Sharing Good Practice across the Partnership

This PiXL booklet supports the ‘butterfly principle’ whereby

butterflies visit many different flowers and see much beauty

and different ways of creating it. Ten PiXL Leaders from a

number of different schools and regions took part in the No

Wasted Years Research and Development Group focussing on

strengthening progression from Key Stage 2 to 3 and were

invited to contribute. We hope that the often simple but

effective ideas that exist across our partnership help to further

transform your school and ensure that the learning journey for

students from KS2 to 3 is as strong and meaningful as possible.

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No Wasted Years

Contents

1. Introduction outlining the work of the Research and Development Group Page 4

2. The leadership theory and concepts behind No Wasted Years – James

Heale, Headteacher, Vyners School, Hillingdon

Page 6

3. A response to the Ofsted Key Stage 3: The wasted years? publication

(September 2015) - Martin Parker, Co-Headteacher at Charters School,

Ascot Berkshire

Page 8

4. Reflections on transition and progression from the primary to secondary

phase from Kirstine Boon, Headteacher and staff and pupils at Swingate

Primary School, Chatham, Kent

Page 10

5. 130+ No Wasted Years Ideas:

The PiXL Progression Journey

a) During KS2

b) The summer term of Year 6

c) The summer holidays prior to Year 7

d) Maximising Progress in English and Maths

e) The autumn term of Year 7

f) Ongoing throughout Year 7 and Key Stage 3

g) Collaboration and sharing resources

h) Leadership strategies

Page 18

Page 19

Page 23

Page 23

Page 24

Page 26

Page 27

Page 27

6. Specific PiXLEdge related ideas to support transition and progression Page 31

7. No Wasted Years Ideas Unpicked

a) Archbishop Ilsey Catholic School Page 32

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b) Bishopshalt School Page 33

c) Bushey Meads School Page 37

d) Castleford Academy Page 39

e) Charters School Page 41

f) Cockburn School Page 44

g) Little Reddings Primary School Page 46

h) Ruislip High School Page 48

i) Swingate Primary School Page 51

j) Vyners School Page 52

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Work of the PiXL ‘No Wasted Years’ Research and Development Group

The research and development group consisting of 10 Senior PiXL Leaders and Headteachers from the

wider PiXL network met a number of times throughout 2015.16 to explore the challenges and

practicalities surrounding progression from Key Stage 2 to 3.

The general remit for the group centred around defining the issues relating to transition or progression

from KS2 to KS3 as they relate to different organisational structures including multi academy trusts,

traditional free standing schools and all-through schools.

The group considered the key issues for effective transition with regards to continuity and progression with a particular focus on English and mathematics, other national curriculum subjects and PiXLEdge and the general development of character. The group also considered the implications for the KS2 resits in year 7 and the necessary support for schools with regards to resource materials and Pre Public Examination (PPE) papers. The group were keen to identify examples of great practice as possible case studies for schools to consider and prepare resources to support recommendations made by the group. Some of the key documents that the group had become aware of in their work included the Ofsted

Publication Key Stage 3 - The Wasted Years September 2015 and the first monthly commentary by Sir

Michael Wilshaw published on October 27th 2015.

Key questions considered by the group included:

1. Are the PiXL resources for primary and secondary (KS223 resources) providing appropriate continuity and progression for English and mathematics and should KS2 resit materials appropriate for Year 7 be designed and support progression?

2. Is The Primary Edge and The Edge sufficiently developed to provide continuity and progression between the phases to enable schools to identify those pupils with leadership potential?

3. What are the leadership actions which represent outstanding practice for successful transition and how do schools share information about pupil groups, such as pupil premium and the more-able to enable secondary schools to provide stretch and challenge for all subjects?

There was an underlying view of the group that, if the progression from KS2 to 3 was not as strongly

supported as possible then progress throughout secondary school would be impeded and students’

potential not realised as fully as it might be.

Next steps were planned and these centred around;

exploring further the rationale for the work of the research and development group

working with key practitioners in schools involved in teaching English and identifying what makes a difference to support progression

identifying good practice in relation to strengthening stretch and challenge from KS2 -3 particularly in maths and English

developing a KS2 – 3 progression arithmetic project

designing tests for year 7 based on KS2 question level analysis for maths

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designing tests for year 7 based on KS2 question level analysis for reading

exploring secondary school teachers’ understanding of the primary curriculum

developing and strengthening links between primary and secondary PiXLEdge

researching into local transition for primary to secondary and identifying and developing best practice in terms of practical ways to ease year 6 into year 7

researching aspects of work repetition from KS2 – 3 and how to build on existing schemes of work, finding out the issues and highlighting areas of good practice

developing an English scheme of learning for the start of Year 7 to really build on where the students were at the end of year 6 and tie this in to the SAT resit

work to further strengthen networking and staff relationships between KS2 and 3 to address a general lack of trust in levels/assessment across the phases

develop a KS2 type maths paper to use as base line assessment tool in September of Year 7 with a question level analysis aspect and reference to an arithmetic Personalised Learning Checklist (PLC)

The research and development group met four times to share their findings from further research work and case studies based around progression and transition implemented in schools throughout and prior to this period. It was agreed to work towards cascading ideas out to a wider audience in the summer of 2016 – planning two conferences for delegates from the whole PiXL network and aiming to publish a ‘Butterfly Booklet’ highlighting the findings and best practice. This Butterfly Booklet is a result of some of our work and we hope that it helps you to further consider and boost progression from KS2 – 3 in your schools and ensure that the KS3 years are certainly not Wasted Years. Jeremy Turner Executive Principal Bushey St James Multi Academy Trust

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The Leadership Theory and Key Concepts behind No Wasted Years

This section of the butterfly booklet highlights some of the key aspects of the wider

reading and key ideas that James Heale (Headteacher of Vyners School in Hillingdon)

completed and then explored with the research and development group.

At the recent ASCL National Conference it was suggested that up to 20% of their secondary

school members are now directly involved in primary education through Multi-Academy

Trusts, all-through schools and other partnership arrangements. This marks not only a

clear shift in the priority of secondary school leaders but also potentially highlights a

significant gap in their knowledge of the primary curriculum.

It was Michael Gove who stated that the main role of primary schools was to ensure that

students were ‘secondary ready’ which was, quite rightly, criticised by teachers across all

phases as somehow reducing the function of primary schools to simply meeting floor

standards in literacy and numeracy. Interestingly, there was no such requirement for

secondary schools to be ‘primary responsive’ in order to ensure they really understand the

exceptional pedagogy and level of stretch and challenge that new Year 7s were exposed to

during the first seven years of their school life.

What is clear is that as a result of the accountability framework in this country, secondary

schools have been focused, quite understandably, on KS4 and 5 outcomes and, as a result,

have directed both resources and time towards the upper end of the school. Ofsted’s

‘Wasted Years’ document highlighted the concerns of the HMCI and sharpened many a

secondary school headteacher’s mind on the 11-14yr olds in their schools. Sir Michael

Wilshaw has reiterated Ofsted’s keen focus on Key Stage 3 under the new framework and

the blogosphere is awash with stories of schools falling from Outstanding and Good to RI

as a result of too great a focus on pastoral, rather than academic continuity at this

transition point.

It would be naïve to imagine that it is easy to address the problem of achieving a seamless

KS2-3 progression. There are distinct differences for many primary and secondary schools

in their approaches to pedagogy, curriculum design and assessment. Primary teachers tend

to have a greater holistic understanding of the children in their class, borne out of

spending the majority of their working week with one class; knowing each student’s

strengths and weaknesses in depth and forming excellent partnerships with their parents.

Secondary schools lose much of this intimacy in favour of increased structure, variety of

subjects and specific subject knowledge. Secondary schools, however, are not taking

advantage of the knowledge and experience of their primary colleagues, often seeing Year

7 as a ‘fresh start’ and, at worst, discarding previous assessment of a child’s performance

as unreliable. There has been some justification for this scepticism in the past and the

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uncertainty caused by life after levels is fuelling secondary schools’ anxiety over students’

prior attainment on entry.

Anyone who has taken more than a cursory glance at the KS2 English curriculum will know

that it has the potential to strike fear into all but the most expert of English Language

specialists. As John Tomsett, Headteacher of Huntingdon School, recently outlined in his

blog “Ernest Hemingway broke all the rules of writing. Now, I know he probably knew the

rules before he began writing, but I am not sure he needed to know his passive from his

modal. Meeting this afternoon with a teacher from The Joseph Rowntree School and our

Year 6 teacher colleagues from our local partner primary schools made me realise that

Hemingway would be judged as Working Towards Expected Standard at the end of Key

Stage 2.” The KS1 & 2 English National Curriculum has forty pages devoted to its content

whereas the KS3 has a mere three. Our English departments would be well served by

having more than a surface understanding of what skills our Year 7 students are coming

with from Year 6.

Despite Ofsted’s report, this matter it isn’t as simple as castigating secondary schools for

their failings. In a recent speech, Professor Robin Alexander, Fellow of Wolfson College at

the University of Cambridge and Chair of the Cambridge Primary Review Trust, said “…if

teachers feel that Y6 achievement isn’t respected in Y7, the primary world isn’t entirely

blameless. Over the years I’ve encountered professional thinking in primary schools that is

informed, responsive to evidence, creative and principled; but I’ve also witnessed

uncritical dependence on pre-packaged online lessons of doubtful provenance. I’ve

encountered intellectual excitement and the sharpest of educational debate; and a

strident anti-intellectualism that dismisses all hard-won ideas and carefully-researched

evidence as ‘airy-fairy theoretical nonsense’.

The concept of a Year 7 dip is also not unique to England. In their research the NFER

confirmed that the dip happens but also that this is a common issue in many jurisdictions

around the world, many of which are often used as examples of education systems that

outperform the UK in PISA tests. This research would suggest that it is not merely a fault of

the system, rather that there are also significant human development factors to consider

during this period of middle childhood.

Irrespective of which side of the debate resonates most with you, my view is that it is

definitely a debate worth having. It has focused attention at our school on how we can

work better with our colleagues in our feeder primary schools and has led us to consider

further the level of stretch and challenge we should instil in our Year 7 curriculum and

lessons, as well the opportunity to collaborate with other schools in sharing the huge

amount of good practice that is out there. This is, of course, what PiXL does best!

James Heale Headteacher Vyners School

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Transition in KS3 - No Wasted Years?

(A response to the Ofsted Key Stage 3: The wasted years? publication September 2015)

As the headteacher of a large comprehensive, with a large number of primary schools

spread across three local authorities who send children to us, my initial reaction to ‘No

Wasted Years’ was clear: the issues raised were not a priority for me particularly as the

report’s conclusions seemed to ignore the practical problems facing secondary schools.

Changes to A levels and GCSEs, the ongoing problem of what to do with KS3 assessment

and the all-consuming funding crisis are just the most pressing issues facing secondary

schools but…

Over the last few years I have expended a great deal of time, effort and resources working

with our most vulnerable and disaffected students, including pupil premium, at KS4 in

order to help them secure gateway qualifications to give them the best range of

opportunities for the future. The gains have, however, only been marginal, particularly for

pupil premium, and that was not because our efforts were useless but because we are

facing the same problems to make improvements that have been reflected in the national

picture.

Without beating myself up too much, the relentless focus on KS4 progress across the sub

groups has meant that the school has taken its eye off KS3; whilst progress from KS2 to KS4

is very good there is a definite slowing down of academic progress in Years 7 and 8.

Belatedly we are now shifting more of our focus and resource to KS3 in order to build on

the range of skills and knowledge that our bright and eager Year 7s bring with them. By

tackling the academic deceleration early in their secondary careers and addressing focus

and behaviour issues early on then there might not be as much need for the last minute

crisis measures that are put in place during Years 10 and 11.

