Alps Berkshire Mid-Year Conference 3rd February 2006

Six Key Elements for Success

VISION/ETHOS STANDARDS FLEXIBILITY RESPONSIBILITY REWARDS TEAMWORK & MUTUAL SUPPORT

What is your shared Vision?

What standards have you set yourselves?

Do you act as a team or a set of individuals?

Leadership Teaching/Learning Quality = Challenge Student Mentoring = Support

Vision, Ethos & Philosophy

The Philosophy underpinning Alps

ALPS aims to create a positive atmosphere that creates happy, socially confident young people who have experienced personal growth and success in what they set out to do

The key to achieving this atmosphere is •

High Levels of Respect & of Feeling Valued

•

High Quality Leadership at All Levels

•

High Quality Teaching & Learning

•

High Quality Target-Setting, Monitoring, Guidance & ag Support

ag Basic Principles Everyone

is: • An individual • An exception • To be valued

Basic Principles

Academic Success + Personal Achievement

=

Self Confidence + Self Worth

Basic Principles

High Expectations Twinned With Powerful Support Compassionate Rigour

Demanding Quality ag

•

Quality in everything is key

•

Quality is not a certificate

•

Quality is about continuous incremental improvement every day by everyone

Leadership

Teaching/Learning Quality = Challenge Student Mentoring = Support

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Data & National Benchmarking Target-Setting

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0 Alps Target-Setting 46 25th percentile

Alps Benchmark Data 02+03, 183 colleges

92 50th percentile 138 75th percentile UCAS/Sub 112.00 A/B 104.00

95.00

90.23

C 82.22

D 76.67

70.65

64.00

58.33

52.92

48.57

E E GCSE Sc 7.5-8.0

7.0-<7.5

6.7-<7.0

6.4-<6.7

6.1-<6.4

5.8-<6.1

5.5-<5.8

5.2-<5.5

4.7-<5.2

4.0-<4.7

0.0-<4.0

UCAS/Sub 115.09

106.77

99.20

93.24

85.47

80.00

73.54

68.32

61.97

57.21

57.14

UCAS Points/Subject at the 25th, 50th & 75th Percentiles

GCSE Sc 7.5-8.0

7.0-<7.5

6.1-<6.4

A 6.7-<7.0 B 6.4-<6.7

5.8-<6.1 C 5.5-<5.8

5.2-<5.5

4.7-<5.2 D 4.0-<4.7

0.0-<4.0 D UCAS/Sub 117.04

109.33

102.45

96.36

89.23

83.59

77.46

72.25

65.48

61.97

65.00

183

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What an Alps Score of 1.00 means

Target- Setting at the 75 th percentile - A levels

A Provider meeting these targets scores an overall Alps Score of 1.0. 0.2 difference is equivalent to each student gaining/losing a grade on Average i.e 1.2 or 0.8. GCSE Score Band 7.5 – 8.0 7.0 -< 7.5 UCAS Points/Subject UCAS Points/Student 117.04 A- 109.33 A/B 406.00 AAB 353.33 ABB 6.7 -<7.0 6.4 -<6.7 6.1 -<6.4 102.25 B 96.36 B- 89.23 B/C 316.44 BBB 291.37 BBC 265.10 BCC+ 5.8 -<6.1 5.5 -<5.8 5.2 -<5.5 4.7 -<5.2 4.0 -<4.7 0.0 -<4.0 83.59 C+ 77.46 C- 72.25 C/D 65.48 D+ 61.97 D 65.00 D+ 242.00 CCC+ 215.45 CCD 195.00 CDD+ 168.24 DDD 145.00 DDD 140.00 DDD

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Minimum A level grade expectation

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Minimum AS level grade expectation

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Student Support

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Personal Tutoring -Mentoring Students • What is the vision for mentoring?

• What are the guidance objectives?

• Does the structure meet these?

• The programme – Is there one?

• How much quality time with each student?

Aims and Objectives of a Personal Tutor

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Philosophical Background Everyone is to be treated as: • an individual • an exception • a person to be valued The Key Aims of a Personal Tutor are: • To promote personal and social development • To promote academic achievement • To build, continuously, self esteem and self confidence to

each individual student

Aims and Objectives of a Personal Tutor

Objectives

To provide a support system: • by, initially, getting to know our students • by facilitating the transitions from school to college and beyond • by functioning as an intermediary • by providing a friendly point of contact • by regularly monitoring student progress • by keeping appropriate records • by providing accessible advice and counselling • by working as a team and supporting each other

ag Method

• The tutor will use a student-centred approach based on weekly tutorial sessions and regular individual interviews.

• By using a positive approach to encourage self-belief and self confidence based on reality.

ag This can not be carried out effectively on a full timetable Ideal?

•

2 hours/group per week, one for a group tutorial, one for one-to-one work and administration e.g.references, UCAS forms, Reports

•

Head of 6th form/deputy Head of 6th Form for 120 to 180 students with 8-10 hours /week each?

