Pudsey Grangefield School & Maths and Computing College

1. Pudsey Grangefield School & Maths and Computing College Striving for Excellence – Daring to be Different !

2. Pudsey Grangefield School : 1400 minds – one purpose!

3. Progress: Pudsey Grangefield 5A*-C14-16yrs 11-16yrs %NEET 16-18yrs % national %ile (FFT SX)(16+)ALPS %ile 2002-3 36 99 99 9 95 2003-4 46 62 88 3 90 2004-5 58 11 28 3 10+ 2005-6 66 ^ ^ 3 ^ (2005-6 5A*-C FFT SX 54%) Percentiles show our student progress compared with ‘similar students in similar schools’ nationally.

4. Sustaining improvement How are we doing it? High quality professional staff Energy Commitment Enthusiasm Ambition Innovation Creativity Flexibility Teamwork Organisation Process Rigour Detail High expectation

5. Pudsey Grangefield School & Maths and Computing College Personalising Learning – strategy and practice.

6. Why personalisation ? • Students need to believe they own their own learning • More bespoke programme = better fit to learning needs and aspirations = higher attainment • Need to produce students who can be globally competitive • These will be self-directed, information-literate independent learners

7. Curriculum Pathways & Partnerships Teaching & Learning Strategic training Quality assurance Personalisation Relationships Communications capacity Coaching/Guidance Targets Data & Monitoring Intervention & support

8. Curriculum model- flexibility • Diversity • Time • Pace • Style • Provider Strategic shift from sole provider to manager of learning

9. Teaching and learning • Professional engagement around a maturing teaching and learning policy • Structured school QA cycle – all teachers • Leadership Group and Team Leader engagement. Shared observations. • Subject specific reports feeding Team Evaluation, Team Improvement Plan and interventions as necessary • Whole School Evaluation informing School Imp Plan and Training Plan

10. Bi-annual assessment set For each student in each subject: Current NC Sub-Level / GCSE Grade End of Key Stage Target Sub-Level/GCSE Grade E/O/B Exceeding/On/Below Target PI 1-6 Performance Indicator (Year Group Ranking) Effort/Behaviour A-D (Published criteria) Homework/Independent Learning A-D (Publ criteria )

11. Guidance & Support – evolving model Our phases: Phase 0: Form tutors & careers officer + SEN team

12. Guidance & Support – evolving model Our phases: Phase 1: Form tutors & careers off + SEN +EiC – Learning Mentors, G&T, Aim Higher, Attendance Mentors

13. Guidance & Support – evolving model Our phases: Phase 2: Form tutors & careers officer + SEN +EiC – Learning Mentors, G&T, Aim Higher, Attendance mentors + Connexions PA + LIG Voctl Mentor, Post-16 mentor

14. Guidance & Support – evolving model Our phases: Phase 3: Form tutors & Connexions Team + Personal Mentors Year 11 – no form groups but small mentor groups

15. Guidance & Support – evolving model Our phases: Phase 4: Learning Coaches (now) & Connexions Team No ‘form groups’ or registration periods, but small (6-15) targeted Learning Teams, lead by an appropriately trained Learning Coach.

16. Learning Coach Groupings (approx) Y7-9 structure 10% ‘Development’/nurture groups (multiple needs) 20% ‘Potential’ groups (at risk of disengagement) 25% ‘Post-16’ 10% Aim Higher 25% ‘HE’ 10% G&T Organised in Learning Teams 8-15 students Each lead by a ‘specialist’ Learning Coach

17. Learning Coach Groupings (approx) Y10-11 structure 2 Groups NVQ4 progression (G&T) 2 Groups NVQ4 progression (HE) 2 Groups NVQ4 progression (Aim Higher) 2 Groups NVQ3 progression (Post-16) 2 Groups NVQ2 (5C+) 3 Groups NVQ1 (Go 4 8!) 1 Group NVQ1 (WRL) Organised in Learning Teams 10-18 students Each lead by a ‘specialist’ Learning Coach

18. Learning Coach Staff training and ongoing dialogue around: • Role/purpose • Style/approach • Relationships • Language & emotional literacy • Skills/processes • Outcomes/ILPs • Communications • Referrals/access to specialists/agencies

19. Simplyclick Internet communication tool. • Student • Parent/carer • Staff • Associate