Raising Achievement
and Narrowing Gaps
Discussion: Narrowing Gaps
•What are your challenges?
•One question that you would like to
be explored during this worksho...
Parliament Hill: Context
• 11- 18
• Girls’ comprehensive with an intake of 1261
• Pupils Eligible for Pupil Premium 60%
• ...
Parli Girls & Parli Parents
Parli Girls:
• Strong ‘belongingness’, delight in
diversity, celebrate difference, champion
to...
The challenges for girls…
• ‘Working class girls often channeled into low
status and ‘feminine’ qualifications leading to
...
The data
5 A*-C including ENGLISH & MATHS
The data
3 A*/A
Six Key Strands
Raising
achievement and
attainment
Raising Aspirations –
through quality
careers education
and work relate...
Raisingachievementand attainment and
improvingattendance
• Make it a moral imperative
• Rigorous tracking of progress – ke...
Raising achievement and attainment
and improving attendance
Learning & Teaching: the Sutton Trust Toolkit
• Class Size
• L...
An Outstanding Parli Learner
Raising achievement and attainment
and improving attendance
Improving Attendance
• Employment of EWO supported by an
atten...
Parli Parenting: A model to strive for!
Strengthening Parental
Engagement
• Transition arrangements – know your parents – engage and
intervene
• Be transparent an...
Raising Aspirations
•Independent careers advisor
•Work experience coordinator
•Links with HE, employers and
businesses
•Un...
Building Social & Cultural
Capital
• ‘Blossom’ – extra- curricular entitlement
• Subsidised visits
• Duke of Edinburgh
• S...
Providing additional support
and intervention
• Behaviour Team
• Kids Company
• Counsellors
• CAMHs
• Tracking through Soc...
Case Studies
Student X
Context
• Living with father
• Drug addiction – both parents
• Father had serious mental health difficulties
• I...
What did we do?
• Identified in year 7 – at risk of under achievement and
exclusion
• Met with PACE group – older students...
Impact
• Became a positive role model for younger
students
• 8 GCSEs mostly B grades
• Started at LA SWAP sixth form……
• …...
Student Z
Context
• Only girl – youngest of 5
• Mother – Irish traveller; Father – Turkish
• Strong family attachments but...
What did we do?
• Designated key worker – set up a personalised plan
• Created a healthy relationship with family – inform...
Impact
• Happier in school
• Self regulating
• 6% rise in attendance
• Punctuality has improved significantly
• Mother no ...
Over to you………..
• What will students and/or colleagues see me
doing……..
….around school?
….to develop colleagues?
….in my...
Narrowing the gap sarah creasey - room e - workshop 1
Narrowing the gap sarah creasey - room e - workshop 1
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Narrowing the gap sarah creasey - room e - workshop 1

This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.
Published on: Mar 3, 2016
Published in: Education      Health & Medicine      
Source: www.slideshare.net


