At some schools, individual cases of underachievement can be masked by overall good performance. Liz Allen tells how her school in Bromley overcame this by redesigning its whole approach to teaching and learning
Newstead Wood School for Girls is an 11–18 highly selective girls’ secondary school in the London Borough of Bromley. Its 7.5-mile catchment circle covers a wide, rich range of socio-economic and ethnic areas: 35% of students are from minority ethnic groups and more than 70% of our students will be the first of their families to enter higher education. The school is within the top 10 in national league tables and manages a very positive contextual value added (CVA) score (1,007 in 2006 and 1,009 in 2007), despite its selective intake. A total of 10% of students have a specific learning difficulty of a dyslexic nature; 30% have English as an additional language (EAL); about 20% have emotional behavioural difficulties (EBD) or other special educational needs (SEN). With able girls, special educational needs can be difficult to identify because, by the time they reach secondary school, they have developed masking and compensatory strategies. The leadership team comprises the headteacher, one deputy head, three assistant heads and a senior teacher leading the engineering specialism.
In 2001, when I was appointed headteacher, at first sight Newstead Wood School for Girls looked very successful. Every student attained five or more A*–C grades and Key Stage 3 and A-level results were equally strong.
However, there were clear indicators of underachievement. For example:
- variation between subjects’ percentage at each GCSE grade
- a ‘tail’ of C and D grades at GCSE in a few subjects
- some U grades at A-level
- continuous complaints from Year 10 students and their parents about the limited options at GCSE
- similar complaints from students and staff at the lack of curriculum choice and time for AS-level.
This was a ‘success’ that needed redesigning, a difficulty faced by many schools where good performance masks whole-school underachievement. On the surface, the school was extremely successful, producing excellent exam results, employing very able and dedicated teachers, setting rigorous standards and offering excellent extracurricular and enrichment opportunities. The school’s approach at this stage is summarised in the box below. This was not a school that appeared to need to change and so change was not going to be easy.
|Previous policy The school’s policy had been to focus on a rigorous scientific curriculum for students at Key Stage 4, giving a high proportion of time to sciences and maths. So, students whose abilities lay elsewhere were not able to opt for many of their strong subjects and underperformed in science. The policy was heavily focused on attainment, measured regularly by teacher-marked tests, using a variety of grading methods. In-year results and reports were published in order of merit with an average for the year group, so students were ranked constantly. Teaching was content-driven and generally didactic in style, focusing on knowledge acquisition. Departments worked in isolation, working hard to raise standards in their own subjects, and were committed to getting the best results for their students. Competition between departments was seen as an incentive to keep results high. Although there were many highly committed and caring form tutors and four excellent heads of school, there was no comprehensive pastoral leadership strategy and behaviour management was reactive.
Newstead had developed a superb enrichment and extracurricular programme for its students but, in 2001, students had conflicting demands placed on their time and there were visible tensions. For example, should a pupil who is behind in her homework be performing in the school play?
Bringing about change I could have been forgiven for simply ‘holding the fort’ for the next 10 years, rather than risking everything and instituting a programme of radical, innovative development. However, I took the risk because superb teachers and able students were underachieving and unhappy and because I had the support of governors who gave me the opportunity to appoint a leadership team of immense capacity in my first 12 months as head.
The development plan was clearly sequenced in a tight timescale, as outlined here.
Student voice was central to each development and pupils were the first to recognise that a shift was happening. In challenging moments, it was encouragement from students and the support of governors and the leadership group that kept us confident and on track. Each school leader had a specific area of responsibility to raise achievement as shown here.
|Leaders’ responsibility for raising achievement
Subject changes While contextual factors are important to a plan’s success, two of our most successful programmes to raise achievement are probably transferable in principle: reducing variation in science GCSE performance and reducing underachievement across GCSE subjects.
