1. Student stories
St Benedict’s School
Independent school using Thomas assessments to improve the Tools used: PPA, GIA, TEIQue
performance and behaviour of underachieving and disruptive students.
The following are accounts given by the teachers and students who participated in
the pilot study. All student names have been changed to maintain confidentiality.
John Smith
By his own admission, John had never Since becoming involved in the and developing these, which until now
enjoyed school and found it boring. He programme, the change in John has he had struggled with. John continues to
was unable to settle in class, particularly been dramatic. He has gone from being read through the reports at home and
when he was asked to undertake written sent to the inclusion unit on a daily basis, is determined not to slip back. He now
work, and only really participated in to managing to control his behaviour gets along with many of his teachers and
practical tasks. most of the time. He is now removed is able to talk with them effectively.
from the classroom on only one or two
John had difficulty concentrating and As a result of his understanding John
occasions each month.
disrupted lessons by talking in class, is more settled in class and when he
shouting, or back-chatting teachers. John’s parents and teachers are feels his previous behaviour rising to the
Often he would stand up and walk out delighted with this development. When surface, he is usually able to recognise
of the classroom and spent time most asked what had enabled him to make it and take action to calm down. His
days in the inclusion unit. His teachers the change, he explained that working effort and homework has improved
felt he was heading for exclusion and say through the Thomas assessment significantly and he has taken his grades
it is a miracle he is still there. reports with his teacher meant he up a level. John now believes he can get
finally understood his behaviour. They to college and is focusing on his GCSEs
John knew he wanted to change but
suggested a preference for practical in order to pursue his dream of opening
didn’t know how. As a result of his
activities. They also described a dislike a restaurant. The school now believe he
frustration, he was very angry, not
of failure, which he said led to him might get there, something they thought
only with himself but with others too.
causing disruption or walking out of the impossible just six months ago.
He jumped at the chance to be involved
classroom when he felt failure was likely.
in the pilot study when he heard it
might help him identify why he behaved He began to appreciate his strengths
as he did and could help him change and areas for improvement and was able
his behaviour. to talk through a process for managing
Since becoming involved in the programme, the change in John has been dramatic.
He has gone from being sent to the inclusion unit on a daily basis, to managing to control
his behaviour most of the time.
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2. Paul Jones
Paul didn’t find school much fun. Paul explains, “The reports highlighted The most striking impact
He wasn’t especially unhappy but he I had a strong preference for
is that having seen and
didn’t see the point of going in every understanding why I needed to do
day. He was capable enough but didn’t something and didn’t respond well to
worked through the results,
try and found most lessons easy. just being told.” As a result some Paul decided he wanted to
The school recognised Paul’s potential
teachers have started to take more work harder.
time to make clear the reasons behind
however they struggled to find a way
the work set. When this doesn’t happen, much greater levels of concentration.
of motivating him to put the required
Paul is able to understand and manage In less than six months Paul has seen a
work into his lessons. His teachers were
his feelings. remarkable turnaround. He now cares
concerned about his attitude to his
about his GCSE results. He has also asked
forthcoming GCSE examinations and The reports also spotlighted some
to be accepted into the school sixth form
saw him as an ideal candidate for the unexpected areas, particularly how he
and wants to take A-levels.
pilot study. hides his emotions from others. Paul
was able to share this with his parents But Paul hasn’t stopped there. He has
When the programme was explained
and found this, and other feedback, has started to use his new knowledge of
to him Paul was curious. He attended
helped to facilitate discussions with them. behavioural preferences to identify the
a parents’ evening with his parents who
profiles of his teachers so he can respond
also felt he would benefit. Paul says, “My parents have a better
appropriately to them.
understanding of me and are more
Paul remembers the Thomas
accepting of who I am.” Perhaps the most The key for Paul was in developing
assessment feedback he received.
striking impact is that having seen and greater self-awareness. His input
This indicated that he was right about
worked through the results, Paul decided created the assessment reports and he
many of the things he had been thinking
he wanted to work harder. He now sees recognised himself in them. This enabled
about himself. The feedback reflected his
school as a place to learn and this change him to take ownership of his situation
own beliefs and he felt a strong sense of
in perspective has enabled him to show and the responsibility to change.
personal ownership.
