Corpus Christi Catholic Sports CollegePreston

Lancashire

Introduction•David Botes Assistant Headteacher

•David Booth Assessment and Tracking Consultant

•Bill Humphreys Advanced Skills Teacher , Head of Maths

•Matthew Whittle Head of English

School Context• 780 students on roll• 27% FSM• Average Reading Ages: Y7 9.11

Y8 11.4 Y9 12.2 Y10 12.4 Y11 12.6

• 2009 31% 5A*-C inc English & Mathematics• 2010 44% 5A*-C inc English & Mathematics• 2011 55% 5A*-C inc English & Mathematics

4 Key Aspects for Sustained Improvement

• Rigorous and Robust Tracking

• Building Successful Teams

• Raising Team and Individual Staff Accountability

• Focused High Quality Intervention

Whole School Changes• Building a tracking database that covers all government measures• Half Term Tracking Cycle and Reporting• Interventions for Underachieving Students• Core Subjects Meeting (Fortnightly)• Foundation Subject Meeting (Fortnightly)• KS3 Leader Meetings (Fortnightly)• DOL /HOD / Classroom Teacher Accountability• Growth of Middle Leadership Team• High Expectations of Everyone

Specific Interventions

• Change from Head of Year to Director of Learning• Collapsing Timetables of Specific Groups• External Teaching to Support English & Mathematics• Focused Easter School• Venn Diagram• Data Lists• Use of A Performance Psychologist• Mentoring•Mock Results Day•6 Weekly Reports to Parents •Use of Achievement Mentors

Specific Interventions

• Maths & English Specific TA’s• Breakfast Revision Classes• External Company Delivering Revision Techniques•

Monitoring & Tracking Pupil Progress

Departmental Tracking – Year 9 En

Global Tracking KS4 Year 11

Visualisation – The Venn DiagramNational Challenge Cohort (Year 11 2009_2010) Results Summer 2010

Tasbiah Joanne Zayd Aysha Salman Samantha Shona Glenn Aamena Mohammad Westley Asma Syed Lauren Ashraf Anas Safiyya Shafaq Shannen Yamini Hamzah Jessica Laura Azhar Sophie Naomi

Ryan (5) Beena (5)

Callum (4) Target 1 other subject.

Sara (4) Reece (5) Latisha (7) Junaid (5) Megan (7) Jade (6)

Huzaifa (6) Daniel (6) Marco (7) Monbahar(7) Aadil(7) Will (7) Wasim(7) Fatma(7) Mathews (5)

Corey (4) Target 1 other subject.

10 3

43.9% 35.4%

Monitoring 2Cs Monitoring 1C

Extras Not Featured Tomanek

Whole-School Monitoring – The SIMS Homepage

MathematicsBill Humphreys

Results 1999 - 2009

Our Starting Point

Our Starting Point

Results 1999 - 2009

Team Building

New maths team (September 2008):

Bill Humphreys (HoD)Helen Beaumont (KS3 Coordinator)Philip Davies (NQT)Gemma Goodwin (2nd year of teaching)

Joined two colleaguesRehan Patel (2nd year of teaching)Richard Houghton (temporary)

Team Building

Maths team (September 2010):

Bill Humphreys (HoD)Rehan Patel (KS3 Coordinator)Philip Davies (Director of Learning)Gemma GoodwinRachel Sullivan (NQT)

Careful Tracking of Modular Results

Clear Intervention Strategies

Clear Intervention Strategies

• Fortnightly Core Subjects Meetings• Targeted After School Classes• Individual Learning Programmes• D-C Booster Classes• Expected Progress Groups & Tutoring• Small Group Tutoring• One to One Tutoring

Team Building

• Consultant Support in AfL• Maths Consultant Working on APP and

Teaching & Learning• Supportive Coaching Environment• Increase Colleague Accountability

Improved Performance

Improved Performance

• November Entries Set 1 & Set 2 (2009)• Whole Year Group (2010)• 37% A – C 2009• 46% A* - C 2010• 59% A* - C 2011

Improved Performance2009

Improved Performance2010

Improved Performance2011

Improved Performance

Year School National Difference

2008 31.3 37.6 -6.3 2009 32.2 38.2 -6.0 2010 34.3 38.8 -4.5 2011 37.2 39.0 -1.8

Sustaining Performance

• 2012 Maintain 50% +• Year 11 currently at 40% A*-C• Year 10 Final Exam November 2012• Year 9 Taking Modular Syllabus (Final

Exam for this Specification November 2013

English Matthew Whittle

ENGLISH DEPT-Where we were!!!