In 2003, the need to address comparatively poor performance in GCSE science was a priority. All students studied triple science and, despite having dedicated and well-qualified specialist teachers, students’ relative performance in all three sciences was low. Around 90% of incidents of poor behaviour occurred in science lessons and the only parental complaints I received about the curriculum were about the compulsory triple science programme that occupied 30% of curriculum time. Research among sixth-formers showed that 50% would have preferred to study the dual award, plus an additional option. Year 9 students were given the choice in their progression interviews and, in 2004, the first dual-science groups began. The additional option choice boosted numbers in history, geography and languages. The first GCSE results in 2006 demonstrated the success of the choice strategy:
- the ‘tail’ of C and D results was virtually eradicated
- triple science results improved considerably
- A-level science numbers grew by about 10%, some coming from the dual-science course
- the percentage of A/A* grades increased significantly in history, geography and languages.
Empowering students to design their personal study programme was the key to improvement. Our current improvement programme is aimed at reducing underachievement to an acceptable minimum.
We know we cannot eliminate it because circumstances, such as illness, bereavement and emotional difficulties, can overwhelm a pupil. But we should be able to give an account in each case. The success of our programme depends on the factors outlined in the box below.
|Factors affecting success of programme
Unexpected impact The last three priorities in the initial school development plan (see the box right) have had a far greater impact on raising achievement than I envisaged at the outset. These were: consulting on the school’s vision statement, ensuring that students have the loudest voice among stakeholders developing a highly specialised support staff team, able to provide the best possible information, administration and learning support for the students looking outside of the school for opportunities to learn from others.
Consulting on our vision
When I initiated a year-long consultation on the school’s mission in September 2001, many stakeholders believed it to be a banal exercise that would distract from our core purpose — maintaining our league table position — and would risk a drop in standards. In my first headship, I had learned to recognise the efficacy of a shared moral purpose that built community cohesion through valuing and nurturing the individual, in particular, through one-to-one conversations. In the light of that experience, I was determined to press on with the mission consultation. Students were asked:
- ‘Who do you want to be by the time you leave the school?’
- ‘What do you need from the school to help you to achieve?’
Parents, staff and governors also answered these questions (see box below).
By May 2002, representatives from each stakeholder group were ready to draft an agreed mission statement: it was a Year 11 student who scribed on the day and her version has remained in use, unaltered for five years. It forms the narrative for the school prospectus, which has carefully selected images to enhance the text. Every three years, the mission statement goes through a rigorous consultation process to ensure that every policy and procedure matches its aims and to consider any revision that may be necessary to help the school to improve its practices. Improvements have ranged from alterations to the uniform to a major revision of the school’s rewards programme and the addition of new courses at both GCSE and A-level. Through the constant attention to our mission, the school’s core purpose has become the care for the individual, so that she is ready to make her difference both while she is at school and throughout her adult life. The impact on achievement was very quick. As soon as the students realised that their recommendations led to actions, they became much more engaged in all aspects of their school, particularly in their learning. Their confidence grew through the acknowledgement of their achievements, the success of their strategies for improvement and the growing opportunities to take on leadership roles. The focus on mission has prepared the school for its current development — co-construction and the sustainable schools programme.
In 2004, every school began developing its workforce and a staff working group consulted on a most effective support staff structure that plays a powerful role in supporting students’ best achievement. Many of the posts will be common to all schools: one may be more unusual. The school has a team of curriculum support assistants (CSAs) who work for each subject team leader — 18 have the support of a CSA. The hours vary, from 10 hours per week for each of the core subjects to one or two hours per week for an A-level subject. The CSAs need to be specialists in the subject area because their primary role is to research and produce resources for teachers’ use and to support senior pupils when researching their coursework. CSAs assist in the recording of pupils’ progress data and may produce analysis for subject staff. They are a great asset to the school, beyond their CSA role — the majority are graduates with considerable professional experience from non-educational careers. The workforce has been enriched beyond the scope of their role.
