Transcript KING EDWARD VI SCHOOL “Boys won’t be boys”: Ethos & Intervention Geoff Barton & Julia Upton Headteacher Deputy Headteacher.

KING EDWARD VI SCHOOL
“Boys won’t be boys”:
Ethos & Intervention
Geoff Barton & Julia Upton
Headteacher
Deputy Headteacher
PART 1: Ethos
“The quality of an education system cannot
exceed the quality of its teachers”
Michael Barber, 2007
“Young people today think of nothing but
themselves. They have no reverence for parents
or old age.”
Peter the Hermit, 1274
“Nowadays all the children behave like adults
and all the adults behave like children.”
Terry Waite
“Schools are places where children go to watch the adults
working.”
John West-Burnham
Key elements in our ethos
1: Culture of Leadership & participation
2: Physical environment is not cosmetic
3: Culture of teaching students, not subjects
Staff should model leadership, courtesy, dispute-resolution; have
conversations; send postcards home … all underpinned by clear
expectations
4: Culture of self-evaluation
Tuto r group spot-check
Week be ginning 17 / 1 / 5
24 tutor groups were visited
Heads of Year have individual results
Do all students have coats off?
Are they wearing correct school
sweatshirt/polo shirt?
Are they wearing shoes (not train ers)?
Is jewellery acceptable?
Is the ethos positive and purposeful?
YES
79%
96%
100%
88%
88%
Attitudes to learning
1 What grade did you get in English?

English Literature?

2 Think of all the subjects you studied last year. Circle one of the numbers below to show
where you would place English in a rank order of the subjects you studied
1 (high) 2 3 4
5 6 7 8
9 10 (low)
3 Without naming teachers, please name ONE thing you liked most about English lessons
4 Without naming teachers, please name ONE thing you liked least about them
5 Looking back, how did you feel about your usual group for English for É
(a) getting on with other people?
(liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)
(b) learning effectively?
(liked it a lot) 1 2 3 4
5 6 7 8
9 10 (liked it a little)
If Students Ran Ofsted…
What we would do…
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
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
Use Year 9s as inspectors
Train them to look for key elements
Inspect over a two week period instead of just two
days
Teachers told at the beginning of time period…
More feedback from student TO student
www.nationaleducationtrust.net
What makes a great teacher?
Eye contact?
Happy Smiles?
Or not?
Animation/Gestures?
Body Language?
Control?
Discipline?
Confidence?
King Edward VI School
October 2007
Meet the mentors
Geoff Barton
Headteacher
Wynn Rees
Deputy Headteacher
Julia Upton
Deputy Headteacher
Sandie Lister
Key Stage Leader
Pete Wright
Key Stage Leader
Why do we devote time and
energy to this?
• Personal involvement
• Reach their potential
• Motivation
• Organisation
Two “identical” students
James
English Level 6
Maths Level 6
Science Level 6
Sarah
C D D D
D D E
English Level 5
A A A A
Maths Level 6
A A A B
B B C
Science Level 6
How does Active Mentoring make a
difference?
Targets
Intervention
Tracking
Who do we choose?
• Target Grade v Estimated Grade
• Coursework
• Effort
• Organisation
Interventions
Student
Student
is genuinely
behind
is underperforming
with
falling
coursework
behind
in in
one
a couple
particular
a subject
of subjects
subject
Move
Arrange
Drop to
thedifferent
catch-up
subject seat
and
afterarrange
inschool
class
with
focused
subject
useteachers
of time
Why does this approach work?
• Credibility of mentors
• Protection of self-image for the boys
• Mentoring with teeth
• Half-term rewards
Keeping parents involved
• Initial
meeting (short, purposeful, personal)
• Email, phone or in person
• Use of the school planner
Active Mentoring
KING EDWARD VI SCHOOL
“Boys won’t be boys”:
Ethos & Intervention
Geoff Barton & Julia Upton
Headteacher
Deputy Headteacher