Of course I could throw up my hands about the problems of the different standards at our

feeder primary schools and the different topics our new intake would have experienced

but I can’t use that as an excuse when students reach the end of Year 7 and I see that their

academic potential has not been properly realised and, in some cases, they are being

turned off from learning.

Like many secondary schools we have well-established and successful transition activities

that have ensured our students are generally positive and happy about their transition to

secondary school but the transition has been less successful academically and so I have

had to initiate the following strategies:

Regular meetings with most of the primary headteachers as part of a group known

as the Ascot Partnership. Our main discussions focus on looking at the best way we

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can get subject leaders talking to one another about the work undertaken in Years 6

and 7. I have also benefitted from briefings from the primary headteachers about

KS2 assessment that has informed our work developing a new KS3 tracking system

Subject meetings so that we can try to avoid duplication in Year 7 and utilize the

skills and knowledge the students bring with them

We employ a Behaviour Support Coordinator who regularly visits the main feeder

primary schools to work with vulnerable students about positive behaviour for

learning strategies. He then carries on this work when the students join Charters.

We also have a Family Support worker who supports parents away from school and

across the education phases

Regular visits from student leaders to help, for example with events such as the

primary sports day. A recent development is some of our older students, as part of

the PiXLEdge award scheme, working on a range of activities in the primary schools

Many extra-curricular arts groups straddle the education phases and so, for

example, the Ascot Banditos (a guitar group from Years 5-13) perform at Charters’

music concerts

I know that effective transition is hard but I really believe that the onus is on secondary

schools to drive the links between the different education sectors because education

should be a coherent journey for the students not a series of disconnected and disparate

experiences.

Martyn Parker Co Headteacher Charters School

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Reflections on Transition and Progression from the

Primary to Secondary Phase

by Kirstine Boon, Headteacher and staff and pupils at Swingate Primary School, Chatham, Kent

Moving into a secondary school…………

It’s basically like going back to foundation stage because you

have to be really organised for all the classes and everyone is

bigger than you!

Daniel Year 6

Thoughts of Headteachers

What supports transition for Year 6 pupils?

Accurate passing on of information from the Year 6 teacher to the appropriate person at the secondary school, i.e. form tutor etc.

Taster days when the children can meet key staff and have some fun which gives them the opportunity to meet other pupils from other schools and make friends before September

They could also be given the chance to meet former pupils from their primary school who are already at the secondary school

Appoint the prospective Year 7 child with a mentor/buddy again on the taster day

A summer school for the same reasons as above

The secondary school setting the children some sort of summer activity for them to complete at home which gives the secondary school the chance to see the child’s ability, attitude to work, parental support etc.

What could be done to make things better?

Actually listen to what the primary school has to say about the children ie academic ability, SEN, medical needs and act upon it immediately, not just when a problem occurs

STOP CATs testing them! It makes a mockery of the SATS tests that they have done. Too much emphasis is put on these tests which can result in the children being placed in the wrong set. This is frustrating as an educational professional and as a parent, (My son left primary with straight L5’s in his SATs, cocked up his secondary CATs tests and ended up in

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the bottom sets for the whole of term 1 and 2 until he was eventually moved into the top sets at Christmas - complete waste of his time and my emotional energy.)

Have enriching taster days for the children, not a test in a crowded gym which must be really off-putting for the children

In addition to what has already been listed - attendance by secondary staff at CAF/TAF/CHiN/CP reviews etc. held during last 3 months of primary school (This may have happened in some cases but not all)

It would be nice if a couple of students from each secondary school came back and spoke to the Year 6 children in the summer term

This year we received letters from girls who attended Fort Pitt, which was then shared with the current Year 6s in September. It was lovely seeing the girls at the tea party which had been arranged for key staff to attend

What gets in the way?

The secondary school not sending the appropriate person to get information about the child, becomes a bit of a tick box exercise

Year 6 teachers perhaps also regarding the passing on of information to the secondary as a bit of a tick box exercise

Time; (both in the primary in what is a very busy term) and time allocated by the secondary school

Thoughts of Year 6 staff

What supports transition for Year 6?

Transition days

Taster afternoons

New intake meetings

Tour of schools

School visits

Sharing of information between staff

Buddies

Visitors from secondary schools coming into primary schools

Close links when working with primary and secondary schools

KS3 Staff/SEN come in to talk to current teachers re needs

Children meet new staff in current school

All children visit new schools

Vulnerable children do additional visits (SEN/EHCP etc)

Buddy system set up for new Year 7 in some schools

SEN info/files forwarded to new schools

Annual review for ECHP children which includes individual transition package

Supporting vulnerable parents with application process (and transport applications for EHCP children)

What could be done to make things better?

More taster afternoons

Meet the students from Year 7

Questionnaires from secondary schools for pupils

Secondary coffee morning for parents

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Longer periods of time in Year 6

More focus on non-academic information

Secondary schools to look at how children are set

Standard information requested from all feeder schools

Summer projects

More pastoral support for children that are worried about change

Closer links

Could Year 7s start new schools a day early (perhaps with mentors) or more vulnerable children to have the opportunity to revisit the school before other pupils to familiarise themselves with the school environment

What gets in the way?

Personal worries

Clash of timetables

Admission process / appeals

Rumours

Time

Staff changes

Thoughts of Year 6 children

What are your main worries about moving to secondary school?

That I will be late because I can’t find my class

Bullies

Bigger people

No longer being with my friends

Looking forward to meeting new friends

Grumpy/strict teachers

I will lose my best friend

I won’t make friends

Getting lost

Getting teased because of my height

I might get my lunch money stolen

I might get beaten up

I might miss the bus

I won’t know anyone there

Lessons maybe harder

Getting to school

People will laugh at me

Do I take a packed lunch or buy a meal

Remembering everything I need for the day

I’m sacred of walking around and seeing bigger children

Not knowing where to go for lessons

The change and the unknown as I struggle to adapt to change and the unknown doesn’t help

Being nervous and not being able to ask for help

I go to the wrong class by mistake

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New teachers

The work will be too hard

The work will be much harder than now

Not doing as well

I may get a detention

All the other big kids around me

Get from class to class quickly

The amount of homework

Getting on a bus with lots of strangers

I will be lonely on the playground

It’s basically like going back to foundation stage because you have to be really organised for all the classes and everyone is bigger than you!

my handwriting

one child (out of 89) reported ‘I have no worries and am looking forward to moving schools’

How would you support children moving schools?

Their first day just walk about and get used to the layout of the school

Make people feel welcome and give them a tour

Make them feel safe so they put up their hand and ask for help

Let them have 10 mins more lunch so they are not rushing everywhere

Have real science lessons

Get to know the Year 7’s in small groups and help them if they need it

By giving them the best possible help without giving them the answers

I would get every child a teacher

Give them a buddy

Keep Year 7 away from the rest of the school until they are settled

Let Year 7 start before all the other year groups so they know where they are going

Teach the same way in primary and change things slowly

Give the rest of the school a day off so Year 7 can feel safe and comfortable

Make lessons as fun as possible

Ask me what I am struggling with and give me help

Ask what they learnt in Year 6 and teach lessons based on that

Give the students a map and a room to go to if you get lost or have a worry

Have a welcome session with squash and biscuits so people make new friends

Try to get to know me more

Get all the pupils of the same school together

For a week, keep them all together then begin moving around the school

How are primary and secondary schools the same?

How are primary and secondary schools different?

Teachers Some subjects Classrooms Headteacher You learn and see your friends They have house points They prevent bullies They care about their pupils and keep you safe

Older people Chemistry and cookery You go on trips abroad Bigger and older children Our school has a forest school and the secondary schools have detentions You have to walk to your lessons and you could get lost

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How are primary and secondary schools the same?

How are primary and secondary schools different?

We wear a uniform Nothing it’s a massive change You get homework, learn and work hard Assemblies Learning Homework

Different lessons Bigger building Sports halls They move to lessons Lessons are longer Start earlier Bigger facilities, more resources and space Opportunity to make new friends You arrive earlier and leave earlier More homework Harder lessons You carry things around with you Lessons are not just in one class More pupils Different names GCSE’s You have to provide your own equipment

Thoughts from Year 7 students

Looking back to year 6, what were your main worries about moving to secondary school?

I would not fit in or find any friends

There would be too much homework

The school would be too strict

How many mistakes I would make in my writing

Meeting new people Now you are in secondary school, is there anything you miss about the primary school?

I miss you all and having no homework

I miss the fun in the English and maths lessons

I miss the freedom in the playground

Primary school was not as pressurised

Some of my teachers How challenging is the learning? Is this different to when you were in primary school?

We do lots more test and the work is a bit harder.

Expectations are much higher If you could be in year 6 again, what would you change so that your move to secondary school was perfect?

More homework and spellings

Stand up when the teacher walks in and sit down quietly

Visit my secondary school more often

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If you were in charge of a school, how would you support pupils who join in year 7?

Let Year 7 come in a bit earlier so they can get to where they need to go as you are already nervous

Make Thursdays like Year 7 days

Introduce mentors to new students

How are primary and secondary schools the same?

How are primary and secondary schools different?

Same subjects Nice teachers Stay in one class

Longer days Different teacher for different subjects Harder work Detentions It’s a lot stricter You have your own timetable to follow You have to take more responsibility for your learning In primary I only had my lunch box to worry about

Thoughts from Year 8 and 9 students

Looking back to year 6, what were your main worries about moving to secondary school?

Transportation

Homework

Meeting so many new people

Coping with the challenge of the work

Making new friends Now you are in secondary school, is there anything you miss about the primary school?

I miss the teachers and having no homework

The teachers know you better in primary school How challenging is the learning? Is this different to when you were in primary school?

We do lots more test and the work is a bit harder

There is less help to help you when you’re struggling If you could be in year 6 again, what would you change so that your move to secondary school was perfect?

More homework and spellings

More visits

Have a pen pal buddy If you were in charge of a school, how would you support pupils who join in year 7?

Let Year 7 come in a bit earlier so they can get to where they need to go as you are already nervous

Use the 6th formers to help out with problems and questions

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How are primary and secondary schools the same?

How are primary and secondary schools different?

Homework Kind teachers Friendship issues Pressure

Longer lessons Length of the day Transport Work load More class disruptions in primary school Teachers know you better in primary schools No TA’s Canteen Higher expectations

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Transition in KS3 - No Wasted Years?

A Summary from Our Pupils

Transition is a lasting memory

PSHE issues/worries outweigh learning concerns

Fear of the unknown, getting lost could be overcome by additional visits/activities to

reassure

Pupils have other skills they would like to share and use through the PIXL Edge programme

Pupils need to be organised

Pupils have asked for mentors/buddies which is a leadership role

Pupils need to be resilient about change

Pupils need to be problem solvers and use initiatives to recognise when others need help

Pupils need to be able to communicate effectively

To think about

In primary we spend the first few days ‘learning to learn’ and bonding as a class.

Could the attributes be introduced to all year 6 children as part of a transition programme?

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No Wasted Years

101 Ideas for Boosting Progression from Key Stage 2 to 3

The PiXL Progression Journey: during Key Stage 2

1. Facilitate your Key Stage 3 Coordinators of English and Maths to spend time at your

main feeder primary school – observing Key Stage 2 English and maths lessons,

completing joint learning walks and book scrutinies with Phase Leaders and

exploring schemes of learning.

2. Provide planning time for your Key Stage 3 Coordinators of English and maths to

develop schemes of learning that truly bridge the progress journey from Year 6 to

Year 7 – a possible collaborative project for them working alongside Phase Leaders

from your main feeder primary school.

