Raising achievement in a multi- cultural urban comprehensive Jack - PowerPoint PPT Presentation

Raising achievement in a multi- cultural urban comprehensive Jack Hunt School, Peterborough Pamela Kilbey - Headteacher Kate Simpson-Holley – Deputy Headteacher Maggie Keber – Minority Ethnic Achievement Leader

The School Context • Oversubscribed – 1723 students • 64% Minority Ethnic • 52% EAL • 35% Pupil Premium • 14% Students with Statements • (Deaf and Physically Impaired students) • 60+ Mid year admissions (75% EAL) • 66 Different languages spoken • All Year groups sig- APS on entry at KS3

GCSE results 2010-2013 2010 2011 2012 2013 % 5 A*-G 97% 97.7% 99.2% 99.6% % 5 A*-C 74% 84% 85% 90% % 5 A*-C inc 44% 51% 47% 65% Maths & Eng % 1 A*-C 97% 100% 100% 100% Progress 1000 1012 1008 1010

‘A’ Level results 2010-2013 A2 results 2010 2011 2012 2013 2010-2013 A*- E grades 92.4% 97.3% 99.6% 99.8% A*- C grades 54.9% 65.4% 72.9% 75.1% A*- B grades 29.9% 41.8% 47.9% 49%

Ofsted May 2013 “ Attainment and progress are increasing in all key stages. Progress rates for 5 A*- C, including English and mathematics, are rising rapidly.”

Interventions • Saturday Schools and holiday revision • Pixl fine grade forecasting & laser team • Early entry in 2013 • PP to Curriculum Areas • Assertive academic mentoring • Year 12 tutors • KS3 intervention groups inc. Breakfast clubs • Motivation and Aim Higher groups • A Christmas book for every student

#JHSSecretReader Winners

Developing Communication  Communication Leaders  Communication Kits (Graham Tyrer)  Communication Centre  Communication Training  Red Letter Learning Days  Tutor Lunches  Year 12 Tutors

Induction Our responsibility: to establish a sense of belonging. The student’s right: to be received as an individual with a unique life experience; linguistic, cultural and educational.  First meeting with student and their family before admission to establish a relaxed, informal link that should last.  Tailored induction for each child – both in style and length.  Flexible support structure, for however long it is required.  Carefully chosen, vertical tutor group.  A potential friend and ‘buddy’.  Simple gestures that mean a lot.  Extra-curricular involvement prioritised.

Mainstreaming Everyone models open, welcoming behaviours:  EAL team support early integration.  Differentiated resources and timetables.  Well thought through seating plans and lesson buddies.  Groupwork tasks and EAL friendly materials.  Subject specific training for ‘EAL Champions’ in each department.  Lots of co-planning and priority given to talk before writing and the value of communication within lessons.

Details Matter  A healthy suspicion of early testing and assessment.  Default to middle sets and demand for flexibility in grouping of all new arrivals.  Focus on potential.  Skills (note-taking, group talk, reading strategies, etc.) taught explicitly across the curriculum.  Home language valued through explicit code- switching, peer speakers and qualifications.

Other opportunities  Saturday Schools, both for students and their families.  ESOL training and qualifications.  Clubs available throughout holidays to enhance communication, offer social opportunities and new skills.  Feed students back into the system as ‘experts’ as quickly as possible; as tutors, translators, running or supporting activities, etc.

Maintain our non-negotiable - a focused picture of the school “as a place which supports all students to achieve beyond their initial expectations.” (Ofsted, 2013)