Raising achievement in a multi-cultural urban comprehensive

Jack Hunt School, Peterborough

Pamela Kilbey - HeadteacherKate Simpson-Holley – Deputy Headteacher

Maggie Keber – Minority Ethnic Achievement Leader

The School Context

• Oversubscribed – 1723 students• 64% Minority Ethnic• 52% EAL• 35% Pupil Premium • 14% Students with Statements • (Deaf and Physically Impaired students)• 60+ Mid year admissions (75% EAL)• 66 Different languages spoken• All Year groups sig- APS on entry at KS3

2010 2011 2012 2013% 5 A*-G 97% 97.7% 99.2% 99.6%% 5 A*-C 74% 84% 85% 90%% 5 A*-C incMaths & Eng 44% 51% 47% 65%

% 1 A*-C 97% 100% 100% 100%Progress 1000 1012 1008 1010

GCSE results 2010-2013

A2 results 2010-2013 2010 2011 2012 2013

A*- E grades 92.4% 97.3% 99.6% 99.8%

A*- C grades 54.9% 65.4% 72.9% 75.1%

A*- B grades 29.9% 41.8% 47.9% 49%

‘A’ Level results 2010-2013

“ Attainment and progress are increasing in all key stages.

Progress rates for 5 A*-C, including English and mathematics, are rising rapidly.”

OfstedMay 2013

Interventions

• Saturday Schools and holiday revision• Pixl fine grade forecasting & laser team• Early entry in 2013• PP to Curriculum Areas• Assertive academic mentoring• Year 12 tutors• KS3 intervention groups inc. Breakfast clubs• Motivation and Aim Higher groups• A Christmas book for every student

#JHSSecretReader Winners

Developing Communication

Communication Leaders Communication Kits (Graham Tyrer) Communication Centre Communication Training Red Letter Learning Days Tutor Lunches Year 12 Tutors

Induction

Our responsibility: to establish a sense of belonging. The student’s right: to be received as an individual with a unique life experience; linguistic, cultural and educational. First meeting with student and their family before admission

to establish a relaxed, informal link that should last. Tailored induction for each child – both in style and length. Flexible support structure, for however long it is required. Carefully chosen, vertical tutor group. A potential friend and ‘buddy’. Simple gestures that mean a lot. Extra-curricular involvement prioritised.

Mainstreaming

Everyone models open, welcoming behaviours: EAL team support early integration. Differentiated resources and timetables. Well thought through seating plans and lesson buddies. Groupwork tasks and EAL friendly materials. Subject specific training for ‘EAL Champions’ in each

department. Lots of co-planning and priority given to talk before writing

and the value of communication within lessons.

A healthy suspicion of early testing and assessment.

Default to middle sets and demand for flexibility in grouping of all new arrivals.

Focus on potential. Skills (note-taking, group talk, reading

strategies, etc.) taught explicitly across the curriculum.

Home language valued through explicit code-switching, peer speakers and qualifications.

Details Matter

Saturday Schools, both for students and their families.

ESOL training and qualifications. Clubs available throughout holidays to enhance

communication, offer social opportunities and new skills.

Feed students back into the system as ‘experts’ as quickly as possible; as tutors, translators, running or supporting activities, etc.

Other opportunities

Maintain our non-negotiable - a focused picture of the school “as a place which supports all students to achieve

beyond their initial expectations.” (Ofsted, 2013)