Pudsey Grangefield School & Maths and Computing College Striving for Excellence – Daring to be Different !
Jan 01, 2016
Pudsey Grangefield School
& Maths and Computing College
Striving for Excellence –
Daring to be Different !
Pudsey Grangefield School : 1400 minds – one purpose!
Progress: Pudsey Grangefield
5A*-C 14-16yrs 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.
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
Pudsey Grangefield School
& Maths and Computing College
Personalising Learning –
strategy and practice.
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
Curriculum
Pathways &
Partnerships
Teaching & Learning
Strategic training
Quality assurance
Targets Data & Monitoring
Intervention & support
Relationships
Communications capacity
Coaching/Guidance
Personalisation
Curriculum model- flexibility
• Diversity• Time• Pace• Style• Provider
Strategic shift from sole provider to manager of learning
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
Bi-annual assessment set
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 )
For each student in each subject:
Guidance & Support – evolving model
Our phases:
Phase 0: Form tutors & careers officer
+ SEN team
Guidance & Support – evolving model
Our phases:
Phase 1: Form tutors & careers off + SEN
+EiC – Learning Mentors, G&T,
Aim Higher, Attendance Mentors
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
Guidance & Support – evolving model
Our phases:
Phase 3: Form tutors & Connexions Team
+ Personal Mentors
Year 11 – no form groups but small
mentor groups
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.
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
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
Staff training and ongoing dialogue around:• Role/purpose• Style/approach• Relationships• Language & emotional literacy• Skills/processes• Outcomes/ILPs• Communications• Referrals/access to specialists/agencies
Learning Coach
Simplyclick
Internet communication tool.
• Student
• Parent/carer
• Staff
• Associate
Curriculum
Pathways &
Partnerships
Teaching & Learning
Flexible groupings
Strategic Training
Targets
Data & Monitoring
Intervention & support
Relationships
Communications capacity
Guidance & Coaching
Organisationof learning
Learning Environmt
WorkforceDevelopmt
Student voice
New Build