Pudsey Grangefield School

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Pudsey Grangefield School Maths and Computing
College
Striving for Excellence Daring to be Different !
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Pudsey Grangefield School 1400 minds one
purpose!
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Progress Pudsey Grangefield
5A-C 14-16yrs
11-16yrs NEET 16-18yrs
national ile (FFT SX) (16)
ALPS ile 2002-3 36 99
99 9 95 2003-4
46 62 88
3 90 2004-5 58 11
28 3
10 2005-6 66
3 (2005-6
5A-C FFT SX 54) Percentiles show our student
progress compared with similar students in
similar schools nationally.
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Sustaining improvement

• How are we doing it?
• High quality professional staff
• Energy Commitment Enthusiasm
• Ambition Innovation Creativity
• Flexibility Teamwork Organisation
• Process Rigour Detail High expectation

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Pudsey Grangefield School Maths and Computing
College
Personalising Learning strategy and practice.
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Why personalisation ?

• Students need to believe they own their own
  learning
• More bespoke programme
• better fit to learning needs and
  aspirations higher attainment
• Need to produce students who can be globally
  competitive
• These will be self-directed, information-literate
  independent learners

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Curriculum Pathways Partnerships
Teaching Learning Strategic training Quality
assurance
Personalisation
Relationships Communications capacity
Coaching/Guidance
Targets Data Monitoring Intervention support
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Curriculum model- flexibility

• Diversity
• Time
• Pace
• Style
• Provider
• Strategic shift from sole provider to manager of
  learning

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Teaching and learning

• Professional engagement around a maturing
  teaching and learning policy
• Structured school QA cycle all teachers
• Leadership Group and Team Leader engagement.
  Shared observations.
• Subject specific reports feeding Team Evaluation,
  Team Improvement Plan and interventions as
  necessary
• Whole School Evaluation informing School Imp Plan
  and Training Plan

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Bi-annual assessment set
For each student in each subject
Current NC Sub-Level / GCSE Grade End of Key
Stage Target Sub-Level/GCSE Grade E/O/B
Exceeding/On/Below Target PI 1-6
Performance Indicator (Year Group
Ranking) Effort/Behaviour A-D (Published
criteria) Homework/Independent Learning A-D
(Publ criteria )
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Guidance Support evolving model

• Our phases
• Phase 0 Form tutors careers officer
• SEN team

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Guidance Support evolving model

• Our phases
• Phase 1 Form tutors careers off SEN
• EiC Learning Mentors, GT,
• Aim Higher, Attendance
  Mentors

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Guidance Support evolving model

• Our phases
• Phase 2 Form tutors careers officer SEN
• EiC Learning Mentors, GT,
• Aim Higher, Attendance mentors
• Connexions PA
• LIG Voctl Mentor, Post-16 mentor

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Guidance Support evolving model

• Our phases
• Phase 3 Form tutors Connexions Team
• Personal Mentors
• Year 11 no form groups but small
• mentor groups

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Guidance Support evolving model

• Our phases
• Phase 4 Learning Coaches
• (now) Connexions Team
• No form groups or registration periods,
• but small (6-15) targeted Learning Teams, lead by
  an
• appropriately trained Learning Coach.

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Learning Coach Groupings (approx)
Y7-9 structure 10 Development/nurture groups
(multiple needs) 20 Potential groups (at
risk of disengagement) 25 Post-16 10 Aim
Higher 25 HE 10 GT Organised in Learning
Teams 8-15 students Each lead by a specialist
Learning Coach
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Learning Coach Groupings (approx)
Y10-11 structure 2 Groups NVQ4 progression
(GT) 2 Groups NVQ4 progression (HE) 2 Groups
NVQ4 progression (Aim Higher) 2 Groups NVQ3
progression (Post-16) 2 Groups NVQ2 (5C) 3
Groups NVQ1 (Go 4 8!) 1 Group NVQ1
(WRL) Organised in Learning Teams 10-18
students Each lead by a specialist Learning
Coach
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Learning Coach

• Staff training and ongoing dialogue around
• Role/purpose
• Style/approach
• Relationships
• Language emotional literacy
• Skills/processes
• Outcomes/ILPs
• Communications
• Referrals/access to specialists/agencies

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Simplyclick

• Internet communication tool.
• Student
• Parent/carer
• Staff
• Associate

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