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.
Text of 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 teachers 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 Didnt 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?