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Alps Berkshire Mid-Year Alps Berkshire Mid-Year ConferenceConference

3rd February 20063rd February 2006

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VISION/ETHOSVISION/ETHOS

STANDARDSSTANDARDS

FLEXIBILITYFLEXIBILITY

RESPONSIBILITYRESPONSIBILITY

REWARDSREWARDS

TEAMWORK & MUTUAL SUPPORTTEAMWORK & MUTUAL SUPPORT

Six Key Elements for Success

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What is your shared Vision?What is your shared Vision?

What standards have you set What standards have you set yourselves?yourselves?

Do you act as a team or a set of Do you act as a team or a set of individuals?individuals?

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Teaching/Learning Quality

=

Challenge

Student Mentoring

=

Support

LeadershipLeadership

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Vision, Ethos & PhilosophyVision, Ethos & Philosophy

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The Philosophy underpinning AlpsALPS aims to create a positive atmosphere that creates happy, socially confident young people who have experienced personal growth and success in what they set out to do

The key to achieving this atmosphere is•High Levels of Respect & of Feeling Valued

•High Quality Leadership at All Levels

•High Quality Teaching & Learning

•High Quality Target-Setting, Monitoring, Guidance & Support

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Basic Principles

• An individual

• An exception

• To be valued

Everyone is:

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Academic Success+

Personal Achievement

Self Confidence+

Self Worth

=

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Basic Principles

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High ExpectationsHigh Expectations

TwinnedTwinned WithWith

Powerful SupportPowerful Support

Compassionate RigourCompassionate Rigour

Basic Principles

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Demanding Quality

• Quality in everything is key

• Quality is not a certificate

• Quality is about continuous incremental improvement every day by everyone

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Teaching/Learning Quality

=

Challenge

Student Mentoring

=

Support

LeadershipLeadership

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Data & National

Benchmarking

Target-SettingTarget-Setting

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Alps Target-Setting

Alps Benchmark Data 02+03, 183 colleges0 46 92 138 183

25th percentile 50th percentile

UCAS/Sub GCSE Sc UCAS/Sub GCSE Sc UCAS/Sub

112.00 A/B 7.5-8.0 115.09 7.5-8.0 A- 117.04104.00 7.0-<7.5 106.77 7.0-<7.5 109.3395.00 C 6.7-<7.0 99.20 6.7-<7.0 B 102.4590.23 6.4-<6.7 93.24 6.4-<6.7 96.3682.22 6.1-<6.4 85.47 6.1-<6.4 89.2376.67 D 5.8-<6.1 80.00 5.8-<6.1 C 83.5970.65 5.5-<5.8 73.54 5.5-<5.8 77.4664.00 5.2-<5.5 68.32 5.2-<5.5 72.2558.33 E 4.7-<5.2 61.97 4.7-<5.2 D 65.4852.92 4.0-<4.7 57.21 4.0-<4.7 61.9748.57 E 0.0-<4.0 57.14 0.0-<4.0 D 65.00

UCAS Points/Subject at the 25th, 50th & 75th Percentiles

75th percentile

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What an Alps Score of 1.00 means

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Target- Setting at the 75th percentile - A levels A Provider meeting these targets scores an overall Alps Score of 1.0. 0.2 difference is equivalent to each student gaining/losing a grade on Average i.e 1.2 or 0.8.

GCSE Score Band UCAS Points/Subject UCAS Points/Student 7.5 – 8.0 117.04 A- 406.00 AAB 7.0 -< 7.5 109.33 A/B 353.33 ABB 6.7 -<7.0 102.25 B 316.44 BBB 6.4 -<6.7 96.36 B- 291.37 BBC 6.1 -<6.4 89.23 B/C 265.10 BCC+ 5.8 -<6.1 83.59 C+ 242.00 CCC+ 5.5 -<5.8 77.46 C- 215.45 CCD 5.2 -<5.5 72.25 C/D 195.00 CDD+ 4.7 -<5.2 65.48 D+ 168.24 DDD 4.0 -<4.7 61.97 D 145.00 DDD 0.0 -<4.0 65.00 D+ 140.00 DDD

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Minimum A level grade expectation

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Minimum AS level grade expectation

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Student Support

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Personal Tutoring -Mentoring Students

• What is the vision for mentoring?

