Improving the quality of GCSE Maths and English for 16-19 year old students

A “Health Check” tool for providers

Health Check ToolThis ‘Health Check’ Tool has been designed to facilitate informed discussion and support you in identifying critical success factors in a strategic approach to delivering English and maths. It is a simple tool which will show you how well you are doing and in which areas, and to advise on what further steps can be taken.

It provides a document [through] which current approaches can be discussed, documented, weighed up, refined and updated. It is [a] thought provoking self-assessment tool which can be reviewed to ensure further amendments to English and maths post-16 can be continuously improved. (AccRoss)

It is suitable for use in a range of settings including further education, specialist and sixth form colleges, work-based learning and adult learning providers, Learndirect, providers in the voluntary sector and the Offender Learning and Skills Service (OLASS).

If your organisation does not currently delivery GCSE English and Maths but is planning to do so in the future we recommend that you first read Chapter 3: Delivering GCSEs from Scratch: the essential guide.

This Health Check contains four sections:

A. Governance and leadership.B. Curriculum management and course delivery.C. Staffing and CPD.

D. The Learner Experience.

Each section includes a set of statements or questions that focus on specific approaches to delivering English and maths. We ask you to respond to each of these statements. You might, for instance, respond that this is something you already have in place, or that you have an alternative approach, or that is it something your organisation does not consider appropriate. We are very aware that the approaches that work for one provider will not necessarily work for another and so we do not intend to present this as a set of “correct” answers that you should emulate. This is a self-assessment tool and it should produce a set of actions that are tailored to your specific circumstances. It should help you determine the key areas for you to focus on.

Most statements or questions have a reference to a section of the Strategic Guide that has been produced to accompany this Health Check and we suggest that you look at these before formulating your responses. Once you have responded to a section we ask you to reflect on your responses and draw up action points to guide the development of your provision.

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Who should complete it?

While completing the Health Check should be the responsibility of the senior staff with responsibility for English and maths, it needs to be owned by the entire department; it will require the contribution of different members of staff, including senior management and governors/executive board members, managers, GCSE English and Maths practitioners, vocational and other teachers, tutors and trainers, and support staff.

Where contributions are invited from different staff members, we suggest that you read the whole “Health Check” before allocating sections/sub-sections. All completed sections can then be brought together at a meeting where staff work collectively to agree a response. You may find it useful if staff also comment on the sections they are not responsible for completing to ensure in later discussion that all parts are understood by everyone.

A very useful tool. It has drilled us into some issues to look at. It gives the structure for targeted analysis of issues. (SC)

How should it be completed?

How you do this is up to you. However, it’s likely to be completed by a team rather than by individuals. It may be completed as part of a team meeting or within staff development or training days.

For each statement or question, we ask you for a considered response. Those responses may take any form you like. There are references attached to each statement or question which explain their context.

You may find it useful to measure performance for each of your responses using a red/amber/green (RAG) rating, by shading each cell:

Green performance is on target and there are no concerns in this area.

Amber Green performance is good overall – though some aspects require attention

Amber Red performance is behind target, and some substantial or urgent attention is needed on some areas

Red performance is significantly worse than target and urgent, decisive action is needed

Using RAG ratings can speed up the process of identifying areas to focus on in any action plan. RAG ratings also allow you to track your organisation’s progress over time.

At the end of the section we ask you to reflect on the answers you have given and see if any actions are called for to move your organisation forward.

I think that the Health Check is a very useful tool to complete and will help focus the minds of each layer in an FE college, and enable them

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to strategically plan and review. The tool for me is clear and purposeful, I particularly like the statements of best practice and invitation to respond to them and plan to meet any areas with gaps. (SLC)

When should it be completed?

This is up to you and your colleagues, but we recommend that the Health Check is completed at least once a year to ensure that GCSE English and Maths remain at the centre of your organisation’s programmes of study.

How long should it take?

In trials, colleges reported that the Health Check took individuals around an hour to complete, where responsibility for completing the tool was spilt between staff from different areas. A meeting of around two hours was required to bring together responses and form an action plan.

What next?

As with any self-assessment activity the act of undertaking the Health Check will not in itself bring about improvements but the findings from this review process should inform your strategy and lead to actions for improvement. These actions may be focused on a very specific issue or be part of a broader strategy. You may want to integrate actions into existing plans or use them as the basis of a new plan. More information about these steps and resources that can help you is included within this Health Check and the Strategic Guide that accompanies it.

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A. Governance and leadership Your responseReferences to Strategic Guide & other resources

A1There is a governor (or other senior leader) who is responsible for overseeing the quality and effectiveness of English and maths within your organisation.

See A1

A2There is a sub-group or sub-committee of governors which is responsible for overseeing English and maths provision within the organisation.

See A1

A3 There is coherent coordination and leadership in English and maths across our whole organisation.

