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Raising Achievement and Narrowing Gaps - Parliament Hill School
- 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
- 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
- 13. 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………
- 14. Parli Parenting: A model to strive for!
- 16. 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
- 17. Raising Aspirations •Independent careers advisor •Work experience coordinator •Links with HE, employers and businesses •Undergraduate mentors •Morrisby profiling
- 18. Building Social & Cultural Capital • ‘Blossom’ – extra- curricular entitlement • Subsidised visits • Duke of Edinburgh • School Council & Student Ambassadors • Building Relationships – modelling • Breakfast club
- 19. Providing additional support and intervention • Behaviour Team • Kids Company • Counsellors • CAMHs • Tracking through Social Inclusion meetings • Education plans • Investment in reengagement programmes
- 20. Case Studies
- 21. 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
- 22. 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
- 23. 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
- 24. 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
- 25. 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
- 26. 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
- 27. 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?
Notes de l'éditeur
- InstabilityYear 7 onwardsDrug related mental Health issues
- Funding for a bra!English – we did not give up. Anne – taught her in year 8 – asked for her in year 9. Spanish…..
- Communication Fresh start A level course wasn’t quite