Catherine Williams
Catherine is painfully shy and while she School was really boring for her and in Thomas’ General Intelligence Assessment
has a small group of close friends, she her own words she “hated it.” She found told Catherine something she already
found it difficult to interact with most the work too easy, she didn’t need to try knew. Her mental processing speed in
people in school. in order to do well, and she couldn’t wait most areas, including numeric and verbal
to leave after her GCSEs. abilities were very high. She was able to
Raising her self-awareness Catherine was unhappy with many
recognise this and knew she had decided
and providing support has aspects of her life and the school was
to switch off at school because her
preference was to avoid talking to people.
helped Catherine to talk worried about her welfare. She was
far more with others and known to have self-harmed and there Catherine’s behavioural preferences
were fears of a possible suicide attempt. indicated that she preferred to work on
there has been a big focus
When offered the opportunity to take her own. This, combined with Thomas’
on helping her to develop part in the pilot study Catherine thought Emotional Intelligence report, gave
social skills. As a result her to herself, “this could be interesting and Catherine some important feedback
school life is much easier. at least it is something different.” about herself.
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3. Given how extreme her situation was, it what she has been through is nothing has helped her to face up to this
was decided to use someone external short of a miracle. You wouldn’t have got and take steps to change.
to the school with specialist knowledge her within a mile of you five months ago.”
Catherine has gone from wanting to
to support Catherine in understanding
Raising her self-awareness and providing get away from school as quickly as
and working on the feedback from the
support has helped Catherine to talk possible, to now going into the sixth
assessment reports.
far more with others and there has form. She has suggested that anyone
While Catherine still has a long way been a big focus on helping her to given the opportunity to take part in the
to go, the school have noticed major develop social skills. As a result her programme should, “just do it”. There are
changes. As one teacher put it, “The fact school life is much easier. She still finds no downsides as far as she is concerned
that Catherine is prepared to come and it difficult to talk openly and with and she has seen how much can be
talk with you to help you understand everyone, although understanding why achieved in such a short time.
Graham Brown
Graham messed about in all the lessons preference for influencing others was Before participating in the programme,
he found easy and paid attention in those leading to his behaviour and that he he didn’t think of teachers as people he
he found more challenging. Despite didn’t always have to put his friends first. could talk to, but now he regularly chats
being occasionally sent out of class, he with up to a dozen of them on non-
regarded his behaviour as acceptable and Before participating in the school related topics. Graham’s home
thought he was just being a nuisance by programme, he didn’t think life is much calmer as his parents better
making jokes, talking and playing up to understand him and appreciate the effort
of teachers as people he he is making.
his friends. He was unaware of how to
behave in any other way and was starting
could talk to, but now he
The discussion that took place from
to have doubts as to whether he would regularly chats with up Graham’s Emotional Intelligence
be allowed into, or be able to get into the to a dozen of them on assessment indicated that he didn’t
sixth form. non-school related topics. manage stress very well. With the
School feedback led to Graham’s parents support of his assigned teacher, he has
Like many of the young people taking started to address this by learning coping
regularly punishing him, to which he would
part in the programme, he displayed techniques. He now finds it much easier
respond in an aggressive, vocal manner.
a level of self-awareness and personal to work hard in class and has been
At the time when Graham was given the insight usually associated with more rewarded with improved marks for effort
opportunity to participate in the pilot mature people. He was able to articulate and better grades. Knowing he likes to
study, his mother had recently undertaken that he now felt silly about his previous play to the crowd has also reduced his
some of the same assessments at her behaviour and realised what a ‘pain’ need to do it.
workplace and was supportive. They he must have been for others in his
Graham is still not sure which career he
decided to work together to understand class who wanted to learn. Knowing
wants to pursue, although his behavioural
why Graham behaved as he did and what that influencing people was a major
profile has helped him narrow down his
he might do to change. preference has encouraged him to
choices to something that is non-routine,
socialise with a much larger group of
Graham found the process fairly involves working in a group, with the
people, many of whom he wouldn’t
straightforward and the assessments opportunity to lead, and where he can
previously have been seen with.
enjoyable to complete. More importantly, get stuck in. This is a great start towards
he found the results and feedback very He is proud that many of these new identifying something he will enjoy and
helpful. He realised how his strong friends recognise how he has changed. where he is likely to perform well.
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4. Isabella Tompkins
Isabella hated school so much that she through the programme, as this allowed and manage them more effectively to
tried to move to a new one. In fact it her teacher to modify their style, and remain positive. She can also identify
was much more than dislike as she was engage more with her and the other situations to avoid.
diagnosed with depression. She had a students to get the most from them.
