Waddesdon Church of England School ‘An Outstanding School’ OFSTED 2006 INSET 4 January 2010 Sharing good practice in teaching and learning in the Sixth Form Gisella Vignali and John Philip Little Heath School

Part 1 – Little Heath School Overview Comprehensive in Reading (West Berks LA) Mixed Sex students (411 in Sixth Form) Why listen to us!

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 and in 2009 it is (Top 5%) In 2009 our KS2 – KS4 CVA is (Top 25%)

Waddesdon School Sixth Form Key Stage 4 to Key Stage 5 Contextual Value Added The school is rightly proud of its inclusive approach to sixth form entry and encourages students, whatever their prior attainment, to have high expectations. (OFSTED 2006) What the school should do to improve the Sixth Form further Spread better practice in teaching and learning more effectively. (OFSTED 2006)

OFSTED: February 2009 Effectiveness 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 formers Grade: 1(Outstanding) (also achieved in 2005)

A Level 2004 – 2009 Widening Participation and Raising Achievement We had over 75% more candidates in 2009 than in more young people got improved qualifications and improved life chances. YearABCDEUEntries Candidates Average GCSE Score (45.4) (44.8) (45.4) (44.8) (44.2) (44.8)

A Level Results Day 2009

Alps A Level performance systems Value-Added Grades

Little Heath School Part 2 – Induction and Expectations High expectations twinned with Powerful support

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

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 standards I 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. Our Student Agreement One to One Meetings On 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 75 th 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-JPH Based on your GCSE grades in August 2008 your average point score per GCSE entry in terms of predicting AS and A Level performance was: 7.29 The 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 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

The Monitoring Timeline Year 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 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 support

Discuss level of work handed in with target grades Discuss performance in tests with target grades Continuously compare predicted grades with target grades A focus on standards of achievement

Little Heath School Part 7 – The role of the Head of Department Powerful 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 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.

Name Teacher PREDICTED Grade Teacher PREDICTED Points Average GCSE Points Score (QCA) ALPS Expected A Level Grade ALPS Expected A Level Points ALPS Residual Comment 1 A A Broadly In-Line 2 C A/B Severe Under Achiever 3 C A/B Severe Under Achiever 4 E B Severe Under Achiever 5 C B Under Achiever 6 C B Under Achiever 7 D B Severe Under Achiever 8 D C Under Achiever 9 C C Under Achiever Totals = SERIOUS UNDER ACHIEVEMENT Provisional ALPS SUBJECT GRADE 8 ALPS Average Subject Residual = ALPS Value Added Score = 0.759

Name Target Unit 1 Mark 100 Unit 1 Unit 2 Mark 100 Unit 2 AS Level UMS 200 AS Grade 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 1C 60 C 48 E 108D n/a Std 2B 72 B 65 C 137C n/a Std 3A 75 B 72 B 147B Std 4B 89 A 83 A 172A N/A Std 5A/B 72 B 68 C 140B 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

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) Gisella Vignali (Little Heath School) Phone :

Activity Raising the quality of teaching and learning What are the ‘key ingredients’ of outstanding teaching and learning in the Sixth Form? 1.On your own write down 5 things you think are essential. 2.In small groups, share your ideas and agree and prioritise them. 3.Then we will feedback to create draft framework.

Teacher Well-organised Positive Confident Helpful 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 PracticeTesting 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