•

A smaller number of dedicated Personal Tutors

•

Each responsible for 64-92 students in 3/4 groups

Teamwork - Key Teams

•Team of Staff teaching the level • Class Teacher & Class • Student, 3/4teachers, personal tutor

Each Team has to have –

• Strong Leadership • Clear consistent agreed values • Clear agreed objectives and targets understood by all • Clear responsibilities &flexibilities

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THE STUDENT EXPERIENCE

Setting the Standards in the first 10 weeks defines what happens in the next two years .

Student Experience (The first few weeks)

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• • • • • • September 1 st to September 24th

Day 2 Assemblies Ice breakers Individual interviews Student agreement assemblies New parents evenings Student Monitoring - termly

On Course – Week 1

.

•1st Day (Tuesday) - Half day for Administration – a key job is to assign a few staff to gather GCSE data and compile Scores . New Alps software for Target-setting.

• 2 nd Day (Wednesday) Assemblies, Leader – Vision & Values, Rights & Duties as Sixth Formers, Community Values, Calculating GCSE Scores, Given Minimum Targets with explanation, Teamwork.

•4 th Day (Friday) Teaching starts – Class lists, GCSE Scores, Target Grades to Staff.

2nd Day Assemblies - Leadership

* Vision & Values, *Rights & Duties as Sixth Formers, *Community Values, *Calculating GCSE Scores, *Given Minimum Targets and explanation .

ag Entry Qualifications of September 2003 leavers 25 20 15 10 5 0 4.0

5.0

6.0

7.0

GCSE Score

ag Entry Qualifications of September 2003 Arrivals 35 30 25 20 15 10 5 0 4.0

5.0

6.0

7.0

GCSE Score

Greenhead College AS Assembly - September 2005 A-level Results A-Level pass-rate 1994 Grades A - E

93%

1996

95%

Grades A - C Grades A - B

60% 40% 67% 47%

GCSE passes Grades A - C

74% 75%

1998

97% 72% 48% 88%

2000

96%

2001

97% 74% 74% 53% 54%

2002 2003 2004 2005

99% 98% 99.5% 99.2% 75% 80% 87% 85% 66% 61% 69% 67% 90% 90% 91% 90% 90% 91%

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National Minimum Target Grades for Students

1. Data from the National Benchmark clearly defines

the minimum grades

students should be aiming for relative to their incoming GCSE scores.

Laying this expectation early with each student, we have found, is very important.

2. The

minimum target grades

the data suggests is as follows:-

Approx GCSE Grades

Mainly A & A* Mainly A's Mainly A's few B's Mix of A’s & B’s Mainly B's few A's Just over all B's Mainly B's few C's

GCSE Score Band

7.5 - 8.0 7.0 - < 7.5 6.7 - < 7.0 6.4 - < 6.7 6.1 - < 6.4 5.8 - < 6.1 5.5 - < 5.8

Average Grade Expectation

A- A/B B B- B/C C+ C-

Minimum Target Grades (excl Gen St) in Advanced Courses of 3/4 Elements

AAAB AABB BBB BBC BCC+ CCC+ CCD Mainly C's few B's Mainly C’s D/Es with four C's Mainly 2/3Cs + 5.2 - < 5.5 4.7- < 5.2 4.0 - < 4.7 0.0 – 4.0 C/D D+ D D CDD+ DDD+ DDD+ DDD 3. Very few students emerge in the GCSE Band 0–4.0. Most of these take AVCE courses, where results are a little inflated relative to most A levels. 4.

Table 3

Photocopy this page to have alongside you when analysing each subject area.

Student Agreement & New Parents’ Evening – around 22 nd September • Invitation to Parents out on first day of term • 3 rd Tuesday in September – New Parents’ Evening • Student Agreement Assemblies – late September •Key Points • 30 Hours per week for classwork & private study • All Homework of quality of target grade • Commitment to attend • Freedoms & responsibilities •Teamwork – Valuing each other.

ag Student Agreement

Student Agreement

Understood by – All staff –

staff meeting

All students –

assembly & tutor group

Parents –

New Parents’ Evening + Newsletter/Letter

Ethos –

Simple elements understood & practised by all staff

Respect for Students as emerging Young Adults 26yo’s, not 6yo’s

Above all:

I want to feel accepted as I am, especially by my peers and as an emerging Adult.

ADULT PARENT CHILD ADULT

Use This with Students

Empathy Genuineness Respect

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STUDENT TARGET-SETTING MONITORING GUIDANCE AND SUPPORT

Student Guidance and Support •Initial Interviews with Personal tutors – Early September •Progress Reporting – Nov, March, June, student – teacher one-to-one 8 min. interviews •Formal 20min. Personal tutor interviews termly •Star & P Forms •Informal one-to one work at subject and tutor levels .

Student Experience (The first ten weeks)

ag Subject teachers’ monitoring First two weeks in November

MONITORING

What are we trying to do?

• Establish personal contact •Raise self-esteem •Value achievement now •Communicate potential in the best possible way •Explore student’s approach to subject work outside class •Evaluate our teaching & feelings in the class

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•Point out actions for further improvement

MONITORING

How to conduct the interview •It is part of an ongoing process: prepare the student beforehand (questionnaire?) •Find a suitable quiet spot and adequate time for each student, using mutual non-contact time if necessary •

Listen to the student :

use questions to prompt them. No sarcasm or cynicism!