Some of her teachers say she, “never
friendship group but no close friends
Although it is only a short time since shuts up” and that she regularly has one
and she spent much of her day trying to
she undertook the pilot, she now enjoys to one conversations with them. Isabella
be invisible. She put little effort into her
school and having previously made the prefers this to speaking out in class and,
work and remained in the background
choice to study her A-levels at a local because the teachers know this, they
as she was performing to an above
college, is feeling a little sad to be leaving try to help meet her preference. She
average academic level.
this year. Isabella feels less pressure and has such a good understanding of the
Isabella wanted to take part in the has started to contribute more fully different psychometric tools that she tries
pilot study because she felt it might to school life. She is also fortunate that to gauge the profiles of her teachers. Her
reveal things about her that she her mum has used and understands the high levels of self-awareness also enable
couldn’t verbalise and help explain assessments, which means she adapts her her to modify her own behaviour, getting
why she felt as she did. She found behaviour to better support Isabella. the best from them too.
Thomas’ online assessments easy and
Isabella has a closer group of friends and Isabella believes the programme has
thought the feedback sessions with
is much more confident in everything she made a big impact on the whole year,
teachers were helpful in understanding
does. Feedback from Thomas’ Emotional including those who didn’t take part,
the assessment reports.
Intelligence assessment has enabled her “Everyone seemed more comfortable
Knowing her preferences has allowed to get her concerns out in the open and with each other and confident in talking
Isabella to understand her strengths and she is now happy to just be herself. She things through as a result of the improved
development areas and to therefore says that she now puts in maximum effort, effort and behaviour of many of those
adapt her style. She also felt it was is content in herself and is doing her best. taking part.”
helpful that her teacher had been Isabella is able to recognise her moods
Feedback from Thomas’ Emotional Intelligence assessment has enabled her to get her
concerns out into the open and she is now happy to just be herself. She says that she
now puts in maximum effort, is content in herself and is doing her best. Isabella is able
to recognise her moods and manage them more effectively to remain positive.
Jack Baxter
Jack found the start of Year 11 stressful. When Jack was introduced to the other wasn’t expecting some of the comments
He felt people were getting in his way students invited to take part in the pilot and he sat down with his teacher to
and he was finding it difficult to learn. study, his first thought was, “Why am I review how he really felt and how he
He enjoys school and it has been a here with these people?” Jack’s teachers coped under pressure. Among the
good experience, although he became explained that the programme might surprises for Jack was how the feedback
frustrated with students who, “muck helped him discover what he wanted to do.
help his performance and he decided
about and spoil it for others”. His He had previously thought about following
to give it a go.
teachers described him as happy and his uncle into the police force and the
helpful but felt that he was capable of While he recognised much of the discussion about his profile indicated this
improving his grades. feedback in his assessment reports, Jack would be a great choice for him.
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5. The feedback also led to him confronting He has opened up more and Jack has become more
and changing his approach to learning. approaches them confidently when he
focused and attentive in
Before the programme he was quiet, but has issues. Jack feels the programme
now he talks more and shares his ideas was well organised and can’t believe he
class and his marks for
with others. Jack realised he likes to be has learned so much about himself. He effort and homework have
sociable but tended to hold back initially thought he didn’t have problems before improved. His mock GCSE
so he could be clear about what he had participating, but he now doesn’t know results were much better
to say. He is now talking more, adapting what he would have done without the
than in previous exams.
his behaviour to the situation he’s in and programme. Jack explains, “Some of
taking greater risks. my biggest learning has been how to
Jack has become more focused and interact with others, how to learn, how
attentive in class and his marks for effort to deal with stuff that comes up and
and homework have improved. His how to be more optimistic.” The whole
mock GCSE results were much better experience has driven him to get his
than in previous exams. grades and pursue the life and career
he wants.
The feedback has also helped Jack at
home, where he no longer lets his He goes on to recommend that anyone
brother get to him. He discovered that given the opportunity to take part in
he has good internal stress management, the programme should do it, as they
which has given him greater confidence will see great benefits. “They will learn
to face up to challenges. about themselves, their behaviour, and
be more likely to take the right actions
Jack used to spend very little time
for success.”
interacting with his teachers.
Fred Black
In common with many of the other an exclusion for being part of a group of who read the brochures and looked at
young people participating in the pilot students throwing stones at a teacher’s the Thomas International website, and
study, Fred didn’t really like school and house, something he still denies but agreed to participate.
found it boring. He had misbehaved thinks no one believes him because of
The turnaround for Fred has been
in some classes and had earned a how he is viewed.
name for himself. He was labelled as a impressive. He sees it as being a direct
The school often involved his parents, result of increasing his awareness of
troublemaker and while he understood
which resulted in them being angry with what’s happening for him.“It was my
this to some extent, he felt that people
would judge him and not give him a Fred and ‘grounding’ him for periods of input that created the assessment
second chance. time. He felt they were trying to send reports and feedback, and I realised I
him on a guilt trip. had a choice. I also realised that the
Fred accepted he talked in class and on
occassions back-chatted teachers, but Fred was asked if he would like to judgements made about me were
felt he was often blamed for disruptions take part in the programme to see if usually right and the reports scared
which other people caused. He would he could identify the reasons for his and shocked me. I don’t need to talk in
receive weekly detentions and regularly behaviour and poor effort at homework. lessons or back-chat, it wastes their time
be sent to the inclusion unit. He received He talked it through with his mum, and my time too.”
