Tackling Boys’ Underachievement

1. DAME ALICE OWEN’S SCHOOL Tackling Boys’ Underachievement By Steph Belcher & Jon Robinson

2. DAME ALICE OWEN’S SCHOOL The Issues • Low VA of Chinese ethnic students regardless of gender • Low academic achievement strong among local white (working class / lower middle class) boys • Low resilience, lack of independence and fear of failure generally among student body • How best to identify, monitor and support underachieving boys from the start

3. DAME ALICE OWEN’S SCHOOL A Whole-School Approach 1. Raising VA Scores of Chinese Boys • SEF target 2010-2011 through Single Equality Policy

4. DAME ALICE OWEN’S SCHOOL A Whole-School Approach 2. Low academic achievement of local, working class, white boys • Alternative curriculum: incl. work/college placements, ASDAN, disapplication, alternatives to GCSE and A Levels • Exclusions: fixed-term, internal 1-2 days (max.)

5. DAME ALICE OWEN’S SCHOOL A Whole-School Approach 3. Low Resilience, lacking independence, fear of failure • Growth Mindsets and 21st Century Learning Forum • Liaison with CC Advisors and targeting vulnerable students • PSHEE • Healthy Schools audit • PLP inset programme for staff • Connexions • Rewards and sanctions

6. DAME ALICE OWEN’S SCHOOL A Whole-School Approach 4. Identifying, monitoring and supporting underachieving boys • Mentoring Scheme at KS4 • D/C borderline for 5 A*-C – Maths and English additional support at KS4 • G&T underachievers at KS4 – identified and supported • Academic Reviews • Reporting and Monitoring Processes: e.g. Interim Reports, PSP, Report Cards • Student Support / Welfare leadership role i/c CAF and SEAL

7. AUSTRALIA • OUR AIMS: • To look at boys’ underachievement from three different perspectives: • A whole School Approach • Specific Classroom Practice • Within Minority Groups.

8. AUSTRALIA • MY AIMS: • To gain a fuller understanding of how boys underachievement is addressed in other schools/countries in order to strengthen my role as School Student Support Coordinator and to enhance the grades of boys at GCSE and A Level P.E. • Specifically: • More provision for underachieving boys to enable them to raise their grades at GCSE and A Level. • Improvement in GCSE and A Level results (aim for targeted group of boys to all achieve 5 A*-C including English, Maths and Science at GCSE). • Progress in lower years in percentage of boys working towards or achieving end of key stage levels.

9. FINDINGS FROM AUSTRALIA • DIFFERENCES: • The Education in Southern Australia appeared to be much more vocationally based, as a result allowing students to tailor their education much more to the personal skills and interests. Vocational Education appeared to be viewed in as high a regard as a more academic pathway. • Use of FLO (Flexible Learning Options) to allow students to create their own personalised curriculum suited to their individual needs and areas of interest. • More publically displayed school visions / promises which are incorporated into teaching and all students are aware of – particularly in primary schools. • Greater use of ex students within the school, e.g. mentoring, guest speakers, etc. • Year leaders not remaining with students but staying with same year group, i.e. always with year 8). • All students wear uniform (although this may be sports kit). • Use of prefects to attend primary schools to aid transition. • Longer transition period allowed for year 7 into year 8 i.e. 2 week activity programme. • Use of Trade Industries to run programmes within schools (they are responsible). • Financial Emergency Relief available from State to assist those in need. • Open plan classrooms – lots of windows so all can see in. • Head of Year / Year Level Managers often not a paid position – focus is on the prestige that is associated with the role. • Due to the fact that there is currently no National Curriculum schools have a lot more freedom to design their own relevant curriculum. • Lots more cross-curricular projects and activities which encourage participation from the community and other schools. • Greater funding for ICT – e.g. laptop scheme so all pupils have their own laptop. • Less autism apparent. • Greater acknowledgement of different cultures. • In school intervention = 1-5 days suspension → exclusion (legal) 10 weeks maximum – can be in another school, home based, at a learning centre. A clear end to the programme is set with a transition period to get the student back into school, e.g. half day visits, goals. • Fee paying in all schools.

10. FINDINGS FROM AUSTRALIA • Use of Trade Industries to run programmes within schools (they are responsible). • Financial Emergency Relief available from State to assist those in need. • Open plan classrooms – lots of windows so all can see in. • Head of Year / Year Level Managers often not a paid position – focus is on the prestige that is associated with the role. • Due to the fact that there is currently no National Curriculum schools have a lot more freedom to design their own relevant curriculum. • Lots more cross-curricular projects and activities which encourage participation from the community and other schools. • Greater funding for ICT – e.g. laptop scheme so all pupils have their own laptop. • Less autism apparent. • Greater acknowledgement of different cultures. • In school intervention = 1-5 days suspension → exclusion (legal) 10 weeks maximum – can be in another school, home based, at a learning centre. A clear end to the programme is set with a transition period to get the student back into school, e.g. half day visits, goals. • Fee paying in all schools.

11. FINDINGS FROM AUSTRALIA • SIMILARITIES: • Use of older students as prefects and to be leaders with lower years, e.g. run clubs etc. • Head girls’ and boys’ – with application process. • Sanctions for poor behaviour – i.e. yard duty, detentions, internal and external suspension, and exclusion. • Use of differentiation. • Extensive extra-curricular programmes. • Similar reward systems. • Focus rooms. • Referral forms for bad behaviour.

12. CLASSROOM STRATEGIES • Strategies Employed for Underachieving Boys’: • Make learning relevant; link to reality. • Short tasks; variation in tasks; use of different media. • Practical based tasks; learning through play; outdoor learning; active learning; varied, interesting, achievable, hands on tasks; cross-curricular activities to engage and focus students. • Use of manual work to settle them. • Do tasks for a purpose (and make this purpose clear); make work realistic. • Clear boundaries; clear expectations of tasks and behaviour. • Clear, logical instructions. • Positive focus / approach to schooling. • Inclusive, safe, supportive and encouraging classroom environment; inclusive and democratic environment; positive feedback; praise; consistent encouragement; acknowledgement; positives given for attempts; immediate, positive feedback; rewards; promote success. • Regular feedback. • Use of rubrics.

13. Sporting programmes (e.g. ICE Factor) which teach students social skills through sport and which they have to behave in class to be allowed to continue on. • Negotiated learning; achieving improved learning outcomes through interdependence: resourcing, learning and wellbeing, participation and decision making, research and innovation, planned improvement, accountability; give them responsibility. • Listen to students; check understanding; respect; no grudge approach. • Recall positive experiences. • Anger management strategies in place. • Talk through consequences of anti-social behaviours etc, not just shouting etc; remain calm; natural consequences; consequences known in advance.

14. Conversational tone. • Consistency. • Friendly reminders. • Regular communication with parents / care givers. • Appropriate level of work. • Give them time; be specific on time scales. • Visual cues. • 1 to 1 work. • Be explicit. • Get to know students and their backgrounds etc. • Create a no fear of errors approach. • Spontaneity. • Group work. • Choice. • Flexibility.