Corpus Christi Catholic Sports College Preston Lancashire

2. Corpus Christi Catholic Sports College Preston Lancashire

3. Introduction • David Botes Assistant Headteacher • David Booth Assessment and Tracking Consultant • Bill Humphreys Advanced Skills Teacher , Head of Maths • Matthew Whittle Head of English

4. School Context • 780 students on roll • 27% FSM • Average Reading Ages: Y7 9.11 • Y8 11.4 • Y9 12.2 • Y10 12.4 • Y11 12.6 • 2009 31% 5A*-C inc English & Mathematics • 2010 44% 5A*-C inc English & Mathematics • 2011 55% 5A*-C inc English & Mathematics

5. 4 Key Aspects for Sustained Improvement • Rigorous and Robust Tracking • Building Successful Teams • Raising Team and Individual Staff Accountability • Focused High Quality Intervention

6. Whole School Changes • Building a tracking database that covers all government measures • Half Term Tracking Cycle and Reporting • Interventions for Underachieving Students • Core Subjects Meeting (Fortnightly) • Foundation Subject Meeting (Fortnightly) • KS3 Leader Meetings (Fortnightly) • DOL /HOD / Classroom Teacher Accountability • Growth of Middle Leadership Team • High Expectations of Everyone

7. Specific Interventions • Change from Head of Year to Director of Learning • Collapsing Timetables of Specific Groups • External Teaching to Support English & Mathematics • Focused Easter School • Venn Diagram • Data Lists • Use of A Performance Psychologist • Mentoring • Mock Results Day • 6 Weekly Reports to Parents • Use of Achievement Mentors

8. Specific Interventions • Maths & English Specific TA’s • Breakfast Revision Classes • External Company Delivering Revision Techniques

9. Monitoring & Tracking Pupil Progress

10. Departmental Tracking – Year 9 En

11. Global Tracking KS4 Year 11

12. Visualisation – The Venn Diagram

13. Whole-School Monitoring – The SIMS Homepage

14. Mathematics Bill Humphreys

15. Our Starting Point Results 1999 - 2009

16. Our Starting Point Results 1999 - 2009

17. Team Building • New maths team (September 2008): • Bill Humphreys (HoD) • Helen Beaumont (KS3 Coordinator) • Philip Davies (NQT) • Gemma Goodwin (2nd year of teaching) • Joined two colleagues • Rehan Patel (2nd year of teaching) • Richard Houghton (temporary)

18. Team Building • Maths team (September 2010): • Bill Humphreys (HoD) • Rehan Patel (KS3 Coordinator) • Philip Davies (Director of Learning) • Gemma Goodwin • Rachel Sullivan (NQT)

19. Careful Tracking of Modular Results

20. Clear Intervention Strategies

21. Clear Intervention Strategies • Fortnightly Core Subjects Meetings • Targeted After School Classes • Individual Learning Programmes • D-C Booster Classes • Expected Progress Groups & Tutoring • Small Group Tutoring • One to One Tutoring

22. Team Building • Consultant Support in AfL • Maths Consultant Working on APP and Teaching & Learning • Supportive Coaching Environment • Increase Colleague Accountability

23. Improved Performance

24. Improved Performance • November Entries Set 1 & Set 2 (2009) • Whole Year Group (2010) • 37% A – C 2009 • 46% A* - C 2010 • 59% A* - C 2011

25. Improved Performance 2009

26. Improved Performance 2010

27. Improved Performance 2011

28. Improved Performance

29. Sustaining Performance • 2012 Maintain 50% + • Year 11 currently at 40% A*-C • Year 10 Final Exam November 2012 • Year 9 Taking Modular Syllabus (Final Exam for this Specification November 2013

30. English Matthew Whittle

31. ENGLISH DEPT-Where we were!!! • Conversation following Summer 2009 results (44% C+) • “We weren’t expecting that?” • “Why not?” • “I dunno, we just weren’t...” • Realised we needed to be much more pro-active about tracking students’ attainment. • Decided on a set, whole dept. schedule of assessment • Started to produce regular statistics about who = C+ and who = @target • Also started to ensure that we knew which students were in • certain target groups and began to address their needs.

32. Results

33. ENGLISH DEPT – Impact of Tracking • Allowed us to assess what interventions worked and to focus efforts with greater precision year on year. • Easier to target student types exactly • Easier to match students needs to proven strategy and staff expertise • Have been able to accurately assess student performance before and immediately after intervention strategies. • 53% have made direct improvement • We have therefore been able to improve our A*-C student results from • 44% in 2009 • 56% in 2010 • 64% in 2011 • 20% increase in 2 years

34. ENGLISH DEPT – Impact of Tracking • Has also allowed us to justify our actions and provision to students and when analysing results data has allowed us to recognise areas of significant weakness in the dept. and within staff skill set. • Much of this year’s staff CPD has been as a direct result of holes in skills/provision that have been flagged up by student tracking. • Has allowed us to identify areas for development within the department with greater certainty. • Allows us to ‘flag up’ potential underachievers very early on and introduce to mentoring programme. • Now starting to assess impact of KS4 mentoring, 1-2-1 etc • Starting to filter down successfully to KS3 • Allows us to assess staff performance with greater accuracy.

35. ENGLISH DEPT - Dept. Strategies • Tracking – in tandem with regular and rigorous assessment • Regular learning walks to share good practice/identify weaknesses • Removal of all unnecessary ‘extra’ activities • Implementation Standard Operating Procedures in all areas of Department • Constant series of twilight CPD to improve planning, marking, reading strategies. • Revamped rewards systems • 1-2-1 interventions with TA/SENCO support • Standardised SOWs - all students access the same ‘diet’ • Ongoing re-modelling of all SOWs • Shared planning between colleagues • Moderation of all work • Robust, rigorous and brutally frank SEFs and DIPs

36. ENGLISH DEPT - How did we do it? • A wide range of intervention strategies • PEE technique delivered to all students • Moving students between classes • Extra sessions after school • Extra sessions during half terms • Deep learning days • Mentoring (with achievement mentors) • Coursework clinics • 1-2-1 assistance with revision • Rigorous moderation of coursework and assessment marking • Early November entry for most candidates • Core subjects meetings – full interaction w/ Maths • and science

37. ENGLISH DEPT - Moving Forward • All of the above has now become Standard Operating Procedures for the department. • Constant review of KS4 SOWs and exam boards • PEE and other KS4 skills filtering down to KS3 • PEEAS introduced to KS4 to access B/A/A* • Formal assessment every 2-3 weeks at both KS4 and KS3 • Further moderation of work at both KS3 and KS4 • In response to Ofsted, implementation of marking policy and training • Ongoing internal CPD to further ‘upskill’ and empower staff • At the forefront of whole school literacy policy

38. Current English Results • 64% = A*-C • Highest ever overall % • 2nd highest ever % increase • 20% increase over 2 years • 56% making 3 levels progress or more • Dept record • 6% increase over 3 years

39. In Summary....................... • Accurate, robust and up to date tracking & data • Increase accountability of all staff • Have the conversation! • Try everything once!

40. Contact Us • David Botes dbot@ccc.lancs.sch.uk • David Booth david@db3consultancy.co.uk • Bill Humphreys bhum@ccc.lancs.sch.uk • Matt Whittle mwhi@ccc.lancs.sch.uk