A case study

Content School context Challenges Outcomes Curriculum pathways What works in our context Process Ofsted & progression to HE – a view

Context Large mixed comprehensive 45% eligible for pupil premium 67% live in 30% most deprived areas nationally (IDACI) 70% WBRI KS2 APS on entry = th form Capacity = % pupil premium Average GCSE grade = C 2 FE colleges within 2 miles

The challenges Low aspiration or believing success is possible - from year 7 Low ability on intake? Never considered HE Lack of parental engagement, aspiration or belief Attitudes and other priorities – labour market, carers Deprivation Proximity to colleges

Prior attainment of cohort

University places - % of students

ALPS 3 year trend – top 1% APS per student = 771 APS per A level student = 761 APS per entry = 205 DfE A level VA score = 0.53

ALPS VA & performance grades A2 2013

L isa KS2 - 3a, 3c KS4 av grade - C A level – 2 x B, 1 x C Northampton – Sport Science Matthew KS2 = 5c, 5c Oxford - History Abigail KS2 = 4a, 5b Kings – Hispanic with English

Curriculum pathways

Sixth form retention percentages

What works - summary The givens - teaching and learning - leadership and management School focus on 6 th form - as high profile as year 11 Clarity re strategy – mainly academic courses IAG Investment in 6 th form Working with a range of providers - local colleges - employers - invite universities to visit Setting expectations – we assume all L3 will go to university Aspiration programme begins in year 7

Process – Year 11: Receive individual Information Advice and Guidance meetings Subject combinations are discussed. Summer work based around university research - courses relevant to their chosen subject/career path. Where possible ensure at least two AS’s are facilitating subjects. Students have good access to sixth form staff and discussion of options.

Process – Throughout Year 12: Remind the students as to the importance of AS grades – linear A levels? Play a supporting role - push subject teachers on students’ behalf and vice versa! Thoroughly prepare students for the HE Conference Ensure clear understanding between points (which universities generally ask for) and grades (some universities will specify).

Process – Start Year 13: Parents evening to explain UCAS - reiterate the importance of achieving target grades - ask for their full support - many of our parents do not understand the process. Guidance is given on the universities to apply for - encourage our students to be aspirational Use offers as an incentive to work hard across subjects - share information with all subject teachers - remind teachers of their predicted grades - monitor progress of grades and quickly react to any areas of concern. Remind students they are as capable as anyone else applying – constantly Results day: Be prepared for clearing, particularly in order to upgrade to other universities.

Sixth form retention percentages – lessons learnt

“We want to increase the quality of education for young people so that they are well prepared for further education, higher education and work” DfE

Interesting times… “Judgements should be made relative to starting points and with respect to their individual study programmes and progress to a higher level than their prior attainment.”

Key principles Study programmes English and mathematics qualifications Work experience Focus on enterprise education Changes to qualifications and performance tables

Interesting times… Needs of the learner are paramount – programme must be relevant Individual study plans - viable courses? Funding Per student rather than per qualification “No institution will see its funding per student fall because of these changes until at least 2015/16” English and mathematics A condition of funding from September 2014 Recruitment? Vocational courses – meaningful work experience directly related to student’s course Vital to provide high quality and impartial IAG - “Clear imperative for schools” Destinations – progression to a higher level is key Linear A levels Performance tables - qualifications that meet ‘rigorous pre-defined standards’

Interesting times… “In order to help parents and students make informed decisions about their choice of post-16 provision ….. includes a separate, numerical judgement on a school’s sixth form. “We propose developing a separate set of brief evaluation criteria ….. to support inspectors reaching a judgement on the sixth form”.

Tensions? Competitive model Need to collaborate more to meet individual learner needs Are all sixth forms economically viable? Do all schools know what effective IAG looks like? Increasing specialisation? The role of colleges Meeting the needs of the individual student