Park House School

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Park House School Sports College Leading
EdgePartnership Lessons in Partnership
Personalised Learning Programmes Derek
Peaple Headteacher
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Workshop Aims

• To offer practical reflections on the experience
  of partnership-based approaches to personalised
  learning as developed through Specialist Status
  lessons in partnership
• To consider the wider partnership dividend
  specialism collaboration as a catalyst for
  further school improvement within and across the
  partners

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The Partnership Vision

• The Leading Edge partnership developed from a
  Sports College initiative and now aims to
• Raise standards of achievement, widen
  opportunities and increase the life chances of
  students with special educational needs across
  the family of schools through the integrated
  mainstream delivery of personalised 14 19
  programmes of study

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The Partnership Aims

• Widen deepen a Sports College inclusion
  initiative
• Harmonise local Specialist Special provision
• Personalise learning programmes reflect
  attitudes, aspirations and ability of students
• Build further capacity for collaborative working
  across the local area a partnership dividend

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The Partnership members

• Park House School and Sports College
• Castle Special School
• Trinity Performing Arts College
• Mary Hare Grammar School for the Hearing Impaired
• Newbury College of Further Education

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The Personalised Programmes Phase 1

• Year 9 PE Dance, English, Mathematics,
  Design Technology, Drama, The Travel Industry
• Years 10 11 - BTEC First Diploma in Sport,
  NVQ1 in Beauty, Motor Vehicle and Construction,
  VGCSE in Leisure and Tourism, GCSE Child
  Development
• But

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• Josh Year 9 from Park House
• Travel Industry (Key Stage 3) BTEC First in
  Sport
• Anthony Year 9 from The Castle School
• Technology (Key Stage 3) PE and Dance (Key
  Stage 3) English GCSE Maths GCSE

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Working with celebrity mentors on how to
achieve goals
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Monitoring Progress
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Achievement Data Records
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PASS Survey
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Evaluation

• Regular Steering Group meetings
• Regular Practitioners meetings
• Student feedback

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Phase 2

• Twilight enrichment GCSEs across the partnership
  Psychology, Economics, Media Studies, Spanish
• Focused work in the Core Mathematics

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Impacts NCSL Research Findings Lessons for
Student Learning

• Specific gains in individual student knowledge
  and progress
• Major benefits beyond initial purpose and
  curriculum focus areas of collaboration relating
  to attainment, confidence and motivation
• Major gains in relation to students ability to
  apply their learning in new contexts

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Impacts Research Findings Lessons for School
Organisation

• Collaborative approaches in initial focus area
  rapidly generate momentum for wider
  partnership-building
• The initial collaboration generates a longer-term
  partnership dividend with anticipated and
  unanticipated spin-offs into other areas of
  organization and learning

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• Joint SLT development DCSI programme
• Curriculum development practitioners meeting
  as partnership think tank
• Curriculum organisation period 6
• Extended School activity
• A two-year Key Stage 3 in 2006!

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Outcomes the 5 Components

• Assessment for Learning - using data tracking
  systems to set personal targets and provide
  feedback to students
• Teaching and Learning Strategies developing a
  wide repertoire of teaching styles to engage and
  stretch learners
• Curriculum entitlement and choice - providing an
  extended curriculum offer and flexible learning
  pathways across the partnership based on ability
  not age
• School Organisation developing increased
  flexibility and creative use of the timetable and
  twilight enrichment
• Strong Partnership beyond the School
  establishing greater collaboration through out
  of hours and Extended School provision