Conversation following Summer 2009 results (44% C+)“We weren’t expecting that?”“Why not?”“I dunno, we just weren’t...”

•Realised we needed to be much more pro-active about tracking students’ attainment.•Decided on a set, whole dept. schedule of assessment•Started to produce regular statistics about who = C+ and who = @target•Also started to ensure that we knew which students were in certain target groups and began to address their needs.

Results

ENGLISH DEPT – Impact of TrackingAllowed us to assess what interventions worked and to focus efforts with greater precision year on year.

•Easier to target student types exactly•Easier to match students needs to proven strategy and staff expertise

Have been able to accurately assess student performance before and immediately after intervention strategies.

•53% have made direct improvementWe have therefore been able to improve our A*-C student results from

•44% in 2009•56% in 2010•64% in 2011 •20% increase in 2 years

•Has also allowed us to justify our actions and provision to students and when analysing results data has allowed us to recognise areas of significant weakness in the dept. and within staff skill set. •Much of this year’s staff CPD has been as a direct result of holes in skills/provision that have been flagged up by student tracking.•Has allowed us to identify areas for development within the department with greater certainty. •Allows us to ‘flag up’ potential underachievers very early on and introduce to mentoring programme.•Now starting to assess impact of KS4 mentoring, 1-2-1 etc•Starting to filter down successfully to KS3•Allows us to assess staff performance with greater accuracy.

ENGLISH DEPT – Impact of Tracking

ENGLISH DEPT - Dept. Strategies•Tracking – in tandem with regular and rigorous assessment•Regular learning walks to share good practice/identify weaknesses•Removal of all unnecessary ‘extra’ activities•Implementation Standard Operating Procedures in all areas of Department•Constant series of twilight CPD to improve planning, marking, reading strategies.•Revamped rewards systems•1-2-1 interventions with TA/SENCO support•Standardised SOWs - all students access the same ‘diet’•Ongoing re-modelling of all SOWs•Shared planning between colleagues•Moderation of all work•Robust, rigorous and brutally frank SEFs and DIPs

ENGLISH DEPT - How did we do it?

A wide range of intervention strategies•PEE technique delivered to all students•Moving students between classes•Extra sessions after school•Extra sessions during half terms•Deep learning days•Mentoring (with achievement mentors)•Coursework clinics•1-2-1 assistance with revision•Rigorous moderation of coursework and assessment marking•Early November entry for most candidates •Core subjects meetings – full interaction w/ Maths and science

ENGLISH DEPT - Moving Forward

•All of the above has now become Standard Operating Procedures for the department.•Constant review of KS4 SOWs and exam boards•PEE and other KS4 skills filtering down to KS3•PEEAS introduced to KS4 to access B/A/A*•Formal assessment every 2-3 weeks at both KS4 and KS3•Further moderation of work at both KS3 and KS4•In response to Ofsted, implementation of marking policy and training•Ongoing internal CPD to further ‘upskill’ and empower staff•At the forefront of whole school literacy policy

Current English Results

•64% = A*-C•Highest ever overall % •2nd highest ever % increase•20% increase over 2 years

• 56% making 3 levels progress or more•Dept record •6% increase over 3 years

In Summary.......................

• Accurate, robust and up to date tracking & data

• Increase accountability of all staff• Have the conversation!• Try everything once!

Contact Us

• David Botes dbot@ccc.lancs.sch.uk• David Booth david@db3consultancy.co.uk• Bill Humphreys bhum@ccc.lancs.sch.uk• Matt Whittle mwhi@ccc.lancs.sch.uk