• On pupil learning


    What has been the overall impact on pupil learning?

    5+ A*-C grades have increased by 19% over three years;   5+ A*- C with English and Maths increased by 6% in one year. Pupils are no longer slipping the net,   missing one of the two subjects.  With all the extra support and intervention, pupils are able to achieve more in both English and Maths and the school is able to find ways of motivating pupils and catering for the different types of learners in class and outside lessons. Pupils have gained a lot of confidence and it is clear that they are taking exams and revision a lot more seriously than in the past. They also like the websites that have been created by staff so that when they go home they can revise in an interactive way. In class, the support staff have been invaluable as they are used in an informed, targeted way in the classroom with small groups again, helping pupils to gain confidence and secure progress.

    Thoughts you think are relevant to overall impact on learning

    Pupils are looked at as individuals. Their timetables are personalised and focus on supporting their progress. They will go to extra sessions where they can get their questions answered.  All pupils feel they can achieve in mathematics; they feel their views on learning are valued and acted on. Teaching groups are relatively small, with the ratio overall being 1 teacher: 16 pupils so there is more opportunity for personalised interaction. This has been possible by early exam entry, after the first set of resit exams in November 15% of the pupils who had achieved their GCSE target grade of grade C or above, dropped maths to concentrate on other subjects. The groups of pupils who were still studying maths were re-organised between the teachers. When the results from the November exams came in for the rest of the cohort, the groups were rearranged again. Where another 15% dropped maths to concentrate on other subjects, this process was repeated again from the March results (Another 9%), reducing the ratio of teach to pupils even further (1:12). Teaching assistants are deployed to targeted groups.

    Quotes you think are relevant to overall impact on learning

    'The additional support we get is really helpful because it is focused on areas we are struggling with' - Breakfast clubs

    'You can ask for topics to be covered in more depth' - After school revision.

    'The atmosphere is different'; ' we help each other, and get time to practice aspects of the subject. Access to a specialist teacher'- Community Classes

    "Its great doing maths early, I feel more focused" Year 9 pupil.

    "The idea that my son can drop maths after he has achieved his grade C, to concentrate on English because he is only on a F is brilliant." A year 10 parent

    Quantitative evidence of impact on pupil learning

    • Periodic teacher assessment
    • Test results

    Qualitative evidence of impact on pupil learning

    • Learning walks / study visits
    • Logs or interviews

    Describe the evidence of impact on pupil learning

    Data in-school tracking systems: school results

  • On teaching

    What has been the impact on teaching?

    • Increased awareness of pupils’ progress, tracking procedures and how to set effective curricular targets at KS4 within maths.
    • Improved AfL practice in maths lessons.
    • Improved use of APP to assess pupils.
    • Improved progression planning in maths.
    • A wider variety of teaching and learning strategies employed to engage pupils in maths.
    • Increased use of the tools and strategies provided within the Progression Maps and Teaching for Progression materials.
    • Improved and effective deployment of TAs to support pupils’ progress at KS4.
    • Improved targeting of pupils for extra revision sessions.

    Thoughts you think are relevant to impact on teaching

    Teachers are more confident about planning towards individual needs and directing pupils to the relevant intervention if necessary. Teachers have become more willing to let the learners 'learn' and ask the questions rather than the opposite way round.

    Quotes you think are relevant to the impact on teaching

    "I feel am more confident in using APP" Year 11 maths teacher

    "Pupils were able to effectively peer assess each others work on graphs." Year 11 Maths teacher

    "In my year 11 classes pupils can study topics relevant to them rather than being based on whole class teaching" Head of Mathematics

    "It is easier to see which pupils are underachieving" KS4 Coordinator

    " This pupil was able to give more time to English now that they have achieved their Maths." Year 11 English teacher.

    Evidence of impact on teaching

    • Evidence from planning
    • Improvements in curriculum documentation

    Describe the evidence of impact on teaching

    All senior and middle leaders understand the importance of identifying the progress of all pupils who are working towards getting a C in English and Maths. In their faculty data meeting, they use the 'national challenge' list. The National Challenge list contains data on all the pupils- such as KS2 entry data, predicted grade and their current grade. Pupils are highlighted using a traffic light system, Pupils in green have achieved English and Maths and will also get 5 GCSEs through to red, where they will not achieve 5 GCSEs including English and Maths. The list allows all Faculty leaders to identify pupils who need targeting so that they achieve their 5 GCSEs including maths and English. Courses that are all based on coursework let the National Challenge advisor know when grades have been secured, thus allowing a more accurate calculation to be made on how many pupils will achieve 5 GCSEs including English and maths. Pupils who may not get enough qualifications are identified to take extra qualifications. No pupils are allowed to drop subjects without the team making the decision.

    The data sheet is used by the whole school including the additional needs team. When decisions are being made about personalised timetables for pupils, English and Maths lessons are taken into account. All decisions are based around making sure that English and Maths lessons will not be affected, for example trips, career interviews...

  • On school organisation & leadership

    What has been the impact on school organisation and leadership?

    It is important that the whole school understands the importance of securing attainment in English and Maths and contributes. Giving more faculty meeting time has been essential in particular so that staff can look specifically at data. Finding time to meet with Head of Maths and English and KS4 director is also crucial.

    Mentoring by the Leadership Group works best because pupils are mentored by all members of the leadership team and the Head of Maths and English. Ensuring that no pupil is left behind in any aspect of their learning. During mentor meetings where each mentor has approximately 6 pupils issues about coursework, exams and revision can be discussed. This method has also ensured that communication between mentors during National Challenge meetings is accurate and that any issues are dealt with quickly.

    Evidence of impact on school organisation and leadership

    • Data spreadsheet widely used in the school
    • Heads of year have identified pupils who should get 5A*C with English and Maths in all year groups
    • Support staff very active in motivating pupils and feeling part of faculty
    • Mentees find sessions and follow up very useful