3. Encourage your Year 7 teachers to spend a day at your main feeder primary school –

observing Key Stage 2 English and maths lessons, completing joint learning walks

and book scrutinies with Phase Leaders exploring schemes of learning and sharing

best practice.

4. Establish a link with a primary school and arrange for a member of English and

mathematics departments to teach a more able group of year 6 for a period of time.

Not only will this support the primary school but will also give a powerful insight

into what the pupils’ strengths are and how best to build on these in year 7.

5. Welcome any Year 6 teachers to spend a day at your secondary school – observing

Key Stage 3 lessons, completing joint learning walks and book scrutinies with Heads

of Department/Faculty, exploring schemes of learning and sharing best practice.

6. Arrange for vulnerable Year 6 students to prepare for the induction day(s) by

working with trained Year 11 mentors and/or Edge leaders.

7. Use ‘PiXLEdge’ strategies and ideas to encourage whole school initiatives to develop

children’s confidence and promote non-academic skills.

8. Use staff from across both settings who work in both the primary and secondary

sector (e.g. Transition Behaviour Co-ordinator) to lead sessions with vulnerable

students in Year 5 and 6 to prepare them for transition.

9. Get the Key Stage 2 pupils to create a questionnaire to ask the pupils in Year 7

about their experiences of transition. The responses can then be used within the

class year group in follow up PSHE lessons to prepare the pupils for transition to

secondary.

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10. Ask the secondary school to create a media clip about their school to show to Year 6

pupils what a typical day, places and routines look like. This could be completed as a

media project involving Year 7 students and perhaps even use ex pupils from the

primary school.

11. Create a media clip involving Year 7 children who share what transition to the

secondary school was like for them and how they coped with any problems they

experienced.

12. Arrange additional opportunities to visit the secondary school including sports

competitions, cookery experiences and enrichment activities. These could be after

school and could also involve the parents and younger siblings.

13. Arrange for all year 6 staff to visit as many secondary schools as possible so they can

first hand reassure the pupils in their classes about what to expect at the secondary

school.

14. Work with primary schools to share staffing. Where the secondary school may be

overstaffed in certain curriculum areas it may be possible to provide PPA cover for

the primary schools. For example with Music, D&T, ICT and PE. The primary schools

are responsive as they get access to some specialist teachers where they may have

shortages. Secondary schools benefit from the exposure to KS1 & 2 pedagogy.

15. Run immersion days in secondary schools for specialist subjects where many

primary schools lack facilities. For example in D&T, PE and Science. Lessons are led

by secondary teachers or could be team taught.

16. Run Language Days in primary schools with Year 9 & 10 students leading KS1 & 2

students in small groups. Great for developing peer to peer teaching and leadership

skills.

17. Employ a KS2 teacher in the secondary school or develop a job share with the local

primary school. They support the least able students during KS3, work with

secondary subject leaders to develop SOL and resources and lead professional

development for all staff on effective teaching and learning strategies.

The PiXL Progression Journey: the summer term of Year 6

18. Develop bridging materials and encourage the work to be completed in the same

books used in both Year 6 and 7

19. Run a Year 7 home-learning project fayre in summer term. Students work in groups

on an innovative project of their choice. Run an evening for parents to come in and

watch the presentations. At the same time they help to assess the projects and

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therefore begin to understand the things that secondary teachers are looking for

when assessing their children. They can be given a booklet to help them do this,

including suggested questions they can ask the students etc.

20. Children are very good at telling you how they feel so ask the right questions and

listen to them. Create a standard questionnaire to be filled in towards the end of

Year 6 for Year 7 staff to use as a PSHE tool in Week 1 as part of induction.

21. Arrange for all the Year 6 students to complete a ‘transition’ pack which focuses on

their key attributes and those needed for secondary school. As part of this process

they could also interview a ‘bigger child’ from the secondary school.

22. Teach the children the attributes required to be successful learners at secondary

school - starting with resilience and surviving change.

23. Pupils can create a survival guide to the first few days in their new school. Pupils can

write down their worries and together solutions can be discussed. Potential

problems and solutions can then be placed on a laminated credit card size piece of

paper which can be put in a pocket or a bag.

24. In the summer term of Year 6 ensure that pupils are made solely responsible for

organising their own equipment. A letter can be sent home to parents explaining

the expectations of secondary schools including any sanctions that may be issued

for lack of equipment.

25. During the summer term (before the Year 6 transition day and evening) enlist all

members of the Senior Leadership and Pastoral Team to meet with every Year 6

student and their parents/carers to conduct interviews to find out about each of

them as individuals – their strengths, interests, areas for development etc. and

answer any questions they may have about the transition to secondary school.

26. Make sure the initial welcome to the school for all new students is as good as it can

be – refreshments, friendly faces, clear signage, lots of smiling….

27. Appoint ‘Buddies’ from your existing Year 7 cohort to act as guides and mentors and

introduce them prior to the 1:1 meetings with senior staff so that the students can

recognise a friendly face and learn more about the school from a student

perspective.

28. Design a Year 6 – 7 Get Ahead Programme and GAP Tasks or tasks related to a

Pledge to encourage the Year 6 students to prepare themselves as well as they can

for secondary school (reading a book, writing a book review, joining at least 3

extracurricular clubs or activities during their first year, taking part in an event such

as a concert, house competition etc.)

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29. Ask all Year 6 students to create a ‘Best of Me’ folder where they collate together

their best work in all curriculum areas in Year 6 to hand in to their new teachers at

secondary school. The secondary teachers can then assess this work and use it to

see the standards achieved and support effective transition and progress in their

learning from KS2 – 3.

30. Ask all Year 6 students to read a book (from a suggested reading list) over the

summer holidays between Year 6 and 7 and complete a book review which they

then share with the class on arrival at their secondary school.

31. Utilise your Year 7 Buddies on the Year 6 – 7 Transition Day and Evening for

parents/carers to keep up the student links and continue this with the Buddies

visiting the new Year 7 tutor groups on a weekly basis when they are in Year 8.

32. Before the transition day, get the pupils to write a list of questions in preparation

for a visit from older pupils for a question answer session. This will allow the pupils

to mix with ‘bigger pupils’ (from research, this is an area of concern for the pupils)

and also prepare them for the transition day visit to the secondary school.

33. Year 6 pupils can write letters to Year 7 students as part of shared literacy work.

These can focus on thoughts and questions about transition.

34. On Transition day give all Year 6 students a T-Shirt with ‘Class of 2021’ on it so they

can see that the next 5 years is a journey.

35. Use a similar idea with using an analogy of Everest on transition day. Students have

already gone beyond base camp with all the skills etc. they have developed at

primary school. By the end of Year 7 they will be at point x, by the end of KS3 at

point y etc. they see it all as a continuous journey.

36. Consider arranging a two day visit for Year 6 students to the secondary school in

July with a range of activities designed and some led by an educational theatre

group who have experience of transition.

37. Arrange for tutors to meet with the parents of their tutees during the evening

following the second induction day.

38. Arrange for particularly vulnerable pupils to have additional visits to their secondary

schools to gain a better understanding of the layout of the schools and get to know

key staff members.

39. Arrange for the Year 6 pupils to take back a literacy book from their transition day

which can be brought back to the school with 3 pieces of written work in. This will

ensure that Year 7 literacy books do not start as ‘blank canvases’ and will hopefully

support the secondary school in showing progress from Year 6.

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40. Encourage the Year 6 students to create diary entries that discuss and predict the

future i.e. At the end of my first week…. The pupils can predict what may happen,

what scenarios could occur and how they overcome them.

41. Ask for the admissions numbers from the main feeder secondary schools and create

some maths challenges for Year 6 pupils. This will get them talking about school

sizes.

42. Provide Year pupils with copies of secondary school site maps which they can use in

geography/maths sessions to familiarise them with the layout of the secondary

school sites.

43. Create transition ‘problem and solutions’ posters to be displayed in Year 6

classrooms to be used to generate good discussions that will support effective

transition.

44. Encourage Year 6 pupils to plan their route to school if walking or catching a bus and

explore what problems they might encounter and how they would overcome them.

45. Set up the last two weeks of the summer term of Year 6 as a secondary school with

the pupils having different lessons with different adults in different classrooms

across the school.

46. Provide a list of teachers that the Year 6 pupils will meet and be taught by at the

secondary school with photos and a welcome letter from the Year 7 Head of

Year/Pastoral Manager.

47. Encourage Year 6 pupils to email or write back to the secondary school tutors with

any questions they might have that could be answered by Year 7 students.

48. Facilitate Year 7 students to produce information leaflets for current Year 6

students to explain about transition to secondary school.

49. Create a page on your website specifically for year 6 children coming to your school.

This can contain key information about the school, curriculum information and an

‘Ask us a question’ section for them to submit things that they are concerned about.

50. Provide taster lessons in primary schools by secondary school teachers

51. Send letters from the new form tutors for Year 7 to the Year 6 classes, telling them a

bit about themselves and their new school

52. At the end of Year 6 make sure that the pupils say ‘goodbye’ to the primary school;

make the pupils celebrate and welcome the changes in the secondary school.

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The PiXL Progression Journey: the summer holidays prior to Year 7

53. Arrange a 3 day Summer School for Year 6 parents (paid for by the parents or PP

funds). Base the activities around the strengths of your school (e.g sport,

performing arts, technology, catering, English and maths and ensure there is an

opportunity to go on a trip.) The Year 6 students at our school love the 3 day

summer school and talk about it for years to come – often making new and lasting

friendships that support them all the way through school and life.

54. Provide a ‘what to pack in your bag’ list and how many of each thing they need to

bring.

The PiXL Progression Journey: Maximising Progress in English and Maths

55. Following the KS2 tests in May, source the Reading, mathematics and GPS KS2

papers from a local primary school and ask your English and maths departments to

use departmental time to look through these to gain a better understanding of

expectations.

56. Ask your main primary feeder schools for copies of their Calculation Policies and

consider how they tie in with your school’s Numeracy Policy.

57. Make use of KS1 data as well as KS2 data to identify any pupils who may have

underachieved in their KS2 tests.

58. Copy and glue a piece of each student’s best writing from Year 6 into the front of all

of their books so that all teachers use that as the benchmark for high expectations.

59. Have a whole school high expectation with regards to SPaG (Spelling, Punctuation

and Grammar).

60. Produce a glossary of literacy terms that students have been introduced to in KS1

and KS2. Run a CPD sessions (led by KS2 and/or KS3 English staff) to familiarise key

staff with this terminology to ensure consistency for students – especially important

for English and MFL teachers.

61. Use pupil voice to find out from students about the texts they studied in primary

school and those texts read independently (or collate this as prior information

where there is good contact with feeder primaries). Use this data to evaluate ways

for students to use texts that may not be already familiar with in order to avoid

repetition that does not add value to their knowledge and skills.

62. Where drama is taught as a discrete subject, ensure that the opportunity for

crossover with such subjects as English and history is maximised; aim to develop

rich and deep insights through collaboration.

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63. Avoid excessive, blanket approach ‘silent reading’ and/or library time and instead,

be targeted and sharp around specific need. For example, consider the most able

students who are often avid readers – is this the best use of their time?

64. Set differentiated homework tasks for English so that the most able students are

always required to think and learn, not just complete tasks.

65. Allow students uninterrupted, extended writing opportunities to promote pace and

detail.

66. Promote a culture where proof reading and improvement time becomes a habit,

and where this is modelled as adults.

67. Introduce new vocabulary weekly and encourage students to experiment with

language choice – to choose their best, not first, response.

68. Have an English department who read and review teenage fiction in order to be

able to pass on recommendations to students.

