'What Works Well' Case Studies

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/124

'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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    Big improvements in maths GCSE attainment without specialists
    (2010) Mason, Tim
    Background: The purpose of the study was to improve mathematics results in a school by improving teaching and assessment, and increasing pupil engagement and aspirations. Aims: The main aim was to improve maths results and engagement by providing strong leadership and teachers, and using CPD and resources to raise pupils' aspirations and engagement. Methods: The participants included middle leaders, senior leadership team, subject leaders, teachers, local authority staff, and pupils. They worked together to improve maths results, with CPD approaches such as modelling, coaching, and work scrutiny. CPD approaches included modelling of good practice, coaching, tracking and monitoring, work scrutiny, and specific training sessions. Resources were based on the Standards Unit Box 'Improving Teaching and Learning in Mathematics'. Support was provided by LA consultants and specialist help. Findings: The main findings are that pupil attitudes towards maths have improved, GCSE results have exceeded the school target, teaching quality has increased, and pupils are more confident in their learning. Implications: The findings suggest that strong leadership and teachers, along with external subject expertise, are essential for successful maths interventions. This has resulted in improved teaching, increased confidence in school leadership, and better recruitment and tracking of students.
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    SEAL: Communication and conflict
    (2009) Jowett, Kirsten
    Background: The purpose of the study was to develop children's social, emotional and behavioural skills, enhance conflict resolution skills, create a consistent approach to communication, and create a supportive learning environment for the whole school community. Aims: The main aim was to develop social, emotional and behavioural skills in pupils, reduce reliance on staff for resolution, create a supportive learning environment, and ensure consistency across the whole school for PSED and PSHE. Methods: Participants included school staff, parents, children, governors, and LA support advisors, all of whom were involved in developing the SEAL curriculum and increasing awareness of PSED and PSHE. Methods used include LA SEAL training, Jenny Mosely circle time training, whole staff meetings, clear action plans, staff training, exemplar plans, assemblies, parent meetings, and family SEAL materials. Findings: The main findings are that a whole school focus with a high priority over a period of time allows SEAL to become embedded in the school, leading to improved staff awareness, better problem solving, increased confidence in discussing feelings, and improved learning outcomes. Implications: The findings suggest that a whole school focus on SEAL and PSHE can have a positive impact on teaching, school organisation and leadership. It can lead to increased confidence in discussing feelings, improved learning outcomes, and increased self-management and risk-taking among staff.
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    Pupil tracking for progress: First to middle school
    (2009) Folley, Trevor
    Background: The purpose of the study is to develop a common system for plotting the progress of pupils across transfer from primary to middle school, with the aim of maximising their progress. Aims: The main aim is to maximize pupils' progress across transfer from primary to middle school by developing a shared tracking system, joint planning and delivery, and a cohort handbook. Methods: The participants in this development work include headteachers, senior leadership teams, school improvement partners, teachers, and middle leaders. The schools organised joint training and planning meetings, developed a tracking package with the expertise of a headteacher, and used feedback from teachers to inform the design process. They also used a cohort transfer handbook, visits, a buddy system, and a programme to build self-esteem. Findings: The main findings of the project are that there has been a measurable improvement in the rate of progress at the start of Year 5 in mathematics compared to previous years, due to a shared vision among school leaders, joint training and planning meetings, and a tracking package developed with the expertise of one of the headteachers. Implications: The findings suggest that collaboration between schools and a shared vision are essential for successful transfer and transition of pupils. This is supported by data tracking, CPD, and joint planning and delivery.
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    IDP: Using the Inclusion Development Programme (Autism Spectrum) to support the school community
    (2010) Turner, Julia
    Background: The purpose of the study was to increase staff knowledge and skills to make inclusion of all pupils a reality, reduce behavioural incidents, and improve outcomes for all pupils. Aims: The main aim was to increase inclusion and participation of pupils with complex social and behavioural difficulties, reducing the impact on their peers, and to increase staff confidence in making reasonable adjustments to respond to the needs of pupils on the autism spectrum. Methods: Participants included support staff, headteachers, national strategies consultants, senior leaders, SIPs, teachers, and parents. They all worked together to increase inclusion and reduce behavioural incidents in the classroom. Methods used included initial launch by Autism Outreach, Pastoral Team Meetings, Coaching Sessions, Peer Observation, and use of IDP Autism Spectrum resource to increase staff knowledge and skills to increase inclusion and reduce behavioural incidents. Findings: The main findings are that the CPD approaches used, such as the Autism Outreach Team and Coaching Sessions, have had a positive impact on pupil learning by increasing inclusion and participation in the classroom, reducing behavioural incidents, and increasing staff empathy. Implications: The findings suggest that increased awareness of barriers to learning and the use of reasonable adjustments in the classroom can have a positive impact on pupil learning, teaching, and school organisation and leadership.
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    How to make significant improvements to the standard of attainment at NC level 4 in mathematics
    (2009) Leech, Carl
    Background: The purpose of the study was to reduce the gap in attainment between English and mathematics at National Curriculum Level 4 in selected schools by providing targeted intervention and CPD approaches. Aims: The main aim of this development work was to reduce the gap in attainment between English and mathematics at National Curriculum Level 4 in selected schools by providing targeted support and CPD. Methods: The participants included Primary Strategy Consultants, supported teachers, and their students. The project focused on targeted children with barriers to progress in mathematics, and aimed to increase the percentage of children attaining NC level 4 in mathematics. Methods used included four school visits with hands-on learning, four cluster meetings, two CPD days, and use of resources such as ITPs, excel spreadsheets, and Beam's online 'Maths of the Month' games and puzzles. Findings: The main findings of the project were that targeted children with barriers to progress in mathematics had increased confidence and improved performance, with 80% of them being able to confidently identify the place value of 10th and 100th. Teachers also had a clearer understanding of the standard expected to attain NC level 4. Implications: The findings suggest that providing targeted support and creative teaching methods can help narrow the gap in attainment at the National Curriculum Level 4, resulting in improved confidence and enthusiasm for mathematics.
'What Works Well' case studies were originally published as 'User Generated Content' (UGC) under a licence which encouraged reuse and derivative works, but which precluded commercial use. The edited versions of these case study are published by Camtree as derivative works of the originals under a Creative Commons Attribution Non-Commercial Licence (CC-BY-NC 4.0).