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What works for white British boys

In conclusion

As you would expect, schools that effectively meet the needs of disadvantaged white British boys showed all the characteristics of good teaching, support, leadership and management. In these schools, leaders and teachers:

  • See the school through the eyes of the pupils, develop pupils as leaders and partners in improving teaching and learning.
  • Promote and develop a shared understanding of what we mean by high expectation, what it looks like and how it is achieved.
  • Build trust and mutual respect by investing time in developing high quality relationships with pupils and parents.
  • Engage pupils in setting high expectations and hold to these by relentless, regular tracking of progress – don’t compromise even when this requires frank discussion and a challenge to improve.
  • Map interventions, and focus the most powerful ones, such as one-to-one tuition, on underachieving disadvantaged pupils.
  • Set the bar high in terms of teacher expectations and use targeted CPD where practice needs to be improved.
  • Work flexibly to match grouping, curriculum and interventions to the needs of the pupils in school now.
  • Teach in ways that avoid too much teacher talk, focus explicitly on progressive development of academic language and study skills, and make good use of fast paced, challenging and accountable group learning.
  • Provide advocates for pupils who know them well and act as champions.
  • Pay particular attention to the transition of disadvantaged pupils who are likely to be vulnerable to underachievement as they change schools.