Secondary Headteachers’ Development Day

9 February 2010

The Castle School

LIFTING THE ORDINARY TO THE EXTRAORDINARY

Little Heath School Gisella Vignali and John Philip

Part 1 – Little Heath School Overview

Comprehensive in Reading (West Berks LA)

Mixed Sex

1 700 students (411 in Sixth Form)

Little Heath School Sixth Form – An overview

• Since 2003 Little Heath School Sixth Form has expanded from being a relatively small and successful “traditional” Sixth Form of 222 students to an organisation which offers a broad range of courses to students of a wide variety of ability (411 in September 2009).

• At the same time Little Heath has sustained outstanding value-added ratings, for example ALPS 2 in 2004 – 2009 inclusive.

• In 2008 Little Heath School’s KS4 – KS5 CVA was 1040.6 and in 2009 it is 1039.2. (Top 5%)

• In 2009 our KS2 – KS4 CVA is 1011.4. (Top 25%)

David – KS2 323 3Bs and 6Cs

(CAT 87)

Vanessa – KS2 434 5Bs and 6Cs

(CAT 95)

Vanessa – KS2 433 6Cs

(CAT 87)

Lizzie – KS2 434 3As, 7Bs and 1C

(CAT 93)

Sam – KS2 344 5Cs (CAT 83)

GCSE Results Day 2009

Now studying AS courses in the Sixth Form

OFSTED: February 2009Effectiveness and efficiency of the sixth form • The sixth form is outstanding• Outstanding provision is reflected in the sixth form’s growth, increased

popularity and high retention rates• Provision and outcomes in the large sixth from are exceptional. Students

make outstanding progress in the sixth form. • The progress made by students of all abilities is outstanding, in

particular for those who begin their courses with below average GCSE results.

• The exceptionally good progress that students make is underpinned by outstanding teaching and learning, strong provision of care and guidance, support for each student and continually improving personalised curriculum provision

• The success of the sixth form is a direct result of exceptionally strong leadership, excellent relationships between staff and students and the positive attitudes to learning by very committed, articulate and mature sixth formersGrade: 1 (Outstanding) (also achieved in 2005)

A Level 2004 – 2009Widening Participation and Raising Achievement

We had over 75% more candidates in 2009 than in 2004.

73 more young people got improved qualifications and improved life chances.

Year A B C D E U Entries CandidatesAverage

GCSE Score

2004 53 87 71 43 22 1 277 94 5.9 (45.4)

2005 83 107 91 59 23 9 372 129 5.8 (44.8)

2006 92 129 91 47 16 1 376 129 5.9 (45.4)

2007 60 113 128 84 29 6 420 146 5.8 (44.8)

2008 117 124 95 69 30 12 447 166 5.7 (44.2)

2009 94 132 133 68 24 2 453 167 5.8 (44.8)

A Level Results Day 2009

A Level Results Day 2009

AlpsA Level performance systems

Value-Added Grades 2004-09

2004 2 2005 2 2006 2

2007 2 2008 2 2009 2

Little Heath School

Part 2 – Induction and Expectations

Basic principles

Everyone is: •An individual

•An exception

•To be valued

Staff / Student relationships Treat students as adults

• No doubt some of them may disappoint you;• No doubt some may let themselves down;

But• If you treat them as children they are likely to

respond as children • If you treat them as adults, partners on a crucial

journey, they are much more likely to respond as adults

High expectationsHigh expectationstwinned with

Powerful supportPowerful support

Basic principles

Careful Induction•Start teaching courses on first day of term

•Ensure departments use September to introduce students to the skills required for AS / A Level

•Target setting in tutor time encouraging students to ‘Aim Higher’

•Student Agreement between each individual and the school

•Induction Evening for parents and students at start of October to reinforce key messages and expectations

My target grades and standardsI agree to submit work to deadlines.

I understand that I may be asked to repeat work that is below the standard of which I am capable.

I will set target grades in each subject during September that will be equal to or higher than my minimum target grade.

The Student Agreement

One to One MeetingsOn Wednesday – Friday One to One time is scheduled for 2.05 – 2.25

Tutors will meet with students on a One to One basis to review progress, discuss future plans and any concerns.