The PiXL Progression Journey: the autumn term of Year 7

69. Primary and secondary schools agree on a joint text to read at the end of Year

6/start of Year 7. Produce a booklet with a page from each department that links to

the text and gives them activities to do. Year 6 can read the book at the end of Year

6 (or over the summer) and complete the booklet for handing in at the start of Year

7. This gives them a flavour of different subjects but gives everything a central link

so that at the start of Year 7 everyone shares something in common, no matter

what feeder school they have come from.

70. On the first day, allow students to do a QR code treasure hunt around the school.

The QR codes are scanned and link to some information about the school and give

the next clue, this helps them learn their way around the school but can also be a

team building exercise. Each clue can give the letters of a key word that they need

to ‘crack’ – it may be the school motto or a place within school.

71. Teach the children the attributes required to be successful learners at secondary

school in the autumn term of year 7 - starting with resilience and surviving change.

72. Invite the parents/carers onto the school site for the Year 7 students’ first day at

secondary school for an initial assembly at the start of the day and perhaps a final

assembly at the end so they feel part of this important day in their children’s lives.

73. Arrange a Year 7 ‘Freshers Fayre’ event on the Year 7’s first day, giving them the

opportunity to sign up for extra-curricular clubs.

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74. Decorating a door – each form tutor asks their tutor group to decorate their door in

a way that represents the group. This may be made up of their favourite books,

music artists, interests, personalities. The doors are judged for creativity and a

winner is declared. This is also good for team building.

75. A tutor group crest – each group designs a crest that represents the characteristics

they possess as a group.

76. Provide tutors with a list of games to help them learn names and to help students

know each other better.

77. Sweatshirts with their name stitched on the front below the school logo – every

child feels known and can be spoken to by name.

78. Facilitate a cross curricular learning experience in the first half-term of the autumn

term in Year 7 on an over-arching theme such as ‘Identity’ or ‘Myself and My

Community’ and invite parents in at the end of the half term to a celebration

evening and to view the work. End the half term for all the students with a day trip

to an exciting place.

79. Ensure that you baseline test all students in core and foundation subjects to identify

what the students know already and what they don’t know so that schemes of

learning are fully fit and compliment the learning journey at the start of Year 7.

80. A Year 7 drop-in room; provide a space in school where students who may be

nervous or are alone can go and sit.

81. Set aside a ‘friendship area’ somewhere within the school site where any Year 7

students can go and congregate and talk with each other and some friendly older

students (perhaps Year 8 ‘Buddies’ or ‘Friendship Monitors’.)

82. Hold a Year 7 ‘Settling In Evening’ after 3 weeks of the Year 7 children being at

secondary school where all parents can informally meet their child’s Year 7 tutor

and see how they have settled in. Do explain to the parents that it is not a formal

parents’ evening, where they will receive detailed information about how their child

is doing in different subject areas, but more of a catch up to iron out any little tutor-

type issues if needed – more to reassure the parents that their children are doing

well. Perhaps combine the informal part of the evening with some presentations in

the hall about organisation, communication, home learning, expectations, extra-

curricular activities on offer and some positive feedback about how the year group

are doing at this early stage.

83. Invite the Year 7 parents in at the end of September for a tour of the school by Sixth

Form students (perhaps to see Year 7 lessons in action) and then a chance to eat in

the school restaurant with their children who might be allowed out of lessons early

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before the main school lunchtime begins. This opportunity gives the parents a

chance to sample the food their children eat at school and reassures them that they

are well cared for. It was really positive to see so many parents on the school site

for this event and many of them stayed on at lunchtime and were shown around

the school again by their children.

84. During the autumn term, invite the Year 6 staff and primary Headteachers to the

secondary school for an afternoon tea. The Year 7 children can proudly show the

staff around their school and share work with them.

85. Blogs on the website to let parents know the kinds of things Year 7 have been doing

each week for the first half term – this can be emailed to parents too. A montage of

pictures could be put together to music and sent to parents.

86. In the first half term organise a whole year group day or weekend trip to an

outward bounds centre or high ropes course. Great for team building and Year 7

identity whilst also creating lasting memories.

87. Year 7/KS3 students ‘graduate’ once they have demonstrated a certain skills set.

You can do this with a celebration evening for parents. Sometimes transition is all

over by October half term, but this helps to raise the profile of the whole key stage

and the concept of continuous learning journey.

The PiXL Progression Journey: Ongoing throughout Year 7 and Key Stage 3

88. Limit ‘introductory’ messages in year 7 to 15 mins per subject and use the remaining

time to input new learning.

89. Train Year 11 Student Mentors and attach them to Year 7 tutor groups to support

them throughout the year.

90. Use Secondary Sports Leaders to help run primary sports days and coaching during

the year.

91. Facilitate secondary Subject Leaders to work with targeted primary groups - for

example English Leaders running after-school creative writing sessions for More

Able primary students.

92. Arrange joint Student Council meetings and events including Year 6 and Year 7

students meeting termly to discuss relevant issues.

93. Ensure Performing Arts groups do joint events with Year 5, 6 and secondary

students and encourage them to perform at school events.

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94. Facilitate community performances (e.g. the school production) to Year 5 and 6

students and perhaps secure some sponsorship to cover any transport costs.

95. Use staff from across both settings who work in both the primary and secondary

sector (e.g. Transition Behaviour Co-ordinator) who have led sessions with

vulnerable students in Year 5 and 6 to continue to work with them during Key Stage

3.

96. Arrange for KS3 students to bring their Year 5 or 6 siblings to secondary school on a

‘Bring your Brother or Sister to School Day’ for the day or morning. This is a great

opportunity for the younger pupils to feel relaxed and see the school from a known

pupil’s perspective.

97. A day of mini taster lessons for subjects they have never done before – perhaps

students can opt for the subjects they want to experience.

The PiXL Progression Journey: Collaboration and Sharing Resources

98. Across the secondary and primary phases share staffing, for example Family Support

Advisor, Transition Behaviour Coordinator etc.

99. Ensure secondary school staff are invited to the primary cluster’s Year 6 work

standardisation meetings and Year 6 teachers are invited into the secondary school

in the first term of Year 7 to look at a selection of the students’ work.

100. Facilitate shared staff training opportunities including, for example, middle

management training in the secondary school being opened up to primary staff or a

shared September INSET day focused on Teaching and Learning.

101. Employ teachers across a cluster – perhaps based in the secondary school, but used

to cover primary classes in order to release primary staff to meet with KS3 subject

coordinators.

102. If you are a Multi-Academy Trust consider appointing members to the senior

leadership team with a remit to work across the key phases of the Trust – perhaps

with a teaching and learning, CPD, performance appraisal, raising achievement or

progress and assessment brief.

The PiXL Progression Journey: Leadership Strategies

103. Create and develop good links with your main feeder primary schools and ensure

that all Year 7 teachers get the opportunity to spend time observing KS2 lessons,

reflecting on their own practice and curriculum delivery.

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104. Ensure that the Headteachers of the secondary and primary schools meet regularly

and build up the trust and professional relationships that encourage good

collaboration.

105. Consider delivering joint INSET opportunities across the network of secondary and

primary schools to foster wider links and greater collaboration between

departments and phases.

106. Ensure that the primary schools have an opportunity to access the specialist

curriculum provision areas at the secondary school (Science, PE, IT and Computing

etc.)

107. Consider looking at the More Able provision across the primary and secondary

phase and plan collaboratively to enhance the opportunities for the more able

students.

108. Encourage the subject leaders across both phases to map the schemes of learning

and curriculum provision to ensure that progress is maximised.

109. Encourage the teachers at KS2 and 3 to teach in each other’s phases.

110. Build on any specialist features of the schools to enhance curriculum provision and

student learning experiences across the network of secondary and primary schools.

111. Ensure positive language links are made with the main feeder primary schools to

encourage good progress from Year 6 – 7 and beyond.

112. Set up smart systems to gather as much data as you can from students entering

your school. Don’t rely on the CSV files but perhaps use google questionnaires to

gather data during primary school visits, at meetings with senior leaders prior to

joining the school and emailed out to parents/students. Gather the data and

distribute it smartly so that your staff know the students before they even join the

school. This will help them plan effectively and secure better progress from Day 1.

113. Find out who the student leaders are at primary school and ensure that they are

encouraged to build upon their experiences at your school – perhaps joining the

school council, student parliament, becoming a student learning consultant, house

representative or captain etc.

114. Plan to set and embed a More Able ‘Growth Mindset’ culture to provide the right

tone for the journey through your school for current and prospective students

wishing to join your school. This can be through Open Evenings, Evenings for new

and existing students and parents and through your website and marketing

literature.

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115. Take all your Year 7 students to a top university for the day and talk about the

possibilities that they can work towards.

116. Make the expectations for learning and achievement really clear in all literature and

communications that are sent out from your school.

117. Review the information provided on your website and in other ways about the Key

Stage 3 curriculum and ensure it is appropriate.

118. Consider allowing students to choose their preferred language at KS3 to increase

motivation and ‘buy in’ and possible progression to KS4 and beyond.

119. Ensure that effective baseline tests are completed and use the data effectively to

track progress through KS3

120. Ensure that Pupil Premium and More Able students are highlighted in teachers’

planners, that Pupil Premium students are carefully seated in the classroom and

that their books are marked first to ensure good practice.

121. Track progress in English and maths early on in Year 7 and put in smart

interventions where needed to enable students to catch up.

122. Develop embedded literacy and numeracy strategies to support progress

throughout KS3 and beyond – both in and out of lessons across the curriculum.

123. Expect all students to carry a reading book at all times within your school and

arrange for DEAR moments (Drop Everything and Read) where perhaps the school

bell rings and everyone (all staff and students) DEAR.

124. Ensure that the extracurricular programme in your school includes reading,

debating and creative writing clubs and make sure that they are regularly profiled

across the school community.

125. Ensure that your behaviour management system is effective, well publicised to all

stakeholders and has a positive impact right from the start of the journey through

your school.

126. Celebrate when students do well through Form Tutor Student of the Week, Head of

Year/Pastoral Manager Student of the Week, High Achiever/Headteacher Awards

etc. Ensure that all stakeholders hear about the good things that students are

achieving.

127. Ensure that teachers develop effective activities in the classroom to stretch and

challenge students and that an effective programme for More Able students is

provided through curriculum and extracurricular opportunities including, for

example, through Super-Curricular work, EPQ projects or MOOCS.

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128. Ensure that languages are celebrated across the school community with regular

articles in the newsletter and on the website with a variety of trips and visits taking

place across all years.

129. Ensure that all formal monitoring of teaching and learning, work scrutiny, learning

walks pays as much attention to Key Stage 3 lessons as the other phases in your

school.

130. Complete a review of the curriculum offer at Key Stage 3 and ensure that clear

progression routes are evident that take students to appropriate and aspirational

levels of achievement.

131. Carefully review your home learning provision and strategy and ensure feedback

from students informs strengthening any areas for development.

132. Ensure that home learning tasks are differentiated and provide stretch and provide

challenge.

133. Take a fresh look at your CEIAG at KS3 and consider where changes need to be

made in terms of support and or opportunities for ‘out to work’ days etc.

134. Complete regular reviews of home learning provision and listen to and respond to

student and parental feedback to ensure the provision is as good as it can be.

135. Talk to students about the learning journey through your school and celebrate the

milestones along the way though Year 9 Proms, End of Key Stage Parties and formal

Rewards Evenings etc.

136. Complete regular student surveys to identify strengths and areas for development

for your KS3 curriculum and ensure that the learning journey through your school

builds on achievements made in KS2.

