Group 3

• Improve the performance of 2 identified underachieving groups:– FSM White boys.– G & T students.

• Interrogate internal assessment data to identify individuals/groups at risk of underachievement.

• Yas; Damien; Cathy; Jeanette; Michelle; Graham

Pre - Data tsunami.

• Difficulties obtaining data –– FSM/WBRI– KS 2/Boys– LSU data over last few years:

• Average - 250 + students per year.• So far in 2009/10, all WBRI = 147. (69%)• WBRI boys = 85. (40%)• FSM WBRI Boys = 36. (17%)• Mostly KS3.

Post data tsunami

Data needed.KS2.

Boys.FSM.

WBRI.KS3/4G & T

Raising Boys’ Achievements.

• DeptEd/Cambridge Uni....raising achievement for all;

• boys emerged as needing more support for their learning,

• approaches became more targeted towards boys.

• T and L strategies to support boys often have a positive effect upon girls.

RBA Four Categories of Strategies.

• Organisational.

• Individual.

• Pedagogic.

• Socio-cultural.

RBA Organisational Strategies. 1.

• Pre-condition for success = school culture.

• Achievement = desirable for all, and accepted as the norm - something to be celebrated. This was important in all schools.

• Carefully designed ‘prefects' system giving responsibility and status to students.

• Emphasis on high quality physical environment, with displays highlighting students' achievements.

RBA Organisational Strategies. 2.

• Assemblies with boys' achievements as their theme.

• Emphasis on good inter-personal relationships between staff and students, based on mutual respect, with senior staff being highly visible, supporting and encouraging students, knowing them by name.

• A rigorously enforced school uniform system, helping students to identify themselves as students.

RBA Organisational Strategies. 3.

• Lunchtime/twilight support clubs/holiday schools, allowing targeted support, particularly for boys.

• One-off events e.g. Success Days, which challenge boys to buck the trend

• Developing a pastoral system which encourages students to take charge of their own learning through self-appraisal + systems of support for students.

RBA Organisational strategies. 4.

• Wide-ranging merit systems which reward improvement and progress as well as actual attainment.

• Implementing single-sex groups to re-kindle boys' interest and involvement.– Conflicting evidence/students pro/can be

demanding!

RBA Individual

• Use of performance data and formative target-setting —tutor interviews with students and parents/ set individual targets, discussion on how to achieve them — students actively involved throughout.

• Regular reviews of progress felt to be particularly beneficial for boys.

• Mentoring schemes to enhance self-esteem and boys' confidence as learners.

RBA Pedagogic. 1.

• Classroom management: – seating students in pairs, allowing different strengths

of boys and girls to complement each other, e.g. developing boys' reflective skills as pairs asked to consider questions.

• Focusing on teaching and learning strategies, e.g.– developing questioning techniques to ensure a

gender balance in participation; – setting short, sharply focused tasks with tight

deadlines; – maintaining a brisk pace; – using a variety of interactive activities in lessons.

RBA Pedagogic. 2.

• Focusing on literacy across the curriculum, – e.g.: using writing frames to encourage more

detailed record keeping, analysis and reflection by boys;

– departmental literacy action plans focused on boys;

– Recognising reading probs. Corrective reading recovery programmes for those with poor literacy skills (often boys).

– identifying texts to appeal particularly to boys e.g. ‘Boys Into Books’. Etc..

RBA Socio-cultural. 1.• Targeting students seen as key leaders and image

makers in order to:- – support, motivate and challenge those actively

disengaged from school yet are seen as role models by other pupils.

– Aim is to get key leaders (usually boys) 'on side' so that others follow.

• Challenge conventional images of masculinity and offer alternatives; – portray learning as 'cool' and acceptable — – celebrating success so all students want to learn, and

no-one is embarrassed by needing extra help, or doing particularly well.

RBA Socio-cultural.2.

• Formal/ informal behaviour management schemes to modify macho role model and to channel the anti-social behaviour of some boys.

• 'Guardian Angel' scheme where year 10 students link with year 7 students — to support younger students, to reduce bullying and to provide a sense of responsibility for older students.

Boys into Books.

• Here are some frequent conclusions from surveys and experience; test them with boys in your school:

• Boys are more likely to read for a purpose, if they can ‘see the point in it’. Margaret Meek’s conclusion that ‘To benefit from reading, students need to work out what reading is for ’s especially true of boys.

• Boys often prefer non-fiction; illustrated books; and ‘fun facts’ material.

• Boys frequently choose books ‘because they feel they have to’, but may be more susceptible than girls to recommendations from librarians and teachers.

Boys into Books.

• Boys are drawn to fiction related to out of school interests – sport, computers, music.

• Boys enjoy fast-paced stories, with plenty of action.• Boys often have crazes for the subject of the moment,

and switch to new ones fast.• Boys may have more difficulty identifying themselves

in stories.• Children can seem like ‘grazers rather than diners’ in

their reading. • boys in particular will dip into books, lacking reading

stamina.• Boys visit libraries, but to meet, browse, and play

games. Far fewer of them take books out.