• What are the guidance objectives?

• Does the structure meet these?

• The programme – Is there one?

• How much quality time with each student?

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Aims and Objectives of a Personal Tutor

Philosophical BackgroundEveryone is to be treated as:• an individual• an exception• a person to be valuedThe Key Aims of a Personal Tutor are:• To promote personal and social development• To promote academic achievement• To build, continuously, self esteem and self-

confidence to each individual student

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Aims and Objectives of a Personal Tutor

Objectives To provide a support system:• by, initially, getting to know our students• by facilitating the transitions from school to college and beyond• by functioning as an intermediary• by providing a friendly point of contact• by regularly monitoring student progress• by keeping appropriate records• by providing accessible advice and counselling• by working as a team and supporting each other

Method• The tutor will use a student-centred approach based on weekly tutorial

sessions and regular individual interviews.• By using a positive approach to encourage self-belief and self-

confidence based on reality.

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This can not be carried out effectively on a full timetable

Ideal?

•2 hours/group per week, one for a group tutorial, one for one-to-one work and administration e.g.references, UCAS forms, Reports

•Head of 6th form/deputy Head of 6th Form for 120 to 180 students with 8-10 hours /week each?

•A smaller number of dedicated Personal Tutors

•Each responsible for 64-92 students in 3/4 groups

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Teamwork - Key Teams

•Team of Staff teaching the level

• Class Teacher & Class

• Student, 3/4teachers, personal tutor

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Each Team has to have –

• Strong Leadership

• Clear consistent agreed values

• Clear agreed objectives and targets understood by all

• Clear responsibilities &flexibilities

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THE STUDENT EXPERIENCE

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Setting the Standards in the

first 10 weeks defines what

happens in the next two years.

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Student Experience(The first few weeks)

September 1st to September 24th• Day 2 Assemblies• Ice breakers• Individual interviews• Student agreement assemblies• New parents evenings• Student Monitoring - termly

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On Course – Week 1.

•1st Day (Tuesday) - Half day for Administration – a key job is to assign a few staff to gather GCSE data and compile Scores. New Alps software for Target-setting.

• 2nd Day (Wednesday) Assemblies, Leader – Vision & Values, Rights & Duties as Sixth Formers, Community Values, Calculating GCSE Scores, Given Minimum Targets with explanation, Teamwork.

•4th Day (Friday) Teaching starts – Class lists, GCSE Scores, Target Grades to Staff.

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2nd Day Assemblies - Leadership

*Vision & Values,

*Rights & Duties as Sixth Formers,

*Community Values,

*Calculating GCSE Scores, *Given Minimum Targets and explanation.

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Entry Qualifications ofSeptember 2003 leavers

0

5

10

15

20

25

Nu

mb

er o

f S

tud

en

ts

4.0 5.0 6.0 7.0

GCSE Score

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Entry Qualifications ofSeptember 2003 Arrivals

0

5

10

15

20

25

30

35

Nu

mb

er o

f S

tu

den

ts

4.0 5.0 6.0 7.0

GCSE Score

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A-Level pass-rate 1994 1996 1998 2000 2001 2002 2003 2004 2005

Grades A - E 93% 95% 97% 96% 97% 99% 98% 99.5% 99.2%

Grades A - C 60% 67% 72% 74% 74% 75% 80% 87% 85%

Grades A - B 40% 47% 48% 53% 54% 66% 61% 69% 67%

GCSE passes

Grades A - C 74% 75% 88% 90% 90% 91% 90% 90% 91%

Greenhead CollegeAS Assembly - September 2005

A-level Results

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National Minimum Target Grades for Students

1. Data from the National Benchmark clearly defines the minimum grades students

should be aiming for relative to their incoming GCSE scores. Laying this expectation early with each student, we have found, is very important.