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The PiXL Progression Journey: Specific PiXLEdge Related Ideas

I will look to see what lessons I have during the day and pack my bag accordingly

I will leave for school on time so I am not late

I will remember to wear the correct school uniform

I will bring my own equipment to each lesson

I will be responsible for my own bag and books in it

I will remember my PE kit on sport days

I will remember my lunch money or packed lunch

I will leave school on time in order to catch the bus

I will let my parents know where I am and when I will be home

I will make sure my mobile phone is charged and has credit

I will complete my homework on time

Be prepared

Raj Resilience

I will be proud of my achievements and progress no matter how small

I will recognise that change is a positive thing

I will ask for help if I am lost or I don’t understand the work

I will try my best and not give up

I will be open to new friendships

Be proud

Charlie Communication

I will ask for help

I will think before I speak

I will talk to people in an appropriate manner

I will make positive contributions in lessons

I will keep myself safe online

I will go to a trusted adult if I feel unsafe

I will use good body language including eye contact

I will conduct myself appropriately outside of school

Be proactive

Olly Organisation

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No Wasted Years

School Archbishop Ilsey Catholic School

Address Victoria Road Acocks Green, Birmingham

Headteacher Glen Alexander

PiXL Contact Adrian Morris morrisa@ilsley.bham.sch.uk

Brief Context of School

Archbishop Ilsley Catholic School is a voluntary aided school which broadly serves the catholic parishes of south-east Birmingham. It is broadly average in size, with a PAN of 210 and a total school population of 1156 which includes a small sixth form of 152 The proportion of pupils eligible for Pupil Premium is above the national average at 54 %. Most students are of White British heritage although a significantly increasing number have joined the school from different minority ethnic groups in recent years. Pupils’ attainment improved in Summer 2014, 5+ A*-C including English and maths has risen from 50 % (2013) to 59% (2014) to 61% (2015). Students enter the school with attainment that is just below the national average, nearly 40% of students in Year 7 have a reading age that is significantly lower than their chronological age. The expected progress 2015 made by the students is slightly ahead of the national averages in English and Maths. The school receives pupils from over 40 primary schools.

No Wasted Years – Key Progression Idea

From September 2016 Year 7 pupils will experience a themed curriculum that will draw heavily on the pedagogies used in Key Stage 2. The graphic to the right illustrates the structure. Pupils will be taught in mixed ability groups. They will spend longer periods of time developing skills, metacognition strategies and deepening knowledge and understanding of connected subjects. There a 4 units in Create, which is driven by humanities and literacy, and 4 in Enquire which will focus on art, design and numeracy. Each unit will last nine weeks after which the pupils will move to a new teacher for the next unit. The two halves of the curriculum will be linked and contained within every programme of study there will be an associated book and educational visit. Within the themed curriculum students will still be assessed using AfL/Aol strategies. Assessments will be, as in all other subjects, defined by measurable inch pebbles. In addition to this the progress of the pupils will be measured in English and maths and compared to previous cohorts who did not experience the themed curriculum. From this we will determine the effect size. The delivery team will be made up from subject specialists from all the areas contained within the curriculum model. They will be some of the first to be timetabled highlighting the importance that the school places on year 7.

Impact (Expected)

That the progress of children does not stall or dip and in-fact accelerates

Pupils do not lose the skills they developed in KS2

Literacy and numeracy are embedded and not bolt ons

Reducing in school variation in terms of year 7 experience. All year 7 pupils will be exposed to high quality teaching

CPD for staff. Teachers will become more aware of the variety of pedagogies

The use of TA’s will be more focussed and more effective

Pupils will develop learning behaviours that will form the foundations for a successful secondary school experience

Within the curriculum year 7 will be exposed to a variety of out of school experiences and visitors to raise aspirations

33

No Wasted Years

School Bishopshalt School

Address Royal Lane, Hillingdon, Uxbridge, UB8 3RF

Headteacher Mr Kim Rowe email: krowe.312@lgflmail.org

PiXL Contact Miss Suzanne Duff email: sduff.312@lgflmail.org

Brief Context of School

6 Form entry London comprehensive; KS2 APS in line with national average 27.8; 50% WB cohort; DA 29%; 47 statements/EHCP; B/G approximately 53%/47%. Outcomes 2015 (Best) 5ACEM 66%; VA 1022 Sig+; DA VA 1008.9 Sig+ (up from 998 previous year). OFSTED Good 2012.

No Wasted Years – Key Progression Idea

KS3 Wasted Years Audit – ‘What we do and what we need to do better.’

Following on from the Ofsted publication, we produced an audit based on the findings. We noted 11 key areas which were mentioned throughout the document as areas to ensure are strong in KS3. We then took the exact findings, quoted them directly to reflect on our practice in Bishopshalt. We adopted a colour coded system to note what we do well and what we could do a better. Through this process we were able to target areas of KS3 to embed good practice and to ensure that we were following the Ofsted guidelines.

Impact

Having the overview of what we do at KS3 and being able to reflect on good practice has been invaluable. We have been able to utilise staff more effectively to ensure that our KS3 coordinators are all working together. Our links with primary schools have improved – we are now looking at cross phase training. Doing this work and has given us a foundation from which to plan more effectively. It has allowed us to be objective about how well we work to a wider range of criteria impacting on progress and attainment.

34

No Wasted Years

School Bishopshalt School

Address Royal Lane, Hillingdon, Uxbridge, UB8 3RF

Headteacher Mr Kim Rowe email: krowe.312@lgflmail.org

PiXL Contact Miss Suzanne Duff email: sduff.312@lgflmail.org

Brief Context of School

6 Form entry London comprehensive; KS2 APS in line with national average 27.8; 50% WB cohort; DA 29%; 47 statements/EHCP; B/G approximately 53%/47%. Outcomes 2015 (Best) 5ACEM 66%; VA 1022 Sig+; DA VA 1008.9 Sig+ (up from 998 previous year). OFSTED Good 2012.

No Wasted Years – Key Progression Idea

Disadvantaged Students – Student Wellbeing Initiative

Taking inspiration from Maslow’s hierarchy theory – we wanted to find the ‘real’ needs of our DA students. We have a philosophy that it is too late to intervene with Year 11 and ‘if we can get it right from Year 7, then Year 11 will take care of itself.’ We are conscious of treating all of our children as individuals and supporting their individual needs. We wanted to find out sensitive information, which we had not been able to access previously. We understood the research that explains that satisfying the basic foundation has to be ‘right’ before we could think about academic success. We decided to get every student in the school to complete our Student Wellbeing Questionnaire – we asked them sensitive questions such as how many meals a day did they have, when did they go to bed, and questions about what was their home routine like, etc.

By asking every single student in the school the questions, we did not single out DA students or identify them to be in any way different from the others. Each question was targeted to ask about the following: Material, Physiological, Routine, Esteem, Culture/ Activities, Academic. Using the results and comparing them with academic outcomes helped identify who we needed to target as a priority. Using the wellbeing questionnaire gave us an inroad, which previously we would not have had.

Student Well-Being Support Group The Rationale: The primary purpose of the student well-being group is to support students who have self-identified through the student well-being questionnaire, as having needs which relate to the following categories:

Material

Physiological

Routine

Esteem

Culture/ Activities

Academic The aims of the group are to provide relevant support and guidance for these students over an extended period of time to allow them eventually to fulfil their academic potential. This initiative is undertaken with the ambition of helping students to help themselves and this philosophy should underpin all our dialogue with these students and their parents.

Each student is attached to a pair of mentors. These mentors provide support and guidance for the students, to allow them to overcome any barriers to learning which may exist. Mentors meet their selected students as a group where the well-being process is explained to them. It is important that this initial meeting is not misunderstood by any students in the group. All mentors must clarify that their identification is only based on their questionnaire responses and not any other external data. Once the initiative has been explained to the selected students, mentors may want to choose to speak to students on an individual basis.

Mentors are attached, in the first instance, to year groups. Mentors are responsible for the creation of individual strategies for each student in their group. These strategies should be devised with the help of the student and, where appropriate, the parents. Mentors should, in the first instance, seek to remove barriers around material and physiological needs before moving on to routines. Mentors need to then look at barriers around esteem and culture/activities before moving up to academic. Dialogue between mentors and students should be recorded by students in a well-being diary. This is shared with and signed by parents and will be a useful tool for students. Successful interventions should be recorded in student’s well-being diaries which they can keep as a positive

35

reinforcement. Once the individual strategy plans have been devised they need to be sent to DFF for approval.

Impact

We know our students well and we can target specific students based on their actual needs. We have a cohort of 29% DA students and this has allowed us to target our most ‘needy’ using ‘real’ information to support them. We track all costs for every single DA student across the school and attempt to identify the impact of strategies. Students have a sense that we care about them and these strategies are having a positive effect on student outcomes. It builds on work we have done in previous years using the OFSTED Pupil Premium Audit document.

36

No Wasted Years

School Bishopshalt School

Address Royal Lane, Hillingdon, Uxbridge, UB8 3RF

Headteacher Mr Kim Rowe email: krowe.312@lgflmail.org

PiXL Contact Miss Suzanne Duff email: sduff.312@lgflmail.org

Brief Context of School

6 Form entry London comprehensive; KS2 APS in line with national average 27.8; 50% WB cohort; DA 29%; 47 statements/EHCP; B/G approximately 53%/47%. Outcomes 2015 (Best) 5ACEM 66%; VA 1022 Sig+; DA VA 1008.9 Sig+ (up from 998 previous year). OFSTED Good 2012.

No Wasted Years – Key Progression Idea

Student Feedback – How easy/difficult is our work/do we repeat anything?

We decided to get feedback from all of our KS3 students about all of their subjects – we wanted to know how easy/difficult, challenging they found them and more importantly how much, if any was repeated from Year 6. We used the recommended questionnaire in the Annex of the Key Stage 3 Wasted Years document along with some of our own questions. All of our students filled in the questionnaire and the findings were then analysed. We were able to share this information with all of our Senior Leaders and Heads of Year and Departments. We made decisions based on hard data derived from the students – we could work with integrity to improve SOW’s, we could analyse our ‘groups’ responses – HAPs/LAPS etc. – did they find work too easy/difficult? Our DA students – what were their thoughts on homework? etc.

Impact

The analysis of the student feedback has been disseminated to staff through HODS and HOFs. It has stimulated the revision of some Schemes of Work and further focus group work with students by departments. The findings have been subject specific, students do not universally find all subjects easy or hard, and indeed it can be dependent on ability. In our experience we have found that subjects which students consider to be new to them e.g. Art, Music, DT they tend to find more challenging. Another outcome has been that developed ‘Challenge tasks’ are being incorporated into lessons to stretch the most able in a number of subjects.

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No Wasted Years

School Bushey Meads School

Address Coldharbour Lane, Bushey, Hertfordshire, WD23 4PA

Headteacher Jeremy Turner email: turnerj@busheymeads.org.uk

PiXL Contact Jeremy Turner email: turnerj@busheymeads.org.uk

Brief Context of School

Bushey Meads School is an 11-18, oversubscribed, successful mixed comprehensive specialist technology college; part of the Bushey St James Trust, an innovative and exciting Multi-School Academy Trust with Little Reddings Primary School. The students come from a wide range of socio-economic backgrounds and their abilities are across the full spectrum. The school also has a BASE unit which takes up to 15 students with Physical and Neurological Impairments. Over 15% of our students have Special Educational Needs and about 13% have English as a second or other language. Some 22% of our students qualify for free school meals.