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6. Fred decided he needed to change and attitude to homework and revision. Fred now much higher than they were at the
has started to make an effort. Since then, is also attending lunchtime catch up end of Year 10. Fred’s relationship with
he hasn’t been in inclusion and there is classes in some of the subjects where he many of his teachers has improved and
less friction at home. He also realised is less confident and where he believes his only regret is that he wasn’t able to
he has never had a plan for himself and he can improve his performance. take the programme earlier in his school
has now written one down. He thinks As a result, his marks for effort and life. “Everyone should do it,” he says. “It
differently about how to apply himself, homework have increased significantly will help them discover a lot more about
wants to do his best, and has a new and his predicted grades at GCSE are themselves and they won’t regret it.”
The turnaround for Fred has been impressive. He sees it as being a direct result of
increasing his awareness of what’s happening for him. “It was my input that created the
assessment reports and feedback, and I realised I had a choice.
Robert Green
Robert didn’t know how to put in “ eeing it written down makes you realise what you are like
S
effort to get the grades he needed and
and I began to see my value…I could see that I am good
acknowledges he was lazy, doing just
what was needed to get by. In subjects
and with more effort I could be really good.”
he enjoyed, he was achieving A and B
grades, and in those he didn’t enjoy he the way he did. Robert explains, “Seeing it didn’t enjoy have improved dramatically
still managed to achieve Cs and Ds. written down makes you realise what you and he feels much better about applying
He had a close circle of friends and are like and I began to see my value…I himself. This is also true for his life outside
was very happy at school. could see that I am good and with more school, where he feels a much greater
effort I could be really good.” sense of satisfaction. He can now look back
The school knew he had greater potential
and see why he had become disengaged
and he was offered the opportunity “Also, because I completed the
and he is more relaxed.
to participate in the pilot study. Having assessments, it is my view of me and not
listened to what was involved, Robert the teacher’s view,” he continues. This was The school runs focus groups to
was looking forward to understanding important to Robert and many of the support GCSE revision, which Robert
more about himself and how he might other participating students, giving them has attended. He is aware that if he
find greater motivation to work harder. a great sense of ownership of the results. hadn’t participated in the programme
Robert went through the programme And ownership has been a major catalyst he would not have attended any of these
with his mum and as a result, she groups, particularly for those subjects
in the students’ desire to change.
understood more about him and was he wasn’t enjoying.
able to offer support. Robert realised he needed to put in
“My teachers are now so positive towards
greater effort and try to enjoy all of
Robert found the Thomas assessments me and I know I will succeed if I put the
his subjects. He understood he had a
easy to complete but emotionally work in,” he says. Robert’s tip to others
choice and he was hurting himself and
challenging, because they made him who are given the opportunity to take
his own future, not that of the teachers
think about himself. He felt the feedback part in similar programmes is, “Just do it.
or the school.
accurately reflected how he perceived Seeing yourself written down is so valuable
himself, and it enabled him to look much Unsurprisingly this is just what has and supports you in taking the right action
more deeply into what made him behave happened. Grades in subjects he previously and doing what you want to do.”
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7. Phil Burton – Behaviour Management
Phil explained that prior to the Exclusions, inclusions and negative referrals for the
pilot study the school used effort,
behaviour and homework as a measure
group have diminished to the point where they are
of student behaviour in lessons. almost non-existent.
The higher the score allocated, the
Phil believes that watching how the When asked what improvements he’d
worse the student’s behaviour was.
students developed self-awareness suggest to others considering running a
At certain scores the students would be
of their strengths and development similar programme, Phil has some ideas,
referred to the Head of Year and into
ideas has been a major learning “The first would be to speed up the time
other behaviour programmes.
experience for him. between taking the assessments and
Phil says, “I think the programme has providing feedback, so that you can put
The students selected to participate in
helped the students put the meat on the more people through the programme.
the programme for behavioural reasons
bones of why they behave as they do. The second is to think about how to fit
seem to be getting into far less trouble.
