This snapshot, taken on
14/08/2011
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
 
 
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.

A new UK Government took office on 11 May 2010. As a result the content on this site may not reflect current Government policy.
All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.
To view the new website, please visit http://www.education.gov.uk

What works for white British boys – Case study: Beech Hill Primary School

Improving teaching and learning

  • Date: December 2010
  • Programme: Narrowing the gaps
  • Topic/theme: White British Boys
  • Number in series: 10
  • School name: Beech Hill Primary School
  • Phase: Primary
  • We are constantly raising the bar for our pupils (and teachers). Class teachers set half-termly targets, which are shared with the children and parents. These are specific to the age of the children and are decided upon following detailed data analysis in the previous terms as well as formative assessments and assessing pupils' progress. The numeracy targets plus reading and writing, which the class teachers set in the autumn and spring terms, are displayed in the class in child-friendly language and are referred to regularly. When choosing objectives from planning units, teachers ensure that those which will move children forward against their targets, are given extra weighting and are returned to regularly.
  • We rigorously and robustly assess pupils' progress and identify next steps. One of the ways in which we do this is through termly progress meetings. Following the termly assessment weeks and data analysis, each teacher meets with the numeracy and literacy subject leaders to discuss children who are making less than expected progress. Action plans are written to ensure those pupils make accelerated progress using group and individual intervention strategies. These children are very closely monitored. Following the last action plans, 80% of the children included in the action plans made at least one sublevel of progress before the next assessment period. Teachers are expected to consider why the children have fallen behind and use their knowledge of the children along with formative assessments to pinpoint exactly what the children need to do to move on.
  • Our school has a focus on early intervention. Children entering our Early Years Foundation Stage are working well below national expectations. A baseline assessment is produced using the Leuven's Scale followed by regular assessments throughout the Foundation Stage. At the end of each term, the profile is updated following moderation within the Early Years, gaps in children's learning are identified and planning is adjusted to ensure there are lots of opportunities for children to progress within those areas. At the end of 2009, all children leaving Reception achieved points 6–8 in all areas of learning with the exception of Emotional.