No Wasted Years – Key Progression Idea

Last year the school recruited and trained a group of Year 7 ‘BMS Buddies’ to provide additional support for transition up to the secondary school and compliment the senior staff’s individual welcome interviews to all 200 families of the new September intake. At these interviews both soft and hard data is collected from the students and their families through friendly conversations and the completion of a questionnaire to enable the school to provide the best possible start in Year 7. Following a well- planned schedule of interview times, the Year 6 students and their families were first met by the BMS Buddy Team, who talked to the new students about the school, shared with them a student friendly-information sheet and prepared them for the Get Ahead Programme or ‘GAP Tasks’ which the school has introduced to help to bridge the gap between learning in Year 6 and 7. One of the GAP Tasks involved all the Year 6 students creating a Me Capsule; a shoebox filled with photos, mementos, favourite reading books, toys etc. that depict something about themselves. The Me Capsules are then brought to school in September and, in a circle time activity, shared with their new tutor group. This enables all the tutees to quickly get to know each other and build positive relationships from Day 1. The BMS Buddies modelled these Me Capsules to the Year 6 students. All the Buddies were chosen carefully and one of the top students pictured here was educated all the way through the Bushey St James Trust from reception through to Year 7 at Bushey Meads. She is a sports enthusiast, regularly trains with Watford Harriers (specialising in sprint and hurdles) has played for the school netball team and has also taken part in House competitions. Other GAP Tasks for the Year 6 students to complete included gathering a ‘Best of Me Folder’ based on their best work in all curriculum areas at primary school and reading a book and completing a book review in the summer holidays. These were combined with the Year 7 Pledge – 10 tasks to maximise achievement throughout the year which, amongst other things, encouraged them to join the Year 7 Choir and sing in the Christmas Concert, try out at least 3 extracurricular activities, participate in a House Event and complete some super curricular work.

Impact

The school received some superb feedback from both the Year 6 students and their parents and carers. Meeting the BMS Buddies really helped them to feel at home, even before their Year 6 into 7 Transition Day and Evening in July and the optional 3 day summer school in August. They said that it gave them a friendly face to recognise and, as the BMS Buddies continued to visit the Year 7 tutor rooms in September, build really good relationships across Key Stage 3. Parents and carers were equally impressed with the 1:1 interviews with senior staff and welcomed the opportunity to ask questions and form a positive link with the school from an early stage.

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A Prospective Year 7 Parent

Dear Mrs Smith,

Many thanks for arranging the Year 6 Transition meeting today. We found our ‘BMS Buddy’ Alex very informative and helpful, and Mr Malik was fantastic. Please pass on my personal thanks to both of them. My daughter has had a difficult year, with the 11+ pressure and then waiting until last week to finally get a school. I really appreciate the reassurance that Mr Malik gave about the transition to secondary school and I know that my daughter, once she starts school at Bushey Meads, will flourish and gain confidence again. I was very impressed with the meeting and feel it is a very important part of the induction process. I felt privileged to be at a school where these meetings take place, as I know very few schools do this.

With Kind Regards,

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No Wasted Years

School Castleford Academy

Address Ferrybridge Road, WF10 4JQ

Headteacher Mr Panayiotou email: gpanayiotou@castlefordacademy.com

PiXL Contact Daniella Cook email: dcook@castlefordacdemy.com

Brief Context of School

Castleford Academy is a secondary school catering for 1250 11-19 year old pupils. The Academy has a Deaf and Hearing Impaired base as part of the LA special needs provision. The school converted to an Academy in 2011 and in 2013 Castleford Academy Trust became a Multi Academy Trust (MAT). The Academy was judged good for overall effectiveness in Sept 2014. Castleford Academy is a large secondary school of mostly white British pupils with a higher than national proportion of boys (53.5%). FSM higher than national (32.1% compared to NA 28.7%). Pupils with SEN/EHC plan higher than national (2.4%) All year groups are sig- for KS2 prior attainment. On average, approximately 35% of pupils arrive in Year 7 either at or above their chronological reading age. In some year groups, this is as low as 23%. GCSE Results are outstanding with a sig- cohort based on KS2 APS. The outgoing Year 11 cohort achieved 64% 5 A*-C including English and maths (7% above national). Value added (Best 8) has been sig+ for 3 years with the progress of many groups also sig +.

No Wasted Years – Key Progression Idea

Castleford Academy has always been praised for its transition arrangements; there are very strong links with feeder schools. Pastoral support had been the primary focus, however, the need to eradicate the dip between KS2 and KS3 with a particular emphasis on reading and embedding a ‘can do’ growth mindset has been the priority focus over the past two years whilst maintaining our high standards of pastoral care. A ‘keep up’ rather than ‘catch up’ mentality has been adopted and pupils, teachers and parents have experienced greater communication and support.

Extra induction arrangements were introduced for disadvantaged pupils during normal term time. This was promoted as the first day of Summer School which had previously not been very well attended. Parents were also invited to the celebration event on the last afternoon of Summer School and virtually all parents attended. Over the summer Year 6 pupils were asked to complete a Passport to Success, a summer project focusing upon weekly reading with literacy and numeracy skills work. This was given out at the main Induction Evening and those parents who could not attend were invited into school to go through the whole process. Pupils brought them back in September and English and mathematics staff provided feedback. With KS2 data, this enabled staff to have a greater understanding of the skills and knowledge that pupils had arrived with at Castleford Academy whilst also maintaining and developing skills for students over the summer. Years 7-9 pupils were also given a 6 week passport to success work booklet to be completed over summer. The work was differentiated by ability to ensure all pupils could progress well with appropriate stretching challenge.

Accelerated Reader and a Reading Buddy programme has been in use for a number of years yet reading ages continued to be below age related expectations. Targets were increased with pupils having to read double the amount of books than previously expected and a new Reading Scheme which develops reading skills was also introduced alongside Accelerated Reader - Lexia. A Learning mentor was appointed with sole responsibility for the use of Lexia who provides weekly reports on progress as well as providing support with pupils. As pupils are now expected to read more, complete the Lexia Scheme and complete homework, we needed to provide quiet and calm places with support for pupils to complete this work. A daily morning breakfast club, Rise and Read (8am- 8:35am) was introduced purely for disadvantaged pupils as well as daily Homework Club (2:50pm-3:50pm) for all KS3 pupils. Learning mentors specialising in numeracy and literacy are on hand to provide support and guidance.

Many of the interventions occurring within KS4 were also dropped into KS3. For example, the importance of high quality homework, increasing parental engagement (Reading and maths information mornings as well as evening workshops), strong SLT presence within KS3 classes and form-time with an increased rigour in ensuring KS3 assessments are accurate and consistent. Weekly meetings occurred with the KS3 leaders of English and mathematics, progress meetings (half termly) with KS3 leaders and Year Leaders following analysis of report data. Intervention groups focusing upon disadvantaged and catch-up pupils – small group within curriculum time as well as booster after-school sessions are formed following on from the assessment points. Regular assemblies now occur focusing upon the importance of reading, growth mindset and high aspirations. To increase numeracy skills, in addition to mymaths, new web-sites with numeracy based ‘fun’ programmes such as Sumdog were introduced.

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Mathswatch was also used to increase independent research. Numeracy booklets completed in form time (pupils did not engage with these booklets) were replaced by a weekly problem solving competition which has been far more successful. An increased emphasis on end of year exams was achieved through assemblies, letters home and revision packs provided by departments for all Year 7 pupils. Rigorous marking, moderation and analysis of exam performance took place. From this information subject teachers created personalised learning action plans that were used to inform outstanding teaching and learning to address any underperformance.

Impact

attendance at Summer School has previously been low and this increased to over 80% in summer 2015.

parents’ evening attendance rose to over 90% for Year 7 pupils – up from the usual 80%

parental quotes from parents’ evenings and workshops include ‘I thoroughly enjoyed the parents’ evening last night. The information received from the workshop was really informative’, ‘This morning was very interesting and an eye opener to myself into the work my daughter does’ and ‘the event was very successful therefore I don't think you could improve it.’

at least 60 pupils attend school early each morning and a Homework Club each night resulting in a great increase in reading ages in all years but particularly with Year 7

alongside our previous reading interventions, the introduction of Lexia has had a significant impact on reading ages across the academy. Within 3 months average reading ages increased by over 6 months in Years 7 to 9, with Year 7 being almost at age related expectation

as a result of outstanding teaching and learning, curriculum plans and a rigorous KS3 intervention plan, gaps are closing in all pupil groups with a large majority of pupils making expected or above expected progress in English and mathematics. As part of the emphasis on KS3, aspirations (career, college, FE, HE and apprenticeships) have greatly increased in all KS3 pupils evidenced through school self-evaluation activities

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No Wasted Years

School Charters School

Address Charters Road Sunningdale Ascot SL5 9QY

Co-Headteachers Martyn Parker and Richard Pilgrim

email: m.parker@chartersschoool .org.uk r.pilgrim@chartersschool.org.uk

PiXL Contact Martyn Parker and Richard Pilgrim

email: m.parker@chartersschoool .org.uk r.pilgrim@chartersschool.org.uk

Brief Context of School

Charters is an 11-18 oversubscribed and successful mixed comprehensive school with 1700 students (450+ in the Sixth Form). Formerly a Specialist Sports and Science College we have been an academy since 2012. We straddle three local authority areas and have seven main feeder primary schools covering two local authorities. Although we are situated in an economically advantaged area, the plethora of local private schools mean that we have a properly comprehensive intake with a resource centre for students who have physical disabilities and 3.5% of our students with Statement Plans/EHC and 18% Special Educational Needs.

No Wasted Years – Key Progression Idea

The Charters transition begins with visits to the school by Year 5 children but there are meetings all year round between the Headteachers in the Ascot area and our Behaviour Co-ordinator works with students in the primary schools identified as vulnerable as well as our Family Support Advisor working with families across the primary and secondary sector. One of our main areas of focus for transition over the last few years has been the two day induction days for Year 6 in July.

The Induction Days Once they are all seated in the Main Hall, Charters Experience Film is played and the start of their journey begins. Students are then sorted into their Tutor Groups and assigned their tutor. They begin a carousel of workshops run by a mixture of Thrift (an educational theatre group we work with) our staff, Year 10 Prefects and Sixth Form Leaders. There are several key experiences that we wanted the students to have a ‘taster’ of during the induction days and which we feel represent some of the most exciting aspects of coming to secondary school. For example, in past years, these have included: Technology and ‘new’, Trips, Extra-curricular, Academic, Community Partnership, Learning to Learn, Friendship, Identity and Independence.

Each workshop lasts 50 minutes and is designed to allow the students to experience what it would be like to be part of our school and at the same time bond with their tutor and tutor group. For example, the ‘Friendship and Identity’ workshop took place in an art room and the students had to create a piece of art work that represented the whole group. This was kept and displayed by their tutors when they returned in the autumn. The ‘Independence’ Workshop took place in Food Technology, where small groups were given maps of the local area and a description of a building (with key details deliberately missing); they were challenged with building a version of the building out of biscuits and icing.

Each workshop completed earned the tutor group a badge that represented an aspect of their experience. In the afternoon of the second of the induction days, there was a final assembly where everything was brought together, led by Tim Godwin from Thrift, and his staff. This consisted of tying the school motto (Unity, Respect and Excellence) to the workshops and the creation of a school song. The Charters Experience film was played again, this time including footage of the New Year 7 students. They could see their part in the story. It brought together two hundred and fifty students, their tutors and some of their new teachers, together in the most extraordinary and effective way.

Impact

The two day visit is always positively evaluated by the children and parents. However, we have noticed the impact on students as they work their way through Year 7 with sustained positive attitude to learning scores. It is not a coincidence, in our opinions that year groups who went through this induction process have in recent years secured strong outcomes at KS4.

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No Wasted Years

School Chislehurst School for Girls

Address Beaverwood Road, Chislehurst, Kent, BR7 6HE

Headteacher Mrs K J Raven email: kraven@chsfg.co.uk

PiXL Contact Mrs C Tipping email: ctipping@chsfg.co.uk

Brief Context of School

Chislehurst School for Girls is an 11-18 converter academy; National Support School (Head is an NLE); Lead school for the Bromley Schools’ Collegiate (SCITT) and founder member of Realize Academy Partnership Trust (RAPT).