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•Focus on achievement of potential : avoid inappropriate reference to GCSE grades

MONITORING

How to conduct the interview – 2 •Negotiate the grade - be prepared to explain clearly how you have come to your estimation – use a wide range of evidence •

Negotiate

achievable short term targets for progress and discuss how to achieve them •

Give encouragement,

reassurance •Encourage feedbackon your lessons/teaching style •Explore the student’s study skills

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•It is useful to keep records

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Arriving at a Progress Grade

•

"the impression I have at this moment of this student’s work, attitude, ability skills and knowledge from all the evidence she/he has produced in class and out of class, leads me to say at this stage that I would expect her/him to gain a grade B/C in her/his A levels at the end of the A2 year."

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Student Experience (The first ten weeks)

•

Tutor monitoring interviews

•

Report to parents

PROGRESS REPORT FOR PERIOD 30 /08 /96 to 15 /11 /96 Student's Name: Subject

Chemistry Economics Business Studies SHEIK

Level

A-level A-level A-level

Staff

Mrs Barber Mr Hepworth Mr Crozier

Grade

B/C B/C D/E

DC3 14 (4.8) Attendance

40/40 40/40 40/40

Comment:

You have settled into college and feel to now be making a smooth transition to A-level work. In Chemistry and Economics you have increased your background reading and independent study time. The grades here are very good, but you intend to aim for As. The recent test in Business Studies reflects this grade and you are now more aware of the level of answer required, so you expect the grade to improve next time. Overall this is a very good start - well done, keep working.

4 3

PROGRESS REPORT FOR PERIOD 29 /08 /97 to 13 /11 /97 Student's Name: Subject

Economics Business Studies Chemistry SHEIK

Level

A-level A-level A-level

Staff

Mr Hepworth Mr Mitchell Dr Barber

Grade

A/B A A/B A B/C B

DC3 14 (4.8) Attendance

38/40 38/40 46/40

Comment:

You are continuing to work very hard and improve. These grades are excellent. Your teachers are impressed with your achievement. Well done Sheik. In your module exam results you are secure in Economics having re-sat one. In Business Studies your results were outstanding - hence this improved grade. In Chemistry, as indicated, your overall average is a B which is good.

Hopefully you will receive some positive response to your UCAS application soon. This is an excellent report. Congratulations.

Overall Position:

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4 1

Monitoring Process repeated termly

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Star Form

GREENHEAD COLLEGE i

Please see student:

(tick if necessary)

about Work Attendance Punctuality Other Student Name: __________________________________ Tutor Set: _____________ Subject: ___________________________ Staff: ___________ Date: ______________ Comment: Action taken so far: Acknowledgement: Signed: _____________________________ (tutor) ag Subject teacher: Please send top two copies to tutor – one to return to you as a response/acknowledgement.

What are the issues for success in a sixth form?

• • • • • • • • • • Leadership Issues Are students properly qualified to take the course in the subject?

Are the right staff being assigned to teach advanced work turn?

capability, not ‘buggin’s Is the department properly resourced to teach the subject at this level?

Are students each in receipt of the necessary texts to study the subject?

Is their a departmental introductory booklet with the course outline and dates included, as well as homework, marking and other policies available to each student at the course start?

Is progress monitored against set targets by senior staff and heads of Department at least each mid-term?

Does each member of staff have a desk and filing cabinet in office space, open to students?

What are reprographic facilities like?

Do all Staff understand & implement the same systems for quality?

Do teams of staff support each other in formal meetings on good practice?

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What are the issues for success in a sixth form?

Teaching and learning issues • • • • • • • • • • •

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Is every teacher positive from day 1?

Does teaching get off to a brisk start at the start of term?

Do teachers have one-to-one interviews in the first few weeks to get to know students personally?

Does the department have a policy where students can freely call on teachers in non-contact time?

Are teachers selected in a dept. to teach advanced work because of their abilities to teach at this level?

Are extra sessions arranged especially in the spring term to (1) stretch the most able and (2) help the lesser able to understand concepts?

Do teachers have an adult-young adult relationship with their students rather than a parent-child relationship, a crucial question?

Do teachers have one-to-one sessions termly with each of their students to discuss progress against targets and to set targets for the following term?

Do teachers act in concert with personal tutors in a supportive way when things are not going well for a student?

Does each teacher treat each student as an individual with dignity and value?

Do teachers in departments share good practice with each other and work together on resources for students and themselves?

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As I leave I have felt & feel

Valued Challenged Confident Supported Happy Successful

TEAM WORK The fuel that allows common people to attain uncommon goals

Excellence can be attained if you…..

•Care more than others think is wise •Risk more than others think is safe •Dream more than others think is practical •Expect more than others think is possible

Every job is a self portrait of those who did it.

AUTOGRAPH your work with quality

.

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Minimum A level grade expectation

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Minimum AS level grade expectation