students first (this is Although the Sutton show whether groups based on Trust proposes that have worked or student’s ability, quality of mixed ability teaching whether a different teaching and the has the most impact, teacher/approach dynamics of the group we have not found this needs to be taken for as a whole). to be the case at this the current years. school. Research clearly AHT Different stages of the Year 9 options: Our shows that future life process throughout the aim is for the vast choices are determined year majority of our students by this options to follow the EBacc progress and therefore route but we our actions must raise acknowledge that this aspirations and ensure is not the appropriate that eligible students route for all so we are offered a broad and AHT has oversight of carefully steer our balanced curriculum. full options process and students to suitable Unfortunately a will ensure particular courses. We ensure proportion of our attention is paid to our that our more able disadvantaged disadvantaged disadvantaged parents do students. students’ students are following not engage with the EBacc. HoDs run Evenings or Parents’ fortnightly Year 9 have not themselves assemblies where they followed an academic promote their subjects route themselves at GCSE and beyond. therefore these Year 9 Options evening students need more support around options. C: Destination data All students who Previous data suggests AHTs and Head of Review following reflects raised internal data collection applied to the Post-16 that a low number of Monitoring student Post-16 aspirations amongst in Y11 and Y10. Centre had an Y11 PP students apply engagement with open PP students interview to check they to P16 at TBS and are evenings and student were on the correct less likely to enter into attendance at Post-16 pathway. high quality FE. interviews. Disadvantaged
students first (this is based on student’s ability, quality of teaching and the dynamics of the group as a whole). Although the Sutton Trust proposes that mixed ability teaching has the most impact, we have not found this to be the case at this school. show whether groups have worked or whether a different teacher/approach needs to be taken for the current years. Year 9 options: Our aim is for the vast majority of our students to follow the EBacc route but we acknowledge that this is not the appropriate route for all so we carefully steer our students to suitable courses. We ensure that our more able disadvantaged students are following the EBacc. HoDs run fortnightly Year 9 assemblies where they promote their subjects at GCSE and beyond. Year 9 Options evening Research clearly shows that future life choices are determined by this options progress and therefore our actions must raise aspirations and ensure that eligible students are offered a broad and balanced curriculum. Unfortunately a proportion of our disadvantaged students’ parents do not engage with Parents’ Evenings or have not themselves followed an academic route themselves therefore these students need more support around options. AHT has oversight of full options process and will ensure particular attention is paid to our disadvantaged students. AHT Different stages of the process throughout the year C: Destination data reflects raised aspirations amongst PP students All students who applied to the Post-16 Centre had an interview to check they were on the correct pathway. Disadvantaged Previous data suggests that a low number of Y11 PP students apply to P16 at TBS and are less likely to enter into high quality FE. Monitoring student engagement with open evenings and student attendance at Post-16 interviews. AHTs and Head of Post-16 Review following internal data collection in Y11 and Y10.
PP-strategy-2017-latest-1.docx