2. The minimum target grades the data suggests is as follows:-

Approx GCSE Grades

GCSE Score Band

Average Grade Expectation

Minimum Target Grades (excl Gen St) in Advanced Courses

of 3/4 Elements Mainly A & A* 7.5 - 8.0 A- AAAB

Mainly A's 7.0 - < 7.5 A/B AABB

Mainly A's few B's 6.7 - < 7.0 B BBB

Mix of A’s & B’s 6.4 - < 6.7 B- BBC

Mainly B's few A's 6.1 - < 6.4 B/C BCC+

Just over all B's 5.8 - < 6.1 C+ CCC+

Mainly B's few C's 5.5 - < 5.8 C- CCD

Mainly C's few B's 5.2 - < 5.5 C/D CDD+

Mainly C’s 4.7- < 5.2 D+ DDD+

D/Es with four C's 4.0 - < 4.7 D DDD+

Mainly 2/3Cs + 0.0 – 4.0 D DDD

Table 3

3. Very few students emerge in the GCSE Band 0–4.0. Most of these take AVCE

courses, where results are a little inflated relative to most A levels.

4. Photocopy this page to have alongside you when analysing each subject area.

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Student Agreement & New Parents’ Evening – around 22nd September• Invitation to Parents out on first day of term

• 3rd Tuesday in September – New Parents’ Evening

• Student Agreement Assemblies – late September

•Key Points• 30 Hours per week for classwork & private study

• All Homework of quality of target grade

• Commitment to attend

• Freedoms & responsibilities

•Teamwork – Valuing each other.

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Student Agreement

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Student Agreement

Understood by –

All staff – staff meeting

All students –assembly & tutor group

Parents – New Parents’ Evening + Newsletter/Letter

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Ethos –

Simple elements understood & practised by all staff

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Respect for

Students as emerging

Young Adults -

26yo’s, not 6yo’s

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Above all:

I want to feel accepted as I am,

especially by my peers

and as an emerging Adult.

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ADULT

PARENT CHILD

ADULTUse This with Students

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Empathy

Genuineness

Respect

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STUDENT STUDENT TARGET-SETTINGTARGET-SETTING

MONITORINGMONITORINGGUIDANCE AND GUIDANCE AND

SUPPORTSUPPORT

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Student Guidance and Support

•Initial Interviews with Personal tutors – Early September

•Progress Reporting – Nov, March, June, student – teacher one-to-one 8 min. interviews

•Formal 20min. Personal tutor interviews termly

•Star & P Forms

•Informal one-to one work at subject and tutor levels.

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Student Experience(The first ten weeks)

Subject teachers’ monitoring-

First two weeks in November

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MONITORINGWhat are we trying to do?

• Establish personal contact

•Raise self-esteem

•Value achievement now

•Communicate potential in the best possible way

•Explore student’s approach to subject work outside class

•Evaluate our teaching & feelings in the class

•Point out actions for further improvement

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MONITORING

How to conduct the interview

•It is part of an ongoing process: prepare the student beforehand (questionnaire?)

•Find a suitable quiet spot and adequate time for each student, using mutual non-contact time if necessary

•Listen to the student : use questions to prompt them. No sarcasm or cynicism!

•Focus on achievement of potential : avoid inappropriate reference to GCSE grades

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MONITORINGHow to conduct the interview – 2

•Negotiate the grade - be prepared to explain clearly how you have come to your estimation – use a wide range of evidence

•Negotiate achievable short term targets for progress and discuss how to achieve them

•Give encouragement, reassurance

•Encourage feedbackon your lessons/teaching style

•Explore the student’s study skills

•It is useful to keep records

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• "the impression I have at this moment of this student’s work, attitude, ability skills and knowledge from all the evidence she/he has produced in class and out of class, leads me to say at this stage that I would expect her/him to gain a grade B/C in her/his A-levels at the end of the A2 year."

