'What Works Well' Case Studies 2009-2011
Permanent URI for this collection
'What Works Well' case studies were designed to:
- focus on targeted pupils with identified learning needs
- demonstrate improvement in learning
- describe the success criteria and how progress towards them was measured
- describe intentions and action taken, including teaching approaches and CPD
- describe impact (including What made the difference) and next steps
- provide evidence (quantitative and qualitative) to prove impact and convince others
- provide key messages for others attempting to replicate the work
- be accessible and transferable – able to be implemented by other teachers/practitioners on the basis of what is provided in the case study
- make available toolkits, frames, templates, CPD outlines, etc. to support transfer of learning to others.
Case study reports were reviewed at the time of submission; Camtree has not carried out any further peer review of these case studies. These studies took place against a background of policy initiatives and organisation of the education system that has changed markedly since these case studies were written: some mention initiatives, organisations and resources which no longer exist. However this remains a rich collection of school-based innovation and development oriented towards demonstrable improvement in teaching and learning.
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ItemEstablishing a whole school approach to G&T at a Medway secondary (non-selective) school(2010)Background: The purpose of the study was to identify and provide for G&T learners in Walderslade Girls' School, measure progress towards success criteria such as increased motivation and achievement, staff inclusion and training, and fund raising, and to explore the impact of G&T students on the school community, including their leadership roles and multiple intelligences. Aims: The main aim of the development work was to raise the aspirations of G&T learners by providing opportunities to compete with G&T pupils from other schools, embedding G&T in all aspects of the school curriculum, and encouraging leadership amongst students through prefectship and other activities. Methods: The participants in this case study are the Headteacher, Assistant Head, teachers, support staff, parents, pupils, governors, LA advisers, National Strategies consultants, and former G&T students who are now on the staff as fully qualified teachers, as well as G&T and non-G&T students who have demonstrated leadership in sports, music, drama, art, and the prefect system. Methods used to measure progress towards success criteria included CVA data comparison of cohorts, periodic teacher assessment, test results, IQS audits, lesson observations, pupil interviews, literature, policy documents, and staff training. Support was provided by the Local Authority, Senior Management, and external agencies, as well as student-led initiatives such as prefectships, sports, music, drama, and art. Multiple intelligences were taken into account when selecting prefects, with criteria including good attendance, the will to help the school community, and the willingness to embrace leadership. Findings: The main findings are that staff training and whole-school approaches to AfL and literacy have helped develop G&T practice, and that staff commitment and healthy competition have been essential for success. Pupil tracking and cross-stage information, attendance monitoring, and parental/pupil feedback have also been important. Implications: The findings imply that staff training, monitoring, and planning are essential for successful G&T provision, as well as providing opportunities for talented pupils and involving parents and leadership in the process.
ItemEvery Child a Reader: The wider impact(2009)Background: The purpose of the study was to explore if a Reading Recovery teacher could have an impact on children with literacy difficulties in other schools in the wider local learning community by training and supporting Teaching Assistants to work one-to-one with them. Aims: The main aim of the Every Child a Reader (ECaR) initiative is to explore the potential for Reading Recovery (RR) teachers to support tailored literacy teaching more broadly within a school, having an impact beyond those receiving intensive one-to-one support. Methods: The participants were twelve Teaching Assistants from different schools who agreed to work one-to-one with at least one child for twenty minutes, at least four times each week, for a period of about ten weeks. The methods used included training experienced Reading Recovery Teachers to deliver Fischer Family Trust Wave Three, visiting Headteachers in Local Learning Community meetings, providing ongoing training and visits to observe teaching, and using a one-way screen for observation of RR sessions. Findings: The main findings of the Every Child a Reader initiative were that target pupils made increased progress in both reading and writing beyond expectations, and Teaching Assistants reported a rise in self-esteem of all pupils who took part in the intervention. Quantitative evidence showed an average gain in word reading-age of 12 months and an average gain of 8 Reading Recovery book levels. Implications: The findings suggest that a Wave Three Intervention is more effective when it is part of a layered approach with a literacy expert, has the full backing of the headteacher, and is monitored and evaluated at both school and LA level.
ItemPupil tracking: The next generation(2009)Background: The purpose of the study was to incorporate prior attainment data into pupil tracking sheets to raise teacher expectations and help trigger early intervention. Aims: The main aim is to raise teacher expectations by making them aware of longer term prior attainment and setting individual pupil targets based on this data. Methods: The participants included headteachers, LA advisers, middle leaders, National Strategies consultants, SLT, SIP, subject leaders, and teachers. They used CPD approaches, resources, and support to impact pupil learning, teaching, and school organization and leadership. The methods used included launching the tracking sheets at termly Subject Leader training sessions, using learning walks/study visits and periodic teacher assessment to measure progress, and using prior attainment data to set individual pupil targets. Findings: The main findings are that the inclusion of prior attainment data in pupil progress tracking has raised teacher expectations and improved school organization and leadership. It has also led to more effective use of prior attainment data and triggered early intervention. Implications: The findings suggest that tracking pupil progress against longer term prior attainment can help raise teacher expectations and trigger early intervention, leading to improved pupil learning.
ItemLeading on Improvement - St Mary's Haslingden changing from vulnerable to great!(2010)Background: The purpose of the study was to improve the quality of teaching and learning in a small school in a disadvantaged area, with a focus on writing and mathematics, and to track pupil progress. Aims: The main aim is to improve pupil learning by implementing consistent approaches to teaching, developing rigorous assessment systems, and providing support for teachers. Methods: The participants in this case study are the headteacher, middle leader, subject leader, National Strategies consultant, Senior Leadership Team, and School Improvement Partner. Methods used included rigorous assessment and pupil tracking, developing subject coordinators, strengthening accountability systems, and providing CPD materials and support. Findings: The main findings are that the school has seen a significant improvement in pupil learning, teaching, and school organisation and leadership. This was achieved through a clear vision, high quality teaching, rigorous assessment, and targeted intervention. Implications: The findings of this case study suggest that a rigorous assessment system, high expectations, and access to leading teachers can help improve pupil learning and teaching standards in a school.
ItemStorytelling: Engaging and supporting early writers through Talk for Writing(2010)Background: The purpose of the study was to explore the use of storytelling as a technique for engaging and supporting early writers, and to draw conclusions about its effectiveness in motivating children to write and helping them make progress in narrative writing. Aims: The main aim of this research project was to explore the use of storytelling as a technique for engaging and supporting early writers, and to draw conclusions about its effectiveness in motivating children to write and helping them make progress in narrative writing. Methods: The participants of this case study were twelve Year 1 pupils, their teacher, teaching assistant, school leader, parents, and LA adviser. Methods used included a 2-day LA course, collaborative action research, storytelling technique, pupil interviews, teacher interview, observations, work samples, and progress data. Cross-curricular links, first-hand experiences, and talk to deepen learning were also used. Findings: The main findings of this case study were that the storytelling technique was successful in motivating children to write and helping them to make progress in narrative writing, resulting in improved engagement with writing and progress in writing. Implications: The findings of this case study suggest that the storytelling technique is successful in motivating children to write and helping them to make progress in narrative writing. This has implications for the use of storytelling in the classroom to engage and support early writers.