Transcript Learning Plus Conference???

Working Towards Success at
16-19 and Beyond
THE ROLE OF THE TUTOR
February 2010
Little Heath School Sixth Form –
An overview
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Since 2003 Little Heath School Sixth Form has expanded
from being a relatively small and successful “traditional”
Sixth Form of 222 students to an organisation which offers a
broad range of courses to students of a wide variety of ability
(411 in September 2009).
At the same time Little Heath has sustained outstanding
value-added ratings, for example ALPS 2 in 2004 – 2009
inclusive.
In 2008 Little Heath School’s KS4 – KS5 CVA was 1040.6
and in 2009 it is 1039.2. (Top 5%)
In 2009 our KS2 – KS4 CVA is 1011.4. (Top 25%)
OFSTED: February 2009
Effectiveness and efficiency of the sixth form
 The sixth form is outstanding
 Outstanding provision is reflected in the sixth form’s growth, increased
popularity and high retention rates
 Provision and outcomes in the large sixth from are exceptional. Students make
outstanding progress in the sixth form.
 The progress made by students of all abilities is outstanding, in particular for
those who begin their courses with below average GCSE results.
 The exceptionally good progress that students make is underpinned by
outstanding teaching and learning, strong provision of care and guidance,
support for each student and continually improving personalised curriculum
provision
 The success of the sixth form is a direct result of exceptionally strong
leadership, excellent relationships between staff and students and the positive
attitudes to learning by very committed, articulate and mature sixth formers
Grade: 1
(Outstanding) (also achieved in 2005)
Basic principles
Everyone is:
• An individual
• An exception
• To be valued
Basic principles
High expectations
twinned with
Powerful support
Staff / Student relationships
Treat students as adults
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No doubt some of them may disappoint you;
No doubt some may let themselves down;
But
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If you treat them as children they are likely to
respond as children
If you treat them as adults, partners on a crucial
journey, they are much more likely to respond as
adults
My target grades and standards
I agree to submit work to deadlines.
I understand that I may be asked to repeat work that is
below the standard of which I am capable.
I will set target grades in each subject during September that will be equal
to or higher than my minimum target grade.
A 95% minimum lesson attendance.
Attendance below this may jeopardise your chances
to progress onto or continue with A2 courses (or
other qualifications being studied).
One to One Meetings
On Wednesday – Friday One to One time is scheduled for 2.05 – 2.25
Tutors will meet with students on a One to One basis to review progress, discuss
future plans and any concerns.
Appointment times are made to suit each student’s timetable.
You must not miss these appointment times.
Launch to students
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First day in Year 12
Special “Induction” assembly
Student agreement between each individual
and the school
Form tutor – most important person in their
lives for the next two years.
The Role of the Tutor
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Tutors in all year groups are expected to
“take an interest” NOT just the register.
Sixth Form tutors deliver a tutor
programme.
Main focus – bridge the gap between school
and the higher education/career
KS 5 Tutor Structure
•Sixth Form students have one assembly and one
formal class tutorial each week
•On the remaining 3 days each week the tutor uses
the 20 minutes tutorial for a rolling programme of
individual mentoring in ‘One to One’ meetings
What makes a good “One to One”
meeting
Preparation by both staff and student
Two-way discussion
Praise and encouragement
Strategies for improvement
Consensus for the way forward
Guidelines for meetings
 Tutor
programme
 Agenda/guidelines
 Tutor folders
Communication, monitoring and
intervention
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Communication with form tutor and
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Subject teachers
Parents
Head of Year
Attendance officer
Use of school comms????
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Communication, monitoring and
intervention
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Monitoring and Intervention
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Target setting in tutor time encouraging students to
“aim higher”
Use of data – November and March.
Form tutors highlight overall strengths, weaknesses
and strategies for improvements.
Where necessary some students are also
interviewed by Head of Year, Key Stage Leader or
other senior leader.
Praise and rewards
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Leading the tutor team
Clear expectations
 Weekly tutor briefings
 Tutor meetings
 Providing relevant data
 Review of tutor folders
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