See A1

A4A member of our organisation’s management or senior leadership team (SLT) has responsibility for delivery of English and maths across all departments, faculties or vocational areas.

See A1

A5A member of our organisation’s SLT has responsibility for monitoring attendance in English and maths and for English and maths achievements across all departments, faculties or vocational areas.

See A1

A.6A senior leader has responsibility for ensuring that the conditions of English and maths funding are met.

See A1

A7 A strategic plan is in place which describes our organisation’s approach to English and maths.

See A2

Reflection

To what extent do you feel that your organisation has an effective strategic approach to delivery of GCSE Maths and GCSE English?

If you feel there is more to do in this area, what specific actions will you address as a priority?

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B. Curriculum management and course delivery

Your response References to Strategic Guide & other resources

B1 Curriculum management

B1.1In our organisation English and maths have their own departments.

See B2.1

B1.2

We have carried out an in-depth review of our English and maths provision and its capacity to deliver the increased numbers of GCSE English and Maths candidates.

See B1.1

B1.3We are making changes to our English and maths provision designed to meet the challenge of the new GCSE English and Maths demands.

See B1.1

B1.4We have reviewed our choice of GCSE awarding bodies to ensure examination, syllabus and structure support our learners to achieve success.

See B1.2

B1.5

We have reviewed our examination arrangements to ensure there is sufficient capacity and resource to meet exam conditions, to ensure that learners are prepared and that dates and arrangements are communicated to all staff and learners.

See B1.3

B1.6

Management information systems are in place which will capture sufficient data related to English and maths to enable tutors, teachers and managers to identify learners needing further support.

See B1.4

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B1.7

We regularly review and analyse data from our management information systems and use these as part of our English and maths improvement process.

See B1.4

B1.8

We recognise the importance of employer attitudes towards English and maths as a motivating factor for learners and there is a member of staff with responsibility for liaising with employers.

See B1.5

Reflection

To what extent do you feel that your organisation has an effective approach to the curriculum management of delivery of English and Maths GCSEs?

If you feel there is more to do in this area, what specific actions will you address as a priority?

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B2 Course delivery Your response References to Strategic Guide & other resources

B2.1Our English and Maths GCSE teachers aim to contextualise their delivery wherever possible

See B2.3

B2.2Our English and maths teachers frequently meet with vocational teachers to coordinate their delivery of English, maths and vocational learning.

See C1

B2.3We frequently have team teaching between English and maths teachers and vocational teachers.

See C1

B2.4We have been able to embed elements of GCSE English and Maths in vocational teaching.

See B2.1

B2.5English and maths are timetabled before vocational studies and there is consultation between departments on planning and timetabling.

See B2.2

B2.6 We set our English and maths sessions so that the learners have similar abilities.

See B2.2

B2.7 We teach English and maths to vocational groups e.g. The English groups are the same as the vocational groups.

See B2.2

B2.8 Much of our English and maths is delivered through e-learning packages.

See B2.3

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Reflection

To what extent do you feel that your organisation has the effective approach to course delivery of GCSE English and Maths for your learners?

If you feel there is more to do in this area, what specific actions will you address as a priority?

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C. Staffing and CPD Your response References to Strategic Guide & other resources

C1 Capacity and staffing model

C1.1 We have carried out a review of our English and maths staff and assessed their English and maths skills to identify where there are gaps in workforce capacity and have a planned approach to deal with those gaps.

See C2

C1.2 We are recruiting staff with the aim of having sufficient English and maths workforce capacity by the start of next academic year.

See C1

C1.3 We have used or considered using one of the bursary schemes to employ a maths graduate through the maths graduate recruitment scheme.

See C1

C1.4We encourage and enable collaborative working and team work between staff from different departments and vocational areas.

See C1

C1.5We are confident that our staffing model supports the successful delivery of GCSE English and Maths.

See C1

C1.6 Where agency staff teach English and maths, See C1

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measures are in place to ensure the appropriateness and quality of this staffing strategy. Agency staff are integrated into the organisation and its strategic approach.

Reflection

To what extent do you feel that your organisation has addressed the need to ensure there are sufficient well-qualified staff to deliver GCSE English and Maths?

To what extent do you feel that your organisation has a staffing model that allow for effective delivery of GCSE English and Maths?

.

If you feel there is more to do in these areas, what specific actions will you address as a priority?

C2 Training and CPD Your response References to Strategic

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Guide & other resources

C2.1 We have taken measures to upskill our existing staff to equip them to teach English and maths.

See C2

C2.2 We have a clear training plan to provide or access CPD for our English and maths teachers and tutors.

See C2

C2.3 Vocational staff can access an extended programme of CPD to enhance their English and maths skills.

See C2

C2.4 All part-time and agency staff are included in English and maths CPD programmes.

