Stretch and Challenge: improving classroom provision for the most able Dom Burrell John Mason School

Theoretical background Bigger picture: national picture of underused ability Sutton Trust: Missing Talent - demonstrates the remarkably high levels of wasted potential among able students, at least reflected by grades OFSTED 2013, “The Most Able Students” – KS3 focus, suggests that these younger students are consistently underchallenged OFSTED 2015, “An Update” – updates the 2013 report. Essentially, not enough has changed. Progress 8 can demonstrate effect of failure to challenge early in school career. Beginning course details and/or books/materials needed for a class/project.

Theoretical background Local context: JMS GCSE 2016 results were not showing significant progress for able students OFSTED (Jan 2017) – highlighted that levels of challenge for able students were not consistently high, and expectations were often lower than what able students could achieve My role: Able, Gifted and Talented Co- ordinator at JMS since September 2016 Beginning course details and/or books/materials needed for a class/project.

Research Methodology and Aims Action Research methodology Aim: to examine and improve the challenge provided for more able students across the school Areas of strength – subjects/ teachers – as perceived by students Areas for improvement Two simultaneous strands: Data collection – emphasis on KS3 Classroom improvement – 1+ classes for teachers working on research project Beginning course details and/or books/materials needed for a class/project.

Data Collection Use of Google Forms Allows for easy questionnaire design Automatically tabulates responses Helpful for quick presentations… Objectives for instruction and expected results and/or skills developed from learning.

Actions and Outcomes Early data collection fed back to SLT and used for staff training sessions; these training sessions in general poorly attended. SLT meeting, combined with OFSTED’s report, led to whole-staff training session Students present and judging lesson plans based on interest and learning Able students with special interests invited to staff briefing to discuss their research Data taken again 1 month after this to see if any difference had been made Objectives for instruction and expected results and/or skills developed from learning.

Conclusions Able KS3 students generally enjoy positive challenge, but do not feel they are getting enough of it. They are able to identify what effective challenge means for them. They do not always feel comfortable asking for more challenging work. Challenge across Year 7 and 8 seemed to rise significantly following a whole-school training session and OFSTED report. 2 possibilities (among many): Teachers gained a lot from the training session in terms of understanding the students – integral part of the training Pushing more able students was at the forefront of teachers’ minds when planning these lessons. Objectives for instruction and expected results and/or skills developed from learning.

Next Steps To continue to regularly collect data to ensure that students are being challenged. To encourage HoFs to look over schemes of learning for challenge (or appoint someone within departments to do so). To provide wider opportunities for these students to stretch themselves – particularly with homeworks and independent learning moments. Objectives for instruction and expected results and/or skills developed from learning.