Appointment times are made to suit each student’s timetable. You must not miss these appointment times.

A 95% minimum lesson attendance. Attendance below this may jeopardise your chances to progress onto or continue with A2 courses (or other qualifications being studied).

Little Heath School

Part 3 – Target Setting

Aspirational Target Setting

• Minimum Target grades set at the 75th percentile, based on GCSE results, as part of induction into the Sixth Form in September

• In October of Yr.12 students, in discussion with subject staff, are asked to set themselves an ‘aspirational’ AS level Target Grade for each subject i.e. their Minimum Target Grade or Higher, thus adding further challenge

• We expect students to improve their performance

• We expect teachers to show them how

ALPS TARGET GRADES

SETTING AS / A LEVEL TARGETS

Name: Jacob Nerdviler 12-JPHBased on your GCSE grades in August 2008 your average point score per GCSE entry in terms of predicting AS and A Level performance was:

7.29The Advanced Level Performance System analyses the GCSE results of pupils who go on to study Advanced Level (AS and A Levels) in Sixth Forms across the country and the box below shows how students who achieve your average grade at GCSE usually go on to perform at Advanced Level nationally:

AB

The grade(s) above represent your minimum target grades for AS / A Level and well-motivated students can do even better at Little Heath School. There is no need to put a ceiling on what you might achieve if you are prepared to work hard.

Your subject teachers will be aware of your minimum target grades and will expect you to produce work that attempts to reach these standards. You have signed an agreement in which you agreed to do this and can expect to be asked to complete work again if it falls below your true potential.

In the fortnight before Friday 16 October, you will set individual targets with your subject teachers.

You can agree your minimum target grade but it would be good to add some challenge in subjects where you have made a confident start. Hard work should enable you to target the best grades possible. Good Luck

Exemplar

Little Heath School

Part 4 – Guidance, Support and Monitoring

Powerful supportPowerful support

Monitoring, Support and Intervention

•Good communication

•Subject teacher to student and parents

•Subject teacher to form tutor (and then HOY)

•Form Tutor / HOY to student and parents

•Praise and Rewards

•Half-termly recommendation letters and postcards sent home

•Tutor group prizes and praise assemblies

•Strategy Meetings

•Recording of attitude to learning and predicted (progress) grades each term leads to analysis against target grades and subsequent intervention

4. Outstanding attitude to learning. Takes personal responsibility for his / her own learning; always ready to learn.3. A positive attitude to learning; working hard to improve the quality of his/her work and usually ready to learn.2. An inconsistent attitude to learning, requiring an improvement in this subject; sometimes ready to learn.1. A poor attitude to learning and a cause for concern; rarely ready to learn.

So what is an attitude to learning grade?

Teachers can also enter Y in mark sheets to indicate specific concerns (such as coursework) and to recommend for special praise

Based on their current work, the most realistic grade you think the student will achieve in their AS/A level if they do not change their current working habits and standards

So what is a predicted grade?

• In October & March subject teachers record attitude to learning grades and a predicted grade.

• The data is analysed by the Deputy Head (Achievement) and the Assistant Head (KS5 leader) looking for necessary interventions and support for students, teachers and subjects.

• Students have discussions with subject teachers highlighting strengths, weaknesses and strategies for improvement.

• Students have interviews with tutors highlighting overall strengths, weaknesses and strategies for improvement.

• Where necessary some students also interviewed by Head of Year, KS5 leader or other senior leader.

The monitoring process

The Monitoring TimelineYear 12

Sept – Minimum Targets set based on GCSE / ALPS

0ct – Introductory Review (Attitude + agreed student targets)

March – Progress Review(Attitude + Predicted Grades)- including discussion of any

module results from January

Year 13

Sept – AS Performance and re-sits discussed

0ct – Progress Review(Attitude + Predicted Grades)

March – Progress Review(Attitude + Predicted Grades)- including discussion of any

module results from January

Little Heath School

Part 5 – The role of the Tutor

Powerful supportPowerful support

The Role Of The Tutor•Tutors in all year groups are expected to ‘take an interest’ NOT just ‘take the register’

•Sixth Form students have one assembly and one formal class tutorial each week

•On the remaining 3 days each week the tutor uses the 20 minutes tutorial for a rolling programme of individual mentoring in ‘One to One’ meetings

Little Heath School

Part 6 – The role of the subject teacher

Powerful supportPowerful support

• Preparation (by both student and staff)

What makes a goodmonitoring interview?

