Addressing the Gender Gap at School Copleston High School

What did we do?

Students underachieving in English and Maths were identified for potential 1 to 1 or small group tuition in English and Maths; this tuition was delivered by in house teachers during the Autumn first half term; a two hours session on a Saturday morning.

Using writing frameworks, drafts and redrafts; live feedback during the lessons with suggestions for improvements and independent writing tasks set as part of home learning. We delivered IPEEL training to staff to use in lessons.

Books were monitored by SLT to assess evidence of more determination and lengthier writing responses.

Maximize were utilised as a specialist group, and offered high impact study skills sessions for students in Years 7 – 13. They delivered practical advice and effective strategies to help build pupils’ knowledge and confidence in revision, assessment and exam situations. We ran a session for Year 11 students in the Autumn first half term. Knowledge organisers were issued to students in Years 9 to 11 in September 2021. Knowledge organisers were used as they are an integral part of teaching and learning and incorporate memory and metacognitive tasks.

I was really pleased with the progress I have made with my writing in English particularly

Student

Summary of impact

Students were completing longer written responses. The use of knowledge organisers has been effective in helping students retrieve and recall vital information in order to help them make better progress. Students are now more confident in their writing.

Steps taken

Knowledge organisers were created by subject leaders and distributed to all students that required them. Staff then completed learning walks and book looks to see how these were being used and also to see how writing was developing. Data was analysed to monitor the impact of these actions. Pupil feedback was collected around the knowledge organisers and this was very positive.

What would we do differently

Knowledge organisers were very useful but a consistent approach to their design and how they were to be utilised by students was needed.

Cost

£2000 approximately for printing and distribution of resources.

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