to identify key areas for development

• Provide Pre Public Exams PPEs (more for target groups)


Early days…

• Learning walks have focused on pupil premium students – good

practice in teaching and learning approaches has been identified.

However…

• How do we measure the impact? Do our teachers with good residuals

for vulnerable groups make heavy use of the teaching strategies

identified by Sutton Trust as having most impact? Can we prove it?


Learning Review Meetings and Raising Achievement Group Meetings

• Discussion focused on key students identified before the meeting

• Data informs discussions gathered in Sims in ‘free text’ as well as

numerical

• Actions are identified and interventions are planned.


• Revised methods for identifying students for intervention

• Better evaluation of impact of interventions

• More staff training – in marking and feedback and meta cognition.

(Quality speakers etc)

• Better school based research into what works by cross referencing

observation records with teachers’ results (impact analysis)

• Vulnerable student ‘champions’ – use a key worker system to allocate

an adult ally to key students.

• Peer mentoring scheme – Y10 ‘More able’ mentoring Y7 ‘vulnerable’

• Study out of hours club – (SOL Club)

• Extend intervention during ‘Supported Study’ to include Science slots.




School: Wadham School

School Lead Contact. Sarah Coombe




Category % of cohort

July/August BirthdaysCLAEversixTLCEALTraveller CommunityPhysically ImpairedSMEHLearning and CognitionIn Year AdmissionYoung carers

171191014<18+132?



July/August Birthdays

CLA

Eversix

TLC

EAL

Traveller Community

SIMS

Transition

Transition/SIMS

Medical evidence/self identification

English not mother tongue, identified through transition or admission procedures.

Community links, transition procedure.



Physically Impaired

SMEH

Learning and Cognition

In Year Admission

Young carers

Transition, medical evidence, in house testing for dyspraxia.

Number and nature of behaviour incidents, in house referral process, parental referral, performance data, in house diagnostic testing.

Performance data, in house referral process, in house diagnostic testing.Admission procedure

Transition procedure, performance. AN AREA FOR DEVELOPMENT


KEY INTERVENTIONS:

Personalisation of the curriculum

Core subject 1:1 learning

Bridge time

Examination preparation


PERSONALISATION OF THE CURRICULUM

SMEH /IN YEAR ADMISSION/SLCN


BRIDGE TIME

TRAVELLER/GLD/ATTENDANCE


1:1 core time

Medical issue


Examination preparation:

Year 11 student July 2015 who had dyspraxia.

Extremely anxious about exams so concession package was tailored to

alleviate his anxiety and aid performance:

Maths – wrote himself (extra time)

English – scribe (extra time)

Science – exams transcribed

R and P – Laptop

Geography – scribe

French – wrote himself (extra time)


• Embed recent developments regarding SEN framework.

• Improve identification and therefore support of young carers.

• Develop effective strategies to monitor SMEH progress.

• Improve maths outcomes for vulnerable learners.

Additional contributions. Gaynor Barendt, SENCo, Frome College.

“. . . a rights-based education which includes opportunities for engagement in real decision making is a good underpinning for raising achievement and attainment. You’re more likely to see pupils doing well if they have the chance to make a difference and contribute to the running of school life in meaningful ways.“

University of Sterling, February 2015

“Most students participate in academic and non-academic activities at school, and develop a sense of belonging – their friends are there, they have good relations with teachers and other students, and they identify with and value schooling outcomes. But many students are not engaged. They do not believe their school experience has much bearing on their future, and they do not feel accepted by their classmates or teachers. Gradually these students withdraw from school life, and become disaffected from school. Some disaffected students are disruptive in class, and exert a negative influence on other students.”

OECD for PISA, 2000

Personal DevelopmentLeadership roles / Extra-curricular and development opportunities / Mentoring / Self-esteem work / Address gender bias

Skill Development

Focus Days / Work Experience / Competitions / Business community / Contextualised learning

Community & belonging

Networking / connections / opportunities / projects

Interaction

Team working / valuable contributors / Making a difference

Subject teachers, Subject Leaders and HoFs

• Pupil Premium

• SEN

• (109 students (36%) either or both PP / SEN)

• ‘Double dippers’ = PP + SEN

• Boys

• ‘Triple dippers’ = PP, SEN boys

• KS2 Sub level 4c average• 4c Boys

October data dives:

• Students with a negative P8 score

• Students not making 3LP within subjects

• KS2 4a-5a students not making MEG

Tutors and HoHs:

• Attitude to learning above 2.5

• High Behaviour points (weekly)

• Attendance at or below 93%

• Students with a negative P8 score

82/303 = 27%

55/303 = 18.2%

28/303 = 9.2%

163/303 = 53.8%

18/303 = 5.9%

43/303 = 14.2%21/303 = 6.9%

80/303 = 26.4%

Not calculated

Not calculated

70/303 = 23%

varying

66/303 = 21.8%

80/303 = 26.4%

No ambitions, cited reality t.v. stars as

inspirational

60% of our students from Yr9-11who had

career ambitions wanted to be teachers

Uninspired, disinterested,

disengaged

University of Bath G&T Academy (WP)

University of Bath Mentors

Speakers

Careers Cafés

Contextualised learning in lessons & subject links

Work Experience

Traineeships & Apprenticeships

CV Project

Mock Interviews

Career Maps

Careers Cafes

Work Experience

Skill Development – leadership / organisation / resilience / initiative / communication

Business Mentoring

Tutor mentoring booklet – participation,

ambitions, achievement, skill

development

House points

CV’s

SLT line management with HoH

Historical

See school as pointless

Have a lack of self-worth

Lack skills necessary to achieve –

embarrassment

Lack of aspirational role models and

mentors

family a @ frome college 26 november 2015 theme 1: to ... documents... · ... to improve outcomes...

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