• Two-way discussion

• Praise and encouragement

• Strategies for improvement

• Consensus for the way forward

• Discuss level of work handed in withtarget grades

• Discuss performance in tests withtarget grades

• Continuously compare predicted gradeswith target grades

A focus on standards of achievement

Little Heath School

Part 7 – The role of the Head of Department

Powerful supportPowerful support

LITTLE HEATH SCHOOL AS Level Predictions Yr.12

• Yr.12 Subject Staff are asked to predict AS level grades for their students.

• These Staff Predictions can then be used by HODs to model the future ALPS AS Level Subject Score that normally arrives at the end of August (after AS Level results day).

• This means there should be few surprises. Teachers have the chance to do something about a poor/mediocre provisional ALPS subject grade, by working with students who are identified as under achieving and ensuring that border-line students do hit the required grades

LITTLE HEATH SCHOOL AS Level Predictions Yr.12

Nam

e

Gender

Set

AS M

inim

um

Target Grades

ALPS

Exp A

S

Level

Poin

ts

AS M

ock Grade

Predic

ted Grade

1 1 M Ma1 7.22 A/ B 53.49 C B2 2 F Ma1 6.58 B/ C 45.95 E D3 3 M Ma1 6.40 B/ C 45.95 C D4 4 M Ma1 6.69 B/ C 45.95 D C5 5 F Ma1 6.81 B 49.43 C B6 6 M Ma1 5.56 C/ D 35.42 E D7 7 M Ma1 7.00 A/ B 53.49 B A8 8 M Ma1 5.91 C 39.32 U D9 9 M Ma1 6.18 C 42.56 U E10 10 M Ma1 6.93 B 49.43 D C11 11 M Ma1 6.72 B 49.43 C D12 12 M Ma1 5.00 D 27.08 E E13 13 F Ma1 7.00 A/ B 53.49 C B14 14 M Ma1 5.55 C/ D 35.42 E E15 15 M Ma1 6.83 B 49.43 B B16 16 M Ma1 7.21 A/ B 53.49 E C

Exemplar data to be used in the AS Level ALPS Ready Reckoner

This shows Staff Predictions as the students’ actual AS grades, but you can use for Mock or test grades e.t.c.

NameTeacher

PREDICTED Grade

TeacherPREDICTED

Points

Average GCSE Points

Score (QCA)

ALPS Expected

A Level Grade

ALPS Expected

A Level Points

ALPS Residual

Comment

1 A 120 56.38 A 117.50 2.50 Broadly In-Line

2 C 80 54.70 A/B 110.00 -30.00 Severe Under Achiever

3 C 80 52.00 A/B 110.00 -30.00 Severe Under Achiever

4 E 40 50.20 B+ 104.00 -64.00 Severe Under Achiever

5 C 80 49.60 B 97.78 -17.78 Under Achiever

6 C 80 48.64 B 97.78 -17.78 Under Achiever

7 D 60 48.64 B 97.78 -37.78 Severe Under Achiever

8 D 60 42.70 C- 76.00 -16.00 Under Achiever

9 C 80 45.40 C+ 86.12 -6.12   Under Achiever

Totals = 680-24.11

 SERIOUS UNDER ACHIEVEMENT 

Provisional ALPS SUBJECT GRADE

8ALPS Average Subject

Residual =-24.11

ALPS Value Added Score = 0.759

Name Target

Unit 1

Mark 120

Unit 1

Unit 2

Mark 80

Unit 2

AS Level

UMS

200

AS Grad

e

Mark

below

next AS

grade

 

A2 Marks out of

200 Needed for A Level

Grade E

(160)

A2 Marks out of

200 Needed for A Level Grade

D (200)

