'What Works Well' Candidate Case Studies

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/234

When the 'What Works Well' database, along with other areas of the the National Strategies website, was archived following the change of UK government in 2010, some case studies had been published but were still awaiting final approval by reviewers. This collection contains those 'candidate' case studies.

Like any other 'What Works Well' case study, each of these 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.

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.

Browse

Now showing 1 - 5 of 18

Storytelling through the Arts - Developing opportunities for literacy across the curriculum
(2010) Ashley, Kelly
Background: The purpose of the study was to use the arts to enhance the storytelling approach and measure the impact on speaking, listening, and writing outcomes for pupils, with the aim of sharing the outcomes more widely throughout the cluster. The project also provided coaching support for other FS and KS1 colleagues, as well as KS2 colleagues, and the Headteacher provided time at staff meetings to share key outcomes with staff. Aims: The main aim of the project was to use the arts to enhance the storytelling approach and measure the impact on speaking, listening, and writing outcomes for pupils, as well as to share project findings with other colleagues throughout the school and provide coaching support for teachers. Methods: The participants included two teachers, the Headteacher, and other staff from the school and the local area. They shared experiences and findings of using storytelling as a teaching strategy to improve speaking, listening, and writing outcomes for children. The methods used included training, modelling, learning conversations/coaching, collaborative enquiry/classroom enquiry, drawing on CPD materials, research, and expertise, and sharing project findings with other colleagues. The CPD approaches were used to measure progress towards success criteria and to measure the impact on pupil learning, with the Headteacher providing time at staff meetings to share key outcomes more widely with staff. Findings: The main findings of the project were that storytelling can be used to improve speaking, listening and writing outcomes for children of all ages. Teachers shared their successes with each other and the wider school community, leading to greater confidence in their own abilities and a keen interest in using the arts as a vehicle for writing. Implications: The findings of the project suggest that storytelling is an effective strategy for improving speaking, listening and writing outcomes for children of all ages. The project also highlighted the importance of collaborative learning experiences and professional learning conversations for successful implementation of the strategy.
Using Innovation and Technology to raise enjoyment, confidence and attainment in Mathematics
(2010) Timms, Chris
Background: The purpose of the study was to use schools with strong mathematics results to help raise attainment of mathematics in schools with lower results, by assessing pupils, using lesson study, and using ICT and resources to fill gaps in learning. Aims: The main aim of the Lead Maths Teacher Project is to use schools where mathematics at upper KS2 is a strength to help raise attainment of Mathematics in schools where Mathematics results have been lower than expected. Methods: The participants in this project were a year 5 teacher, local authority staff, senior management, subject leader, and two year 6 teachers. They worked together to raise attainment in mathematics in a school with lower than average results. Methods used included assessing pupils, using ICT and resources to fill gaps in learning, lesson study, tracker grids, CPD materials, collaboration, and interviews to measure progress. Findings: The main findings of this case study are that collaborative approaches and creative resources can help raise attainment in mathematics, particularly in upper KS2. This was evidenced by improved enthusiasm, confidence, and attainment in the targeted pupils. Implications: The findings of this case study suggest that collaborative approaches, creative teaching methods, and the use of ICT can help raise attainment in mathematics, as well as increase pupils' confidence and self-esteem. Additionally, the use of APP grids and lesson study can help identify gaps in learning and provide targeted support.
LEAP - Language Enrichment Activity Programme
(2010) Cotterill, Catherine
Background: The purpose of the study was to improve the outcomes of Y1 children with SEN by implementing the LEAP programme with the support of a Speech and Language therapist. The success criteria were measured by test results and wider outcomes such as improved behaviour and social interaction. Aims: The main aim of the LEAP project was to improve the communication, language and literacy skills of Y1 children with SEN, through regular, short sessions with a familiar adult. Methods: The participants in this case study are the Deputy Headteacher, Early Years Foundation Stage Practitioner, Headteacher, Middle Leader, Senior Leader, Senior Leadership Team, Teacher, Teaching Assistant, and Speech and Language Therapist. The LEAP project used regular, short sessions with a familiar adult, entry assessment tests, dialogue with the school's Speech and Language therapist, and resources such as key word and symbol cards, body outline sheets, and picture/object packs. TAs were trained and observed by the Speech and Language therapist. Findings: The LEAP project aimed to improve communication skills in Y1 children with SEN. Short-term success was measured by improved scores in TROG and RAPT tests. Long-term success was measured by improved sub-level scores in reading and writing. Wider outcomes included improved behaviour and social interaction. Implications: The LEAP project has had positive implications for pupil learning, teaching, and school organization and leadership. It has improved communication skills, behavior, and social interaction, and enabled children to access the curriculum more easily. It has also provided TAs with better knowledge of how to support language development.
Improving the achievement and progress of children with SEND
(2010) Jacklin, Tony
Background: The purpose of the study was to promote Quality First Teaching and personalised learning, set high expectations and aspirations, tailor learning and teaching to the needs of pupils, and focus on Assessment for Learning and pupil tracking. Aims: The main aim of this development work was to promote Quality First Teaching and personalised learning, set high expectations and aspirations, tailor learning and teaching to the needs of the pupils, and focus on Assessment for Learning and pupil tracking. Methods: The participants in this development work are middle leaders, subject leaders, teachers, external agency, and a Local Authority Achievement for All project leader. Methods used include observation, coaching, peer coaching, structured conversations, periodic teacher assessment, pupil consultation data, pupils' work, and test results. Findings: The main findings are that the project has had a major impact on Quality First Teaching, with pupils becoming more confident and resilient learners, and teachers becoming more confident in their use of Assessment for Learning and inclusive learning and teaching strategies. Implications: The findings suggest that coaching can be an effective way to improve Quality First Teaching, increase pupil confidence and motivation, and narrow the attainment gap between SEND pupils and Age Related Expectation. It also shows that peer coaching can be used as a collaborative CPD model.
Behaviour and its impact upon educational attainment; a whole school approach
(2010) Priest, Alison
Background: The purpose of the study was to link initiatives within Achievement for All (AfA) to provide a whole school initiative with distributed leadership roles and responsibilities, with the goal of improving parental engagement and pupil outcomes relating to reading. Aims: The main aim of this development work was to improve parental engagement, reduce the number of negative playground incidents, and help pupils with SEND achieve 3 sub-levels of progress. Methods: The participants in this case study include assistant headteachers, deputy headteachers, governors, head of school improvement, headteachers, leading teachers, middle leaders, parents, phase leaders, pupils, senior leadership teams, SIPs, teachers, and local authority staff. Methods used included structured conversations, CPD, coaching, provision mapping, Quality First Teaching, and play development worker to increase engagement and reduce negative incidents. Findings: The main findings of this case study are that dedicated time for the AfA lead, a play development worker, structured conversations with school staff, and CPD sessions on dyslexia and autism have had a positive impact on pupil learning, teaching, and school organisation and leadership. Implications: The findings suggest that dedicated time for AfA lead, supply staff, and a play development worker are essential elements for successful implementation of the project. Structured conversations, provision mapping, and observation of school life are also important for successful outcomes.

Browse

Recent Submissions