About Sir John Cass Red Coat School

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About Sir John Cass Red Coat School

• Some Output data
• What we look like?
• Strategies that work and how we know!
• Combining strategies to give 100 achievement?
• Can there be a systematic approach?

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2. Data on SJCR
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5A-C 88
SC 95
Want to Aspire to 100 5A-C
5A-G 100
1A-C 98
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3. Leadership and achievement could be about
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Appropriate leadership including collaboration,
coaching
Intervention strategies Behaviour management,
LMs, Curriculum change, Use of ICT
Motivational strategies
Performance Review
Dont want to focus on this i.e. leadership or
capacity building
Capacity building
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• 5. What do we know that works?
• We can raise the rate of attendance by ringing
  the homes of students who are late or absent?
• How do we know?
• The students we contact come to school?
• When we do this rate of attendance for the
  cohort goes up?
• When we ask students affected positively by the
  calls they explain why.
• We say we know that ringing home works by
  agitating students and parents.

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6. Looking at Performance Review Graph of
attainment 5A-C against Year 1995-2005

• 100

1995 2000
2005
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• Attainment rises 1995-2000 but more so 2000-2005

• PR introduced 2000 but too many confounding
  variables to isolate PR and measure effects

• When asked colleagues are positive but not able
  to explain the impact of PR.

• We say we dont know that PR raises attainment
  but it facilitates teaching and learning and so
  builds in capacity to raise standards.

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7. Consider raising attainment in EN-and-MA
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27 to 46 in 2 years
Used 4 FT academic tutors at KS4 very expensive
We say we know because we arrived at a
consistent explanation of why it worked
Discrepancy group 45 is students tutorial 1
hour per fortnight
All Students who passed said they were
challenged, directly, to learn
Why do we think We know the intervention worked?
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8. How can we find out what works in raising
attainment for 5A-C to 100? issues include
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• Underperforming groups
• Identifying schools with a track record of
  success with underperforming groups
• Finding out what works
• Finding out what works in high performing schools

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9. The focus on underperforming groups is linked
to a number of issues
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• The national profile of underperforming groups
  is
• FSM, SA, SA, TR, GY, BC, BA, ES
• 2- 2- 2- 2- 2- 1- 1-
  2-
• The profile of underperforming groups for SJCR
  is
• FSM, SA, SA, TR, GY, BC, BA, ES
• 2 2 2 2- ( ) 2 2
  2-
• not the same as the national

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10. Some schools relevant to our study
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• Those with a track record of success with
  underperforming groups (are relevant to the
  strategy of raising 5A-C to 100)
• Those who take students from the bottom 25 KS2
  move them to top 10 VA KS3
• Those who take students from the bottom 25 KS2
  move them to top 10 CVA KS3
• Those who take students from the bottom 25 KS2
  move them to top 10 APS KS3
• Those who take students from the bottom 25 KS2
  move them to top 10 VA KS4
• Those who take students from the bottom 25 KS2
  move them to top 10 CVA KS4
• Those who take students from the bottom 25 KS2
  move them to top 10 5A-C KS4

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11. Finding out what works
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• Telephone survey of selected high performing
  schools

• E mail survey of schools

• A group of schools, e.g. 10 for more focused
  work how/why has their strategy worked?

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12. Adopting the strategy for SJCR
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• Selecting the relevant strategies

• Measuring the impact

• Explaining the effects and knowing what works

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13. A representative school
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• Choosing schools from each performance range

• Selecting schools with representative profiles

• Identifying a representative strategic plan

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14. Raising achievement in a high performing
school
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• Leadership Assumed

• Rigorous monitoring and evaluation
• What about systems an appropriate curriculum?

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Raising achievement in a high performing school
like SJCR is less about leadership more about
developing rigorous approaches to monitoring and
evaluation and appropriate curricula If you are
interested in developing 100 systems please e
mail haydnevans111_at_yahoo.co.uk