It has helped them verbalise the things the programme around teaching staff ’s
Exclusions, inclusions and negative
they already knew deep down about availability to alleviate time pressures.”
referrals for the group have diminished
themselves. They have also taken action While Phil mentions the school doesn’t
to the point where they are almost
to amend their behaviours in certain yet have hard evidence to back up
non-existent.
situations; not because they are being any changes in academic performance,
told to but because they are choosing to.” There has also been a significant shift
he feels effort and attainment have
in the effort and application of the
From a personal viewpoint he found improved significantly based on feedback
underachieving students. They are
the programme both interesting and from other staff. He also thinks some
looking to do their best rather than
inspiring. He felt it enabled him to get a students have improved their interaction
working to their comfort level.
better handle on why students behave with others, in some cases forming new
as they do and how he should behave Many students have talked to Phil about friendship groups and talking to people
and interact with a variety of people. how their home lives have improved. with whom they wouldn’t normally mix.
“I now find myself working with a “They are more aware of their behaviours, Many are also getting on much better
student’s PPA profile when dealing fears and motivators and have become with their teachers and for others, just
with them and adapting my behaviour more aware of the behaviours, fears and being able to talk regularly to other
accordingly, to get the best for them and motivators of their parents,” he says. people has been a huge step forward.
me,” he explains. “This is a programme that will benefit staff
“The students have been so positive
and students in all schools,” he concludes.
about the pilot study,” he continues.
Ted Bond – Head of Department
As Head of Department, Ted’s focus However, this was hidden and not acted There are many able students: some of
was on the year group as well as the on as the overall results were good. Many them are just not pulling out all the stops
students who took part in the pilot study. students also allowed their performance and know it, and many of them don’t
Generally he thought the students were to drift. know what to do about it.
well behaved, with a few exceptions. Ted believes the school is perceived as The staff were open to the programme
They were also performing well, although middle class and high achieving, however and it was very helpful that the school
there was a group of students who were his own view is that it is quite diverse and staff coordinator had experience of the
hitting grades one or two levels below there is room for improvement. assessments used. Ted thought that fitting
where they should be.
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8. the programme into the busy curriculum teaching is about, which is responding comfortable sharing with teachers. Those
had been fairly straightforward, however to the needs of individual students and students whose performance was being
delivering the feedback to students and showing flexibility and agility. He has hidden are now in the spotlight, with
supporting them had at times been a seen the students respond well as a a new level of self-awareness, and they
burden to some staff. collective and they have all been pleased are more demanding of themselves and
to be part of the group. their teachers.
A key part of the programme was that
Ted and all the teachers involved also There has been a real and significant Ted says, “Any and every school would
completed the assessments. The report impact on effort, behaviour and benefit from taking part in a programme
feedback provided some interesting homework, all of which are measured by like this. While it clearly has an impact
insights for him. One in particular was the school, and grades have improved. on the school and teachers’ time, the
the realisation that he needed to be process is straightforward and the
The pilot study encouraged students to
aware of his strong preference for benefits are so significant that every
be open about the process and their
influencing people when dealing with school should do it.”
progress within it, which they have been
students and colleagues who had
different preferences.
The feedback also gave Ted a high
There has been a real and significant impact on effort,
awareness of his own style and behaviour and homework, all of which are measured by
crystallised for him just what good the school, and grades have improved.
Summary
Early anecdotal feedback from the Feedback from the teachers indicates personal ownership of the results. They
pilot study suggests using Thomas that attainment, effort and homework recognised the feedback in the reports and,
psychometric assessments to support have all improved and, while we do for many it explained the reasons behind
students who are poorly behaved, not yet have hard evidence of their behaviour or performance. Because
disengaged or performing below their improvement in academic performance, of this, they have taken responsibility to
potential is positive. they expect the GCSE results to make positive change for their own benefit
show significant positive change over and to change their relationships with
The school felt that self-awareness
the predicted results. family, friends and teachers.
and self-responsibility are two major
qualities found in high achievers. They The students interviewed all indicated The team at Thomas International is
also felt that students who are aware that their efforts and grades had happy to talk with schools and local
of their personal preferences, how improved. Feedback suggests that, authorities who are looking for an
they impact on and respond to others, because students completed the effective solution that will provide similar
and take the responsibility to use this assessments themselves, they took results for their students.
information to adapt their behaviour,
are better able to get the best result for
themselves and others.
The results provided by the school
on exclusions, inclusions and removal
from class indicate a marked change in
behaviour from those students taking
For more information visit us at www.thomasinternational.net
part in the pilot study. Call us on 01628 475 366
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