The final priority — to look outside of the school for opportunities to learn from and with others — was one of the biggest challenges we faced, yet it has raised achievement significantly. In 2005, the climate was still competitive between schools and sharing good practice was not the norm. It was a high-risk strategy for a selective school that felt safer keeping its head down. Now, we have to consider restructuring the leadership group by making an assistant head role into a second deputy and by adding more senior leadership roles, to build in greater capacity as the school’s local, national and international networks expand. The box below outlines some of the processes involved.
|Expanding national and international networks
Larger research projects have had considerable impact on our students’ achievement and on the achievements of many other young people. In particular, an independent/state school partnership was launched in 2004, led by Sue Mordecai, now president of the National Association for Able Children in Education (NACE), and Hilary Lowe from Oxford Brookes University. The research explored learning dispositions of exceptionally able girls — factors that help them to achieve and that hinder their learning. As with our mission statement consultations, the answers of students and teachers did not always match. However, I was very pleased to learn that the match was relatively close at Newstead, where teachers were developing their understanding of able girls’ learning needs at a good pace. It would be difficult to underestimate the impact of the research:
- it accelerated pupil voice developments, preparing us for co-construction
- it enhanced good relationships between students and teachers
- it sped up deep learning developments so that I am confident that assessment really is for learning at Newstead
- it improved our personalisation strategies because students are confident to negotiate their learning pathways, particularly at key progression points
- it hastened the development of the academic tutorial as the student’s forum for discussing personal targets
- it gave us the opportunity to support the achievement of able pupils wherever the research has been read.
There have been doubts expressed about the value of independent/state school partnerships. For us, it was an opportunity for our students and teachers to work together on a very professional and highly relevant research project.
Responding to opportunity On the school’s development journey, we have been open and receptive to opportunities that have arisen outside of our planned programme. Being flexible and responsive are signs of an organisation that accepts that change happens. I recognise that it is not easy and that teachers require constant reassurance but, once evidence of successful change accrues, they can approach the next opportunity with greater confidence.
Opportunities for improving students’ achievement are coming from our successful application to be a Specialist Schools and Academies Trust (SSAT) regional development and research hub for deep leadership, allowing us to continue to develop our student leadership strategy that includes:
- a senior student school development team that contributes to self-evaluation and the setting of school development priorities
- continuing to develop peer and cross-phase academic mentoring, including students as tutors in the school’s extended services programme
- the Eco School Council’s restructuring to lead the Sustainable Schools’ ‘eight doorways’ (Sustainable Schools is a programme of whole-child development, focusing on care for self, care for others and care for the environment; the eight doorways include energy and waste, travel,and transport, with the last three being about personal development — inclusion and participation, wellbeing and global dimension, and responsibility).
Newstead was designated a high performing specialist school (HPSS) in 2007 and we are preparing to develop languages as our second specialism. This gives us a further opportunity to raise achievement across the curriculum through sharing expertise within and beyond the school.
Two Ofsted inspections, in 2002 and 2007, have acknowledged our determination to seek further improvement, despite our students’ high attainment. Our mission keeps us very focused on our core purpose — to create a secure, stimulating environment in which every pupil can grow in confidence, able to make decisions that are right for them and to take on responsibility for others and the environment.
We are aware that we must keep on learning if we are to be able leaders of learning. At least once a year, we bring in a leading educationalist to work with us. This year, for the first time, our senior students joined teachers, governors and parents to our session on transforming learning with Professor John West-Burnham.
|Nine gateways for change
We have been in step with David Hargreaves’ nine gateways for change (see the box, above), four ‘deeps’ (learning, experience, support and leadership) and have 14 of the 20 ‘reconfigurations of system redesign’ in our practice (see iNet’s Personalised learning), especially in the increasing opportunities for student leadership and the exciting prospects in co-construction.
Our pupils will make sure there is every opportunity for achievement in the school.
Liz Allen, Headteacher, Newstead Wood School for Girls, Bromley, London