No Wasted Years – Key Progression Idea

RAPT is an Umbrella Trust incorporating primary and secondary schools. We identified that transition from Key Stage 2-3 had been neglected locally. In liaison with Bromley Director of Education, Jane Bailey, we embarked upon a joint funded (RAPT & LA) series of Transition conferences for all primary and secondary schools in Bromley. The conferences began in June 2014 and were intended to identify current practice, agree the good bits and what needed to improve. We also incorporated the latest research by the Institute of Education. In April 2015, we were ready to launch the agreed Bromley Procedure & Protocols. These were then issued in booklet form to all primary and secondary schools in Bromley, in order to ensure some consistency and clarity around best practice, across the borough. There are four main strands to our procedure. 1. The Main Transfer File 2. The Confidential & Safeguarding file 3. The Transfer Visit to Primary Schools by Secondaries 4. The Pupil Portfolio – the best piece of English, Maths & Science, marked and levelled (see below)

In 2016, we are continuing with this. However, the research by the Institute of Education and our own local experience, identifies that the social aspects of transition are mostly very successful and lead to high levels of happy integration into secondary school. The weakness is in the academic transfer, hence HMCI’s ‘The Wasted Years’. To some extent, the intention behind the Pupil Portfolio, addresses the need for students to bring with them evidence of actual work completed in Year 6. Overall, English, maths and science teachers welcomed this. Consequently, the Autumn 2015 conference began work on a specific topic based scheme of work. This will be delivered by Year 6 teachers over 15 hours in June. It will be assessed and ‘levelled’ ready to go with each student to their secondary school and incorporate English, maths and geographical skills. Finally for this year, we are piloting a ‘Maths for Transition’ conference. The aim is for Year 6, KS2 Coordinators, Maths leaders, KS3 Coordinators, Maths Heads of Department to work together, to identify the key areas required for transition so that Year 7 is a meaningful and appropriate experience for our students going forward.

43

Impact

60% of Bromley primary schools participated in the protocols in 2015

Students whose schools did so, reported positive experiences in their secondary schools

The Pupil Portfolio led to the academic themed project for Year 6 in June 2016

Re-launching of the scheme for 2016 identifies greater awareness this year

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No Wasted Years

School Cockburn School

Address Gipsy Lane, Beeston , Leeds

Headteacher David Gurney email: GurneyD@Cockburnschool.org

PiXL Contact Rob Dixon email: DixonR@Cockburnschool.org

Brief Context of School

Cockburn School is a larger than average sized 11 to 16 inner city secondary school. The school is heavily oversubscribed and the school has been required to increase its intake significantly due to its popularity. Students at Cockburn have extremely low starting points when they join the school. In all year groups, the prior attainment of students at KS2 who join Cockburn is more than significantly below the national average and exceptionally so. On average over the five cohorts shown, it is 1.6 points below. The proportion of students eligible for pupil premium is 51% which is significantly higher than the national average. Most students are of White British heritage. The proportion of students who are from minority ethnic backgrounds is now in line with the national average. The proportion of students who speak English as an additional language is just above the national average. The school is part of a 0 -19 trust with its 5 local primary schools. This has provided excellent opportunities for us as a group of schools to collaborate and strengthen the learning and outcomes for the children in this part of inner south Leeds.

No Wasted Years – Key Progression Idea

As a Trust, we recognise that when our pedagogy and learning strategies for reading and writing are shared and assimilated, our students make better progress from KS2 to 3. We established a literacy focus group with 3 priorities for our Trust Schools to share practice and assimilate pedagogy: 1. Shared standards of writing Each school in the Trust observed practice of how students were asked to set out their written work and establish an agreed criteria for setting out work and handwriting for the Trust Schools. Year 6 exercise books containing extended writing were sent to Cockburn School and the last piece of year 6 work was stuck into year 7 exercise books so that writing standards pick up from year 6. The year 6 exercise books informed secondary planning as they contained the success criteria and checklists for different types of writing, APP grids and formative comments so that similar language could be used and built upon. Primary colleagues conducted a work scrutiny of year 7 work to feedback on how writing had progressed in terms of presentation and organisation of paragraphs and sentences. 2. Common Pedagogy to develop sentence structure We noticed that all schools used different language when teaching sentence structure and the standards at sentence level needed improving. We agreed to use the Alan Peat materials for structuring sentences to give a common approach and organised training for Trust colleagues. Following the training, we set up observations to share methods of how the sentence types were introduced to students and look at samples of writing across KS1 to 3. This was really useful to see expectations at each key stage. 3. Developing a Reading Enrichment programme so that all students read more widely across the Trust To strengthen transition and give students the opportunity to work with students cross phase and across the Trust, we organised a series of annual events to celebrate National Reading events. The events included World Book Day activities, hosting a writer to read work to an audience of 250 primary and Year 7 students followed by a series of workshops for students to engage in their own writing; also a Poetry Slam Event for Year 4,5,6,7 students to learn poems by heart or perform their own poems to a panel of teacher judges. We also created a small group of reading mentors from Year 10 and 11 who visited Year 3 and 4 students over a 4 week period to share their favourite books and read to each other. The mentors were paired with a specific focus on inspiring primary students who struggled to engage in reading. We shared each schools reading lists that contained fiction, non-fiction and poetry so that texts could be revisited, but not over taught. We also shared ideas of texts that meet the new demands of the primary and secondary curriculum including 19th century novels. To strengthen the teaching of early reading strategies for students in Year 7 at NC levels 2 and below, training from primary specialists was delivered to secondary colleagues.

Impact

We have had improved continuity of learning and progress for our students when they move from Key stage 2 to 3. By the end of Key Stage 4 our Value Added Score each year has been significantly above national expectations in

45

each of the last 5 years. The work we have done to Increase reading ages and students reading capital at Year 7 has helped ensure students make faster progress at Key Stage 3 across the curriculum and this has been a significant factor in securing our outstanding Valued Added at the end of Key Stage 4.

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No Wasted Years

School Little Reddings Primary School

Address Harcourt Road, Bushey, WD23 3PR

Headteacher Carly Simmonds email: head@littlereddings.herts.sch.uk

PiXL Contact Sebastian Gray email: sgray@littlereddings.herts.sch.uk

Brief Context of School

Little Reddings is a large primary school and nursery that caters for the academic and wider social and emotional development of children 3-11 year olds; part of the Bushey St James Trust, an innovative and exciting Multi-School Academy Trust with Bushey Meads School. The school has a relatively high number of traveller children, high number of forces families and are in the 2nd percentile for the number of pupils eligible for free school meals.

No Wasted Years – Key Progression Idea

Having worked collaboratively across the two schools in recent years, staff have continually tried to develop the transitional process from KS2 to KS3. With recent changes to the primary curriculum and overall rise in expectations placed on staff and, most importantly, the children, paired with the ongoing mission of secondary schools striving to avoid any wasted years, it has become a necessary focus for our KS2 and KS3 teams to work even more closely. In November 2014, an Ofsted report revealed that Little Reddings School would need to develop their approach to the teaching of writing, with reference to a need for consistency in the teaching of Spelling, Punctuation and Grammar across the school. Following the introduction of the 2014 National Curriculum and this feedback from Ofsted, the school needed to raise the expectations for staff and children to meet the new requirements. New leadership, training (both internally and externally) and tighter monitoring cycles helped to develop the school’s approach to writing. As part of the cooperative work across the two schools (Little Reddings and Bushey Meads) Sebastian Gray, the KS2 Leader and Fazana Farook, the KS3 Lead Practitioner for English, observed lessons across the two Key Stages to assess the levels of expectation placed on pupils’ writing through assessment materials and the general pitch of lessons. The leaders were surprised by the apparent fall in expectations from KS2 to KS3 English lessons. It was agreed that, as early as the Spring term, some Year 6 pupils were already on course to meet the expectations that would usually have been set for most Year 8 pupils. At that time, both Year 6 teachers also left the school! Despite the obvious challenges, this did mean that plans for work across the key transition were brought forward.

A selection of pupils, due to attend Bushey Meads and other local secondary schools and working at slightly below age related expectations, worked in two groups with the KS3 Lead Practitioner on a weekly basis. This provided further opportunities to understand the expectations and gave the pupils a feel that they were working with a KS3

teacher and at a KS3 level; all fantastic transition preparation for both the leader and pupils. The approach was adapted to ensure that all Year 6 pupils were benefitting from the Lead Practitioner’s input. It was decided that the best use of time and personnel would be to ensure quality planning, considering both the ITAF statements and the need to prepare children for life in Key Stage 3, leading to the teaching, assessment and moderation of the

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children’s writing. The whole process involved regular communication across the key stages and it was essential that the Lead Practitioner was a key person in the moderation process. All of the writing provided opportunities to select pieces for the children’s writing assessment portfolios. The success of the project will have some measurability when the final assessments are made before the 30th June.

Impact

the Year 6’s benefitted from an exciting range of English lessons. Having the extra incentive of knowing they were working at a ‘Year 8’ level and using the guidance of the ITAF statements supported them to maximise their progress in writing

the children were fully engaged from start to finish despite the classes working without the teachers they started the year with

over the weeks, every child grew more confident with their writing and commented on how they felt they could actually achieve in the secondary school writing lessons

the process has strengthened the relationships across the Trust and should now be used as a model for other subject leaders and for other areas of the transition

planning for moderation across the two schools will only need to more consistency. Both schools have such great staff and resources that, as proved, can and should be shared and, indeed, celebrated

most importantly, the children have gained such confidence from the project and are feeling far more relaxed about life in their chosen secondary schools. It will be essential to check in with these children when they have enjoyed their opening weeks of life in Year 7 and assess their quality of writing

the Key Stage 3 team will have a clear understanding of the high expectations they were able to meet in summer term and will be in a stronger position to avoid those ‘wasted years’

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No Wasted Years

School Ruislip High School

Address Sidmouth Drive, Ruislip, HA4 0BY

Headteacher Dr Martina Lecky Email: info@ruisliphigh.com

PiXL Contact Gareth Davies Email: info@ruisliphigh.com

Brief context of school

Ruislip High School (RHS) opened in September 2006 with its first cohort of Year 7 students; the Sixth Form started in September 2011 when this first cohort had reached Year 12. From September 2012, the school increased its admission numbers in Year 7 from 150 to 180 with seven form classes. In December 2012, the governors voted decisively for the school to convert to academy status; the date of conversion was 1st April, 2014. The attainment on entry of the current year groups is not significantly different to national data. The percentage of students from ethnic minorities places the school between the 60th-80th percentile compared to national data; since the school opened, the profile has been changing with an increase of 4% in the last three years. RHS has 2.0% of students with a statement. The percentage of student eligible for Free School Meals is 17.3%. The school’s Pupil Premium (PP) funding for 2015/16 is for 183 students. Whole-school data indicated that the school needed to focus on closing the gap between disadvantaged (DA) students and other students. The school appointed a PP co-ordinator in 2013. It was felt the Core Kick-Start (CKS) programme would complement the projects that had already been set up in school.

No wasted years – key progression data

Core Kick-Start (CKS) was launched in June 2013. Its task was to support underachieving incoming Year 7 students in mathematics and English through the transition period. Weekly workshops, in both subjects, were delivered to students and their parents by staff at RHS. Students were targeted using the most recent summative assessment data collected from their primary school; all students who attained a 4c or below in mathematics and/or English were invited to attend.