Transcripts - Narrowing the gap sarah creasey - room e - workshop 1

  • 1. Raising Achievement and Narrowing Gaps
  • 2. Discussion: Narrowing Gaps •What are your challenges? •One question that you would like to be explored during this workshop.
  • 3. Parliament Hill: Context • 11- 18 • Girls’ comprehensive with an intake of 1261 • Pupils Eligible for Pupil Premium 60% • 32% Eligible for free school meals. 45% in some year groups • 82% of students live in the 30% most deprived areas nationally. • 30% White British heritage • 46% EAL students - 59 languages spoken • 30% refugee asylum seekers • 34% of students are Muslim • 50 plus feeder primaries
  • 4. Parli Girls & Parli Parents Parli Girls: • Strong ‘belongingness’, delight in diversity, celebrate difference, champion tolerance • Kirkland Rowell Pupil Survey – outstanding scores for community spirit and racial harmony • SSAT Diamond Award for Cultural Diversity Parli Parents: • Multiple, disparate and fragmented parental communities • Different personal experiences of education. • Varied levels of confidence and resources for supporting their daughters
  • 5. The challenges for girls… • ‘Working class girls often channeled into low status and ‘feminine’ qualifications leading to limited occupational opportunities.’ Dr Alice Sullivan • Relationships between girls and mothers becomes one of mutual support rather than of parent supporting their child • Girls become carers, taking on responsibilities for siblings and sometimes vulnerable parents http://www.schoolsworld.tv/node/2042
  • 6. The data 5 A*-C including ENGLISH & MATHS
  • 7. The data 3 A*/A
  • 8. Six Key Strands Raising achievement and attainment Raising Aspirations – through quality careers education and work related activity Strengthening Parental Involvement Providing additional support and intervention for the most vulnerable students Building Social and Cultural Capital Improving attendance
  • 9. Raisingachievementand attainment and improvingattendance • Make it a moral imperative • Rigorous tracking of progress – keep it high on every teacher’s radar. • Know your students: PEPP Profiles • Learning Coaching • One to One tuition • Maximise Learning Coaches • Bristol Pupil Incentive project • Dfe Narrowing the Gap project • Achievement for All
  • 10. Raising achievement and attainment and improving attendance Learning & Teaching: the Sutton Trust Toolkit • Class Size • Literacy • Collaborative Learning • Assessment and Feedback • Meta Learning/ Meta cognition – the PARLI learner • Growth mind set approaches to build resilience • Professional Development – outstanding teachers narrow gaps • Homework – an equality issue
  • 11. An Outstanding Parli Learner
  • 12. Raising achievement and attainment and improving attendance Improving Attendance • Employment of EWO supported by an attendance team • Early Intervention • Information sharing and multi professional problem solving • Building relationships with parents • Sanctions and Rewards • Going the extra mile………
  • 13. Parli Parenting: A model to strive for!
  • 14. Strengthening Parental Engagement • Transition arrangements – know your parents – engage and intervene • Be transparent and honest. Share your successes • Personalise communication • What does ‘engagement’ mean? • Home School Liaison workers – find the right person integrate them • Parent Forum – how can we make it inclusive? • Parent Support Evenings • One to one support – building relationships and partnerships
  • 15. Raising Aspirations •Independent careers advisor •Work experience coordinator •Links with HE, employers and businesses •Undergraduate mentors •Morrisby profiling
  • 16. Building Social & Cultural Capital • ‘Blossom’ – extra- curricular entitlement • Subsidised visits • Duke of Edinburgh • School Council & Student Ambassadors • Building Relationships – modelling • Breakfast club
  • 17. Providing additional support and intervention • Behaviour Team • Kids Company • Counsellors • CAMHs • Tracking through Social Inclusion meetings • Education plans • Investment in reengagement programmes
  • 18. Case Studies
  • 19. Student X Context • Living with father • Drug addiction – both parents • Father had serious mental health difficulties • Identified in Year 7 as bright • Attendance okay • Difficult relationships with other girls • Hooked into education • Support from primary school • Extended family support/ lived with Grandmother • Younger siblings • Hostel in Year 11 • Low resilience/ challenging/ low self esteem/ aggressive
  • 20. What did we do? • Identified in year 7 – at risk of under achievement and exclusion • Met with PACE group – older students advising • Relationship with ATL – always attended CIN reviews. • Positive school experiences – Poetry project • Ensure that she went on trips/ extra curricular opportunities • Positive relationship with home – dad • Home school liaison worker • Year 9 – Construction work experience • Year 10 – BAM – gave her a mentor. Paid work experience • Sharing information with staff • Year 11 – Learning Coaching – above and beyond • Met with Headteacher • Intensive intervention from behaviour team • Multi agency united front
  • 21. Impact • Became a positive role model for younger students • 8 GCSEs mostly B grades • Started at LA SWAP sixth form…… • …..Ended up at Kingsway College studying Construction • Agencies worked highly effectively to support her
  • 22. Student Z Context • Only girl – youngest of 5 • Mother – Irish traveller; Father – Turkish • Strong family attachments but not much extended support • Family had negative perceptions of school; low self esteem • Lives in close proximity to school • Low attendance; poor punctuality • Didn’t see herself as a learner • Influenced negatively by peer group • Challenging behaviour in school
  • 23. What did we do? • Designated key worker – set up a personalised plan • Created a healthy relationship with family – informal and formal meetings • Shared positive as well as negative feedback • Outreach calls in the morning • One to one meetings in year 10 • In class support • Lunch & break provision – an open door policy • Reinforced the school behaviour system • Supported her in developing behaviour management strategies • Rewards for out of hours learning
  • 24. Impact • Happier in school • Self regulating • 6% rise in attendance • Punctuality has improved significantly • Mother no longer colludes. Family supportive and attend Parent Evenings • She now aspires to achieve good GCSEs – Predicted B grades in Art & Drama • Improved predictions – a borderline student but not a failing student • Attends out of hours revision sessions • Achieved a ‘B’ in Business Studies • Applied for a college place – determined to continue her education
  • 25. Over to you……….. • What will students and/or colleagues see me doing…….. ….around school? ….to develop colleagues? ….in my classroom? What will I be celebrating in 3 months time? •Questions?

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