SLIDE 1
Raising achievement in a multi- cultural urban comprehensive
Jack Hunt School, Peterborough Pamela Kilbey - Headteacher Kate Simpson-Holley – Deputy Headteacher Maggie Keber – Minority Ethnic Achievement Leader
SLIDE 2 The School Context
- Oversubscribed – 1723 students
- 64% Minority Ethnic
- 52% EAL
- 35% Pupil Premium
- 14% Students with Statements
- (Deaf and Physically Impaired students)
- 60+ Mid year admissions (75% EAL)
- 66 Different languages spoken
- All Year groups sig- APS on entry at KS3
SLIDE 3
2010 2011 2012 2013 % 5 A*-G 97% 97.7% 99.2% 99.6% % 5 A*-C 74% 84% 85% 90% % 5 A*-C inc Maths & Eng 44% 51% 47% 65% % 1 A*-C 97% 100% 100% 100% Progress 1000 1012 1008 1010 GCSE results 2010-2013
SLIDE 4
A2 results 2010-2013 2010 2011 2012 2013 A*- E grades 92.4% 97.3% 99.6% 99.8% A*- C grades 54.9% 65.4% 72.9% 75.1% A*- B grades 29.9% 41.8% 47.9% 49% ‘A’ Level results 2010-2013
SLIDE 5
“ Attainment and progress are increasing in all key stages. Progress rates for 5 A*- C, including English and mathematics, are rising rapidly.”
Ofsted May 2013
SLIDE 6 Interventions
- Saturday Schools and holiday revision
- Pixl fine grade forecasting & laser team
- Early entry in 2013
- PP to Curriculum Areas
- Assertive academic mentoring
- Year 12 tutors
- KS3 intervention groups inc. Breakfast clubs
- Motivation and Aim Higher groups
- A Christmas book for every student
SLIDE 7
#JHSSecretReader Winners
SLIDE 8
Developing Communication
Communication Leaders Communication Kits (Graham Tyrer) Communication Centre Communication Training Red Letter Learning Days Tutor Lunches Year 12 Tutors
SLIDE 9
Induction
Our responsibility: to establish a sense of belonging. The student’s right: to be received as an individual with a unique life experience; linguistic, cultural and educational.
First meeting with student and their family before admission
to establish a relaxed, informal link that should last.
Tailored induction for each child – both in style and length. Flexible support structure, for however long it is required. Carefully chosen, vertical tutor group. A potential friend and ‘buddy’. Simple gestures that mean a lot. Extra-curricular involvement prioritised.
SLIDE 10
Mainstreaming
Everyone models open, welcoming behaviours:
EAL team support early integration. Differentiated resources and timetables. Well thought through seating plans and lesson buddies. Groupwork tasks and EAL friendly materials. Subject specific training for ‘EAL Champions’ in each
department.
Lots of co-planning and priority given to talk before writing
and the value of communication within lessons.
SLIDE 11
A healthy suspicion of early testing and
assessment.
Default to middle sets and demand for flexibility
in grouping of all new arrivals.
Focus on potential. Skills (note-taking, group talk, reading
strategies, etc.) taught explicitly across the curriculum.
Home language valued through explicit code-
switching, peer speakers and qualifications.
Details Matter
SLIDE 12
Saturday Schools, both for students and their families. ESOL training and qualifications. Clubs available throughout holidays to enhance communication, offer social opportunities and new skills. Feed students back into the system as ‘experts’ as quickly as possible; as tutors, translators, running or supporting activities, etc.
Other opportunities
SLIDE 13
Maintain our non-negotiable - a focused picture of the school “as a place which supports all students to achieve beyond their initial expectations.” (Ofsted, 2013)