The English and mathematics teachers included the Head of English and a combination of experienced and newly qualified teachers. The sessions ran each Wednesday from 5:30-7:45pm with two separate one hour lessons in English and mathematics. The scheme of work was developed in-house. The English workshops focused primarily on key literacy skills, inference and deduction, and spelling, punctuation and grammar. The mathematics workshops covered basic number-work, fractions, shape, space and measure and sequences. These workshops were tailored to the needs of the individuals and were planned with those students in mind. Parents sat with their children and were encouraged to work with their child on the tasks set, participate in plenary activities and work with their child on homework tasks.

The Assistant Pastoral Manager and the newly appointed CKS Co-ordinator assumed the pastoral responsibility for the scheme. Mathematics and English teachers were paid for their teaching time and also for some planning time. They developed rapport with the students and their families on arrival and during the fifteen-minute break, where healthy refreshments were provided between each literacy and numeracy hour. Based on feedback, however, parents did not value this informal time (which was different from the staff) and so refreshments were removed and break time reduced to just a five-minute movement time.

Impact

June – July 2013 The first wave of CKS ran from June – July 2013 with a total of thirty students regularly attending workshops held at school. A baseline assessment was administered in the first session and a breakdown of the results can be seen in Figure 1. To provide the school with comparative data, a summative assessment was administered in the final session of the course. Unfortunately, six students were unable to complete the assessment due to other commitments; the results of which can be seen in Figure 2 on page 29. These figures show that the CKS workshops supported the majority of the thirty students to attain higher levels in mathematics and English. There is a notable shift in the median attainment of the students from 3cs and 3bs to 4bs which is a significant increase. A 4b was the benchmark level that allowed students to “graduate” from the programme. In July 2013, 66% of students graduated from mathematics and 47% graduated from English. Figures 3 and 4 show that the autumn workshops further supported those eighteen students who were at serious risk of underachieving in the core subjects. The students who attended the autumn programme were most in need of support and the commitment and expert planning of the workshop leaders helped these students to access the curriculum.

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Figure 3: July 2013 Baseline Data Figure 4: October 2013 Summative data

Quantitative Analysis Results - Students’ fine-graded levels in English and mathematics from June to the November To determine whether the gains in students’ attainment were sustained, the autumn tracking data (November) was analysed for English and mathematics. For the students who studied both English and mathematics, the mean increase for mathematics was 1.17; this equates to students making, on average, one sub level gain which had been sustained from the Summer Term. Two students made sustained gains of four sub-levels, which was comparable to their progress in English. In English the gains were greater with a mean increase of 2.58; this equates to students improving, on average, by two and half sub levels. For the students who took only mathematics or English, the increase in sub levels was 3 and 2.67 respectively. In summary, significant sustained gains were made by the majority of students who participated in the programme. It is worth noting that the data indicates that the students’ progress in mathematics was reduced if they took English as well which was not the case for the latter.

Qualitative Analysis The quantitative data, collected through summative assessment, indicates the positive impact that CKS had on students’ attainment. The initiative was also scrutinised through qualitative means to inform future planning and processes; in addition, it was used to collect evidence to ascertain the more subjective ways in which CKS had impacted upon the learning and attitudinal outlook of the participants.

Focus groups and interviews were held with students, parents and teachers of CKS during the evaluation part of the programme. The findings from student interviews are illustrated through the following two case studies:

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English

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Evidence from the student interviews suggested that the programme not only impacted positively upon the attainment of the students, but also upon the perception of their own competencies and abilities, thus improving their attitude towards learning.

Parents also recognised the transformation enjoyed by their sons/daughters as a direct result of the CKS programme. During a focus group held in the final session of the programme, parents reflected on how the tutorials had:

identified weaknesses in their child’s subject knowledge that they could then work on at home with them;

encouraged students to learn together and help each other to understand content which they may have “given up on”;

helped to ease any anxieties about joining Ruislip High School;

reinvigorated their son/daughter’s love for learning.

Evidence from the focus group confirms the school’s assertion that a parental presence in the classroom is a powerful strategy for enhancing the learning experience of the students as well as strengthening the relationship between home and school. This strategy was integral to students’ academic success.

Interviews with the teachers of the CKS programme highlighted the impact of the initiative on both the students and the parents. An English tutor suggested the following:

“Many of the students struggled at English because their parents struggled at it. The challenge I found most often was assuring the parents that their child could do the work; I often had parents saying ‘Oh he can’t use capital letters, he’s never been able to do that and neither can I.’ As parents were involved in the work, they were building up their own skills in English and their confidence.”

Restoring the confidence of both parents and students in their academic competency appears to have led to an improvement in students’ progress; this may indicate that an increase in parental engagement in their child’s learning may encourage family learning as a regular activity at home. A mathematics tutor affirms this assertion stating that:

“Parents were all really positive about Core Kick-Start. I think it boosted their confidence in using skills that they might not have had to use in over a decade. I think the importance of them learning alongside their children is paramount because it means they can cement the knowledge with them at home when completing home tasks.”

Parental engagement with the tutorials and home tasks served to demonstrate the commitment of the parents to the learning of their son/daughter. This further strengthened the motivation of the students and encouraged them to succeed.

These qualitative studies supported the school’s conjecture that the CKS was a success on many levels. The programme provided a positive environment for learning that engaged students with weaknesses in their subject knowledge so that they can work toward bridging these gaps with the support of their parents/guardians.

Case Study A: Nathan

Mathematics English 4b 5a 3b 4b

“Core Kick-Start made me interested again in mathematics and English and gave me confidence.”

“I felt much better about starting secondary school

because I knew the teachers and knew what was

expected of me.”

Case Study B: Ellie

Mathematics English 3a 5c 3a 4b

“I thought I was going to be behind and I was worried about that, but Core Kick-Start has helped me to be more confident and get on track.”

“I wish Core kick-start had started earlier in the

year, then I probably wouldn’t have fallen behind.”

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No Wasted Years

School Swingate Primary School

Address Sultan Road Lordswood Chatham Kent

Headteacher Miss Kirstine Boon email: office@swingate.medway.sch.uk

PiXL Contact Matt Wignell email: office@swingate.medway.sch.uk

Brief Context of School

We are the largest primary school in Medway with 680 children including a nursery. Our intake is from a wide range of providers offering mixed experiences and opportunities. We have a number of strategies in place in support transition into school including home visits, story times with parents, stay and play sessions, information sessions for parents. We strive to make the beginning of a young person’s learning journey a positive one supporting our fundamental belief in creating lifelong learners.

In Year 6 our children have a range of paths they can follow. They can take a series of tests for the selective system for either Medway or Kent schools. They can attend a single sex comprehension, a mixed comprehension or be allocated a place in a special school if an ECHP is in place. It is often daunting for parents and unsettling for our pupils. This year our children have been offered places in 18 schools prior to appeals.

Liaising with these schools is huge task to ensure the correct information is provided so the children continue to thrive and learn.

No Wasted Years – Key Progression Idea

Transition is an unsettling time for most children but for those with additional needs, it becomes an anxious time. Over the years we have looked at how our children with ASD can be supported successfully in one particular boys’ secondary school.

Once the children have been allocated their schools we begin a series of PSHE sessions with all the children to raise and discuss any concerns they have. It is also a time to celebrate and recognise the beginning of a new journey.

For our ASD children, we organise a series of sessions over a number of weeks which involve an older pupil with ASD visiting the children in the school and return visits. We often select an ex pupil who is always keen to return and share memories. Prior to the visit, the boys have created a list of questions they would like to ask. We often ask the adult to step out for part of the session so the boys can open up. The adult is given a summary of what was spoken about at the end of the session.

The boys then visit the secondary school and are greeted by a familiar face who then gives them a tour and answers any further questions they may have. Packs are made containing maps, lists of teachers and a first week timetable is made available prior to September.

A follow up session is held if necessary. During the first 2 weeks in September the older pupil seeks out the boys and to see how things are going.

Impact

The sessions are honest and the visits are pupil led rather than adult led. The boys have said they get to see ‘behind the scenes’ and go to places important to them ie the toilets, pastoral care, SEN room and fire exits.

During the induction meeting for parents in the summer term, the boys are able to take their parents on a tour.

The boys that have taken part in the programme have been prepared, are more confident and less anxious about change. They have been able to reflect over time rather than be overwhelmed by only having a day visit. With the additional visits, the staff in the secondary school have also got to know faces and give reassurances.

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No Wasted Years

School Vyners School

Address Warren Road, Ickenham, Uxbridge. UB10 8AB

Headteacher James Heale email: jheale@vynersschool.org.uk

PiXL Contact Gary Mullings email: gmullings@vynersschool.org.uk

Brief Context of School

Vyners School is an oversubscribed, 11-18 successful mixed comprehensive set on the outskirts of West London. It is part of the Vyners Learning Trust with Ryefield Primary School. The student population comes from a range of socio-economic groups and abilities with 45% characterised as High Ability on entry. Outcomes 2015 5ACEM 82%; VA 1036; DA VA 1024.6. OFSTED Good 2013.

No Wasted Years – Key Progression Idea

After seeing similar initiatives at other schools including Sandringham School, St Albans, the school introduced the “Vyners Reads” project in the summer term of 2015. The concept is that the whole school, including students, staff, parents and governors, commit to reading the same book. This was designed to complement the whole school focus on literacy (WordPower). As part of this initiative, the Year 6 students were identified a key group to be engaged in Vyners Reads. The aim was to help them feel part of the school community and have a common focus and dialogue once they arrived in Year 7. During their induction day, the book “Wonder by R.J Palacio” was introduced along with the main characters. The school felt that this book transcended all age groups; having a core theme of individual differences, being accepted, challenging bullying, looking at different perspectives and ‘choosing kind’. During induction day and in the evening event for parents, presentations were given on how the book would be used in September. Parents could buy the book on that evening and then had the opportunity to ensure their child read the book over the summer holidays. At the start of Year 7, every department had already planned the transition unit, “World of Wonder” which included activities based on the themes and content of the book. Activities were designed in a scheme of work specific to their subject. In their first week, the project was launched with year 7 and each department during assemblies and lesson time. Students were encouraged to be independent in their interpretation of their projects for each department. These ranged from creative writing, storytelling, food recipes, roleplays, models and displays which were then showcased in the hall at the celebration event. Each year a Cheese and Wine evening is held in October to welcome parents of the new Year 7 students. Here they can see the tutor and are updated on the transition modules and events that have occurred in the first half term. At this event, all of the students’ work in each department is displayed for parents to see. It is a wonderful opportunity for parents to view the quality and quantity of work that has been achieved during the first half term and an opportunity to make further links with the school and other parents. The involvement of Year 7s in the project also connected them more widely to the rest of the school that had read the book in the summer term, with display work around the school and assembly themes

Impact

The school has received excellent feedback from students, parents and staff regarding Vyners Reads and the transition unit. Year 7 enter the school having a common learning experience and therefore something to discuss with their new peers. The celebration evening for parents is extremely well attended and parents value the opportunity to see evidence very early on of their child’s achievements especially where it is connected with a book that they had read over the summer as a family. Each student received a ‘choose kind’ badge once they had read the book so there was a clear, visual representation of the take-up as well as a sense of competition to receive their badge from the headteacher. It is also a valuable tool for staff that can quickly and effectively assess students’ prior experiences, skills and attributes and begin to plan for effective progress. The Vyners Buddy System has also been very successful in allowing all of the Year 7 students to have a person they can talk to about how the school works. This is particularly important if they do not have a sibling or many people from primary school who have moved with them. Everybody is therefore integrated into the life of the school at an early stage.

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Sharing Good Practice across the Partnership

We would like to thank everyone who has been willing to

contribute to this booklet and share the practice that exists

in their schools with other PiXL colleagues.

We wish you all the very best as you continue to ensure

that the learning journey for students from KS2 to 3 is as

strong and meaningful as possible and the Key Stage 3

Years are certainly not wasted.