Arriving at a Progress GradeArriving at a Progress Grade

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Student Experience(The first ten weeks)

• Tutor monitoring interviews

• Report to parents

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PROGRESS REPORT FOR PERIOD 30 /08 /96 to 15 /11 /96

Student's Name: SHEIK DC3 14 (4.8)

Subject Level Staff Grade AttendanceChemistry A-level Mrs Barber B/C 40/40Economics A-level Mr Hepworth B/C 40/40Business Studies A-level Mr Crozier D/E 40/40

Comment: You have settled into college and feel to now be making a smooth transition to A-level work. In Chemistry and Economics you have increased your background reading and independent study time. The grades here are very good, but you intend to aim for As. The recent test in Business Studies reflects this grade and you are now more aware of the level of answer required, so you expect the grade to improve next time. Overall this is a very good start - well done, keep working.

Overall Position: 4 3

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PROGRESS REPORT FOR PERIOD 29 /08 /97 to 13 /11 /97

Student's Name: SHEIK DC3 14 (4.8)

Subject Level Staff Grade AttendanceEconomics A-level Mr Hepworth A/B A 38/40Business Studies A-level Mr Mitchell A/B A 38/40Chemistry A-level Dr Barber B/C B 46/40

Comment: You are continuing to work very hard and improve. These grades are excellent. Your teachers are impressed with your achievement. Well done Sheik. In your module exam results you are secure in Economics having re-sat one. In Business Studies your results were outstanding - hence this improved grade. In Chemistry, as indicated, your overall average is a B which is good.Hopefully you will receive some positive response to your UCAS application soon. This is an excellent report. Congratulations.

Overall Position: 4 1

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Monitoring Process

repeated termly

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Star Form

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GREENHEAD COLLEGE

Please see student:

about Work Punctuality (tick if necessary) Attendance Other

Student Name: __________________________________ Tutor Set: _____________

Subject: ___________________________ Staff: ___________ Date: ______________ Comment: Action taken so far:

Acknowledgement:

Signed: _____________________________ (tutor)

Subject teacher: Please send top two copies to tutor –

one to return to you as a response/acknowledgement.

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Leadership Issues

• Are students properly qualified to take the course in the subject?• Are the right staff being assigned to teach advanced work - capability, not

‘buggin’s turn?• Is the department properly resourced to teach the subject at this level?• Are students each in receipt of the necessary texts to study the subject?• Is their a departmental introductory booklet with the course outline and

dates included, as well as homework, marking and other policies available to each student at the course start?

• Is progress monitored against set targets by senior staff and heads of Department at least each mid-term?

• Does each member of staff have a desk and filing cabinet in office space, open to students?

• What are reprographic facilities like?• Do all Staff understand & implement the same systems for quality?• Do teams of staff support each other in formal meetings on good practice?

What are the issues for success in a sixth form?

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Teaching and learning issues

• Is every teacher positive from day 1?• Does teaching get off to a brisk start at the start of term?• Do teachers have one-to-one interviews in the first few weeks to get to know

students personally?• Does the department have a policy where students can freely call on teachers in

non-contact time?• Are teachers selected in a dept. to teach advanced work because of their abilities to

teach at this level?• Are extra sessions arranged especially in the spring term to (1) stretch the most able

and (2) help the lesser able to understand concepts?• Do teachers have an adult-young adult relationship with their students rather than a

parent-child relationship, a crucial question?• Do teachers have one-to-one sessions termly with each of their students to discuss

progress against targets and to set targets for the following term?• Do teachers act in concert with personal tutors in a supportive way when things are

not going wellfor a student?

• Does each teacher treat each student as an individual with dignity and value?• Do teachers in departments share good practice with each other and work together

on resources for students and themselves?

What are the issues for success in a sixth form?

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Valued

Challenged

Confident

Supported

Happy

Successful

As I leave I have felt & feel

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TEAM WORK

The fuel that allows common

people to attain uncommon

goals

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Excellence can be attained if you…..

•Care more than others think is wise

•Risk more than others think is safe

•Dream more than others think is practical

•Expect more than others think is possible

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Every job is a self portrait

of those who did it.

AUTOGRAPH

your work with quality.

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Minimum A level grade expectation

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Minimum AS level grade expectation