Narrowing the gap   sarah creasey - room e - workshop 1
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Narrowing the gap sarah creasey - room e - workshop 1



This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.

This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.



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  • InstabilityYear 7 onwardsDrug related mental Health issues
  • Funding for a bra!English – we did not give up. Anne – taught her in year 8 – asked for her in year 9. Spanish…..
  • Communication Fresh start A level course wasn’t quite

Narrowing the gap   sarah creasey - room e - workshop 1 Narrowing the gap sarah creasey - room e - workshop 1 Presentation Transcript

  • Raising Achievement and Narrowing Gaps
  • Discussion: Narrowing Gaps •What are your challenges? •One question that you would like to be explored during this workshop.
  • Parliament Hill: Context • 11- 18 • Girls’ comprehensive with an intake of 1261 • Pupils Eligible for Pupil Premium 60% • 32% Eligible for free school meals. 45% in some year groups • 82% of students live in the 30% most deprived areas nationally. • 30% White British heritage • 46% EAL students - 59 languages spoken • 30% refugee asylum seekers • 34% of students are Muslim • 50 plus feeder primaries
  • Parli Girls & Parli Parents Parli Girls: • Strong ‘belongingness’, delight in diversity, celebrate difference, champion tolerance • Kirkland Rowell Pupil Survey – outstanding scores for community spirit and racial harmony • SSAT Diamond Award for Cultural Diversity Parli Parents: • Multiple, disparate and fragmented parental communities • Different personal experiences of education. • Varied levels of confidence and resources for supporting their daughters
  • The challenges for girls… • ‘Working class girls often channeled into low status and ‘feminine’ qualifications leading to limited occupational opportunities.’ Dr Alice Sullivan • Relationships between girls and mothers becomes one of mutual support rather than of parent supporting their child • Girls become carers, taking on responsibilities for siblings and sometimes vulnerable parents
  • The data 5 A*-C including ENGLISH & MATHS
  • The data 3 A*/A
  • Six Key Strands Raising achievement and attainment Raising Aspirations – through quality careers education and work related activity Strengthening Parental Involvement Providing additional support and intervention for the most vulnerable students Building Social and Cultural Capital Improving attendance
  • Raisingachievementand attainment and improvingattendance • Make it a moral imperative • Rigorous tracking of progress – keep it high on every teacher’s radar. • Know your students: PEPP Profiles • Learning Coaching • One to One tuition • Maximise Learning Coaches • Bristol Pupil Incentive project • Dfe Narrowing the Gap project • Achievement for All
  • Raising achievement and attainment and improving attendance Learning & Teaching: the Sutton Trust Toolkit • Class Size • Literacy • Collaborative Learning • Assessment and Feedback • Meta Learning/ Meta cognition – the PARLI learner • Growth mind set approaches to build resilience • Professional Development – outstanding teachers narrow gaps • Homework – an equality issue
  • An Outstanding Parli Learner
  • Raising achievement and attainment and improving attendance Improving Attendance • Employment of EWO supported by an attendance team • Early Intervention • Information sharing and multi professional problem solving • Building relationships with parents • Sanctions and Rewards • Going the extra mile………
  • Parli Parenting: A model to strive for!
  • Strengthening Parental Engagement • Transition arrangements – know your parents – engage and intervene • Be transparent and honest. Share your successes • Personalise communication • What does ‘engagement’ mean? • Home School Liaison workers – find the right person integrate them • Parent Forum – how can we make it inclusive? • Parent Support Evenings • One to one support – building relationships and partnerships
  • Raising Aspirations •Independent careers advisor •Work experience coordinator •Links with HE, employers and businesses •Undergraduate mentors •Morrisby profiling
  • Building Social & Cultural Capital • ‘Blossom’ – extra- curricular entitlement • Subsidised visits • Duke of Edinburgh • School Council & Student Ambassadors • Building Relationships – modelling • Breakfast club
  • Providing additional support and intervention • Behaviour Team • Kids Company • Counsellors • CAMHs • Tracking through Social Inclusion meetings • Education plans • Investment in reengagement programmes
  • Case Studies
  • Student X Context • Living with father • Drug addiction – both parents • Father had serious mental health difficulties • Identified in Year 7 as bright • Attendance okay • Difficult relationships with other girls • Hooked into education • Support from primary school • Extended family support/ lived with Grandmother • Younger siblings • Hostel in Year 11 • Low resilience/ challenging/ low self esteem/ aggressive
  • What did we do? • Identified in year 7 – at risk of under achievement and exclusion • Met with PACE group – older students advising • Relationship with ATL – always attended CIN reviews. • Positive school experiences – Poetry project • Ensure that she went on trips/ extra curricular opportunities • Positive relationship with home – dad • Home school liaison worker • Year 9 – Construction work experience • Year 10 – BAM – gave her a mentor. Paid work experience • Sharing information with staff • Year 11 – Learning Coaching – above and beyond • Met with Headteacher • Intensive intervention from behaviour team • Multi agency united front
  • Impact • Became a positive role model for younger students • 8 GCSEs mostly B grades • Started at LA SWAP sixth form…… • …..Ended up at Kingsway College studying Construction • Agencies worked highly effectively to support her
  • Student Z Context • Only girl – youngest of 5 • Mother – Irish traveller; Father – Turkish • Strong family attachments but not much extended support • Family had negative perceptions of school; low self esteem • Lives in close proximity to school • Low attendance; poor punctuality • Didn’t see herself as a learner • Influenced negatively by peer group • Challenging behaviour in school
  • What did we do? • Designated key worker – set up a personalised plan • Created a healthy relationship with family – informal and formal meetings • Shared positive as well as negative feedback • Outreach calls in the morning • One to one meetings in year 10 • In class support • Lunch & break provision – an open door policy • Reinforced the school behaviour system • Supported her in developing behaviour management strategies • Rewards for out of hours learning
  • Impact • Happier in school • Self regulating • 6% rise in attendance • Punctuality has improved significantly • Mother no longer colludes. Family supportive and attend Parent Evenings • She now aspires to achieve good GCSEs – Predicted B grades in Art & Drama • Improved predictions – a borderline student but not a failing student • Attends out of hours revision sessions • Achieved a ‘B’ in Business Studies • Applied for a college place – determined to continue her education
  • Over to you……….. • What will students and/or colleagues see me doing…….. ….around school? ….to develop colleagues? ….in my classroom? What will I be celebrating in 3 months time? •Questions?