A2 Marks out of

200 Needed for A Level Grade

C (240)

A2 Marks out of

200 Needed

for A Level

Grade B

(280)

A2 Marks out of

200 Needed

for A Level Grade

A (320)

A2 Marks out of

200 Needed for A Level Grade

A*(180

+ total 320)

Std 1 C 60 C 48 E 108 D 12   52 92 132 172 212 n/a

Std 2 B 72 B 65 C 137 C 3   23 63 103 143 183 n/a

Std 3 A 75 B 72 B 147 B 13   13 53 93 133 173 180

Std 4 B 89 A 83 A 172 A N/A   -12 28 68 108 148 180

Std 5 A/B 72 B 68 C 140 B 20   20 60 100 140 180 180

Post AS at the start of Year 13 this information is added to our ‘Ready Reckoners’ – this clarifies where re-sits are needed and focuses everyone on raising achievement

Red = higher than target grade;

Blue = lower than target grade;

Red shows target grade(s)

LITTLE HEATH SCHOOL AS Level Predictions Yr.12

• Using their Predicted Grades, students are clearly identified as Over / In-Line / Under-Achieving and ‘at risk’, in relation to their ALPS Expected Grade.

• The Ready Reckoner demonstrates the impact on a class or subject ALPS Score if just a few students improve their AS / A Level Grades.

• You need to work with those students to ensure they do achieve TARGET grades, but at least ‘the ball is in your court’ and you have some time to do this!

Little Heath School

Part 7 – A Summary

TeacherWell-organised

PositiveConfidentHelpful

Clear outline of unit and its assessment requirements: the ‘road map’: to include feedback to students from Exam Reports / Exam board meetings

Lessons that have clear objectives and an overt link to the examination / assessment requirements

Regular reinforcement of key learning objectives; testing from an early point (before half-term in first term in Y12)

Lessons that have pace, rigour and, if possible, thrill: the joy of learning / discovery / accomplishment

Practice

Testing

Working through past questions Modelling of good answers;

examples written by teacher or student. Use of relevant sections of mark schemes and Examiner’s Reports

Regular feedback (e.g. through marking & individual discussion) that enables the individual student to target improvements in the standard of his or her work by understanding how this can be done.

Good relationships between students and the teacher. Teacher aims to treat students as adults, expecting in turn an adult response / approach.

Students increasingly encouraged and able to take responsibility for their own learning: professional students. Students developing into independent learners.

Students understand the AS / A Level system, e.g. the relationship between AS and A and the importance of UMS marks.

Outside the Box / Classroom

Students able and willing to extend their learning beyond the classroom, reinforcing skills and knowledge learnt in lessons.Development of Sixth Form areas of Little Heath Website to give the students the ability to access our classrooms at home.

If the 3 part lesson is a good idea at KS3 and KS4, what about KS5?

Approachable

An effective scheme of work for teachers and students to follow

But support in place for those who require more help

And Run The Right Courses?

From 2003 we made a conscious decision to introduce more vocational / applied courses into the Sixth Form at Little Heath

This is the ALPS analysis of our 2008 Health and Social Care Double Award A Level results

2.92 (27.52) GCSE points to CD at A Level

3.50 (31) GCSE points to AB at A Level

5.00 (40) GCSE points to AA at A Level

Alishya gained AB in Double Award Health and Social Care. Her average GCSE score was 4.86 (39.1). She is in the final year of her degree course at University.

Lisa gained AB in Double Award Health and Social Care. Her average GCSE score was 4.57 (37). She is currently training to be a Primary school teacher.

Look how well they can do!

Average GCSE scores – all between 3.13 (28.8) and 3.57 (31.4)

This student gained ABCC at A Level from an average GCSE score of 3.50 (31.0) A* = 8 (58); A = 7 (52); B = 6 (48); C = 5 (40;

D = 4 (34); E = 3 (28); F = 2 (22); G = 1 (16)

Alps John Philip (Little Heath School)

jphilip@westberks.org

Gisella Vignali (Little Heath School)

gvignali@westberks.org

Phone : 01189 427337