1. LIFTING THE ORDINARY TO THE EXTRAORDINARY
Secondary Headteachers’ Development Day
9 February 2010
The Castle School
LIFTING THE ORDINARY TO THE EXTRAORDINARY
Little Heath School
Gisella Vignali and John Philip

2. Part 1 – Little Heath School
Overview
Comprehensive in Reading (West Berks LA)
Mixed Sex
1 700 students (411 in Sixth Form)

4. 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%)

5. GCSE Results Day 2009 Now studying AS courses in the Sixth Form
David – KS2 323
3Bs and 6Cs
(CAT 87)
Vanessa – KS2 434
5Bs and 6Cs
(CAT 95)
Vanessa – KS2 433
6Cs
Lizzie – KS As, 7Bs and 1C
(CAT 93)
Sam – KS2 344
5Cs (CAT 83)
Now studying AS courses in the Sixth Form

6. 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)

7. A Level 2004 – 2009 Widening Participation and Raising Achievement
Year A B C D E U
Entries
Candidates
Average 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 47 16
376
2007 60
113
128 84 29 6
420
146
2008
117
124 95 69 30 12
447
166
5.7 (44.2)
2009
132
133 68 24 2
453
167
We had over 75% more candidates in 2009 than in 2004.
73 more young people got improved qualifications and improved life chances.

8. A Level Results Day 2009

9. A Level Results Day 2009

10. Alps A Level performance systems
Value-Added Grades

11. Part 2 – Induction and Expectations
Little Heath School
Part 2 – Induction and Expectations 11

12. Basic principles
Everyone is:
An individual
An exception
To be valued

13. 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

14. High expectations Powerful support
Basic principles
High expectations
twinned with
Powerful support

15. 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

16. The Student Agreement 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.
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).
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.

17. Little Heath School
Part 3 – Target Setting 17

18. 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

19. ALPS TARGET GRADES

20. 7.29 SETTING AS / A LEVEL TARGETS Exemplar AB
Name: Jacob Nerdviler 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:
Exemplar
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

21. Part 4 – Guidance, Support and Monitoring
Little Heath School
Part 4 – Guidance, Support and Monitoring
Powerful support 21

22. 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
Strategy Meetings
Recording of attitude to learning and predicted (progress) grades each term leads to analysis against target grades and subsequent intervention
Praise and Rewards
Half-termly recommendation letters and postcards sent home
Tutor group prizes and praise assemblies

23. So what is an attitude to learning grade?
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.
Teachers can also enter Y in mark sheets to indicate specific concerns (such as coursework) and to recommend for special praise 23

24. So what is a predicted grade?
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

25. The monitoring process
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.

26. 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
- including discussion of any module results from January 26

27. Part 5 – The role of the Tutor
Little Heath School
Part 5 – The role of the Tutor
Powerful support 27

28. 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

29. Part 6 – The role of the subject teacher
Little Heath School
Part 6 – The role of the subject teacher
Powerful support 29

30. What makes a good monitoring interview?
Preparation (by both student and staff)
Two-way discussion
Praise and encouragement
Strategies for improvement
Consensus for the way forward

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

32. Part 7 – The role of the Head of Department
Little Heath School
Part 7 – The role of the Head of Department
Powerful support 32

33. 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

34. 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.

35. Average GCSE Points Score (QCA) SERIOUS UNDER ACHIEVEMENT
Name
Teacher
PREDICTED Grade
PREDICTED Points
Average GCSE Points Score (QCA)
ALPS Expected
A Level Grade
ALPS
Expected
A Level Points
Residual
Comment 1 A
120
56.38
117.50
2.50
Broadly In-Line 2 C 80
54.70
A/B
110.00
-30.00
Severe Under Achiever 3
52.00 4 E 40
50.20 B+
104.00
-64.00 5
49.60 B
97.78
-17.78
Under Achiever 6
48.64 7 D 60
-37.78 8
42.70 C-
76.00
-16.00 9
45.40 C+
86.12
-6.12
  Under Achiever
Totals =
680
-24.11
SERIOUS UNDER ACHIEVEMENT 
Provisional ALPS SUBJECT GRADE 8
ALPS Average Subject Residual =
-24.11
ALPS Value Added Score =
0.759

36. Red = higher than target grade; Blue = lower than target grade;
Name
Target
Unit
1 Mark 120
Unit 1
Unit 2 Mark 80
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) A
(320)
Marks out of 200 Needed
for A
Level Grade A*
(180
+ total 320)
Std 1 C 60 48
108 D 12 52 92
132
172
212
n/a
Std 2 72 65
137 3 23 63
103
143
183
Std 3 75
147 13 53 93
133
173
180
Std 4 89 83
N/A
-12 28 68
148
Std 5
A/B
140 20
100
Red = higher than target grade;
Blue = lower than target grade;
Red shows target grade(s)
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

37. 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!

38. Little Heath School
Part 7 – A Summary 38

39. Outside the Box / Classroom
Lessons that have pace, rigour and, if possible, thrill: the joy of learning / discovery / accomplishment
Modelling of good answers; examples written by teacher or student. Use of relevant sections of mark schemes and Examiner’s Reports
Working through past questions
Practice
Testing
Regular reinforcement of key learning objectives; testing from an early point (before half-term in first term in Y12)
Lessons that have clear objectives and an overt link to the examination / assessment requirements
Clear outline of unit and its assessment requirements: the ‘road map’: to include feedback to students from Exam Reports / Exam board meetings
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.
An effective scheme of work for teachers and students to follow
But support in place for those who require more help
Teacher
Well-organised
Positive
Confident
Helpful
If the 3 part lesson is a good idea at KS3 and KS4, what about KS5?
Students increasingly encouraged and able to take responsibility for their own learning: professional students. Students developing into independent learners.
Approachable
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.
Good relationships between students and the teacher. Teacher aims to treat students as adults, expecting in turn an adult response / approach.
Students understand the AS / A Level system, e.g. the relationship between AS and A and the importance of UMS marks.

40. And Run The Right Courses?
This is the ALPS analysis of our 2008 Health and Social Care Double Award A Level results
From 2003 we made a conscious decision to introduce more vocational / applied courses into the Sixth Form at Little Heath
5.00 (40) GCSE points to AA at A Level
2.92 (27.52) GCSE points to CD at A Level
3.50 (31) GCSE points to AB at A Level

41. Alishya gained AB in Double Award Health and Social Care
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.

42. Lisa gained AB in Double Award Health and Social Care
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.

43. 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)

44. John Philip (Little Heath School) Alps
Gisella Vignali (Little Heath School)
Phone :
Alps
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