See C2

C2.5 We offer CPD programmes which will help English and maths teachers to: Note: these courses might be offered either cross-college or specifically for English and maths staff.

motivate and engage 16-19 year old learners with studying English and maths.

See C2

improve their behavioural management skills

See C2

make greater use of technology and training to support GCSE English and Maths delivery.

See C2

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Reflection

To what extent do you feel that your organisation has an effective strategic approach to CPD in English and maths to all delivery staff?

How do you establish that your CPD is effective?

If you feel there is more to do in this area, what specific actions will you address as a priority?

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D. The Learner Experience Your response References to Strategic Guide & other resources

D1 Information, Advice and Guidance

D1.1

Our promotional materials for 16-19 year old learners include clear and accessible information on the requirements for English and maths study, and a clear line of sight from our GCSE provision to employment.

See D1

D1.2Staff delivering information, advice and guidance understand the importance of English and maths.

See D1

D1.3Staff delivering information, advice and guidance explain to learners the importance of English and maths qualifications.

See D1

D1.4Our enrolment procedures immediately identify those learners who require GCSE English and maths and ensure they are allocated to a group.

See D2

D1.5We use our initial assessment processes at the earliest opportunity to ensure learners are placed on appropriate courses as quickly as possible.

See D2

D1.6We collect learner data to monitor and evaluate their satisfaction with their learning experience in English and maths.

See D2

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Reflection

To what extent do you feel that your organisation’s marketing and information, advice and guidance materials reflect the central importance of English and maths to learners’ study?

If you feel there is more to do in this area, what specific actions will you address as a priority?

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D2 Teaching, learning and assessment Your response References to Strategic Guide & other resources

D2.1We use appropriate diagnostic tools to diagnose the skills our learners require to pass GCSE English and Maths.

See D2

D2.2We have thought through when is the best time to conduct diagnostic tests with different learner groups.

See D2

D2.3We use innovative ways to encourage attendance at English and maths sessions.

See D3

D2.4Our English and maths sessions are very different to those delivered in schools and our learners appreciate the difference.

See D3 & B2.3

D2.5We use innovative ways to motivate our learners and build their self-confidence in English and maths.

See D3 & B2.3

D2.6

Our teachers are encouraged and supported:

- in using innovative and creative teaching and learning methods and approaches;

- to try out and test new ideas and to share their experiences of this with colleagues;

- to draw on relevant research and apply it in their practice.

See B2.3

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D2.7We have a clear policy on homework for English and maths that learners understand and commit to.

See B2.3

D2.8

We have a common, clear approach to marking and giving feedback on English and maths, based on evidence of what works.

See B2.3

D2.9

We offer extra pastoral support to learners we identify as needing it.

See D3.1

D2.10

We offer extra English and maths skills support to learners near to exams.

See D 3.1 & B1.3

D2.11We have a specific policy to support learners with SEND in succeeding in GCSE English and Maths.

See D3.1

D2.12We gather feedback from learners which helps us to refine and improve our GCSE delivery year on year

See D3.2

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Reflection

To what extent do you feel that your organisation’s approach to teaching, learning and assessment supports learners to succeed in GCSE English and maths?

If you feel there is more to do in this area, what specific actions will you address as a priority?

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Background to this Health CheckPolicy ContextFrom August 2014, new requirements came into force in England meaning that young people on 16-19 study programmes without a GCSE grade A* to C in maths and English were required to continue to work towards achieving these qualifications. The condition of funding was revised from August 2015, so that all full-time students starting their study programme who have a grade D GCSE or equivalent in maths and/or English must be enrolled on a GCSE or approved iGCSE qualification in maths and/ or English, rather than an approved stepping stone qualification1.

The new requirement has led to a significant increase in the number of 16-19 year olds needing to take or re-sit maths and English GCSEs. This has presented a number of challenges for the sector, not least that many more teachers are now teaching GCSE. Many of these teachers are new to teaching GCSE maths and English, having previously taught literacy, numeracy or Functional Skills. Moreover, the learner cohort is often likely to be disengaged, and experience low motivation, confidence and aspiration. For workplace training providers, there are particular logistical challenges associated with registration as a GCSE centre and with the inflexibility of examination conditions compared to assessments for Functional Skills and other stepping stone qualifications.

Project RationaleThis project was commissioned and funded by the Education and Training Foundation as part of a range of initiatives aiming to improve sector capacity and capability to deliver maths and English, to raise awareness and to directly support improved achievement in GCSE results.

MethodologyUCL IOE conducted a rapid evidence review of policy, research and other documentation and carried out a wide range of stakeholder interviews to map where and how effective and promising practice in GCSE provision were taking place and to identify key success factors. A draft Health Check tool was generated from these findings, which was subsequently trialled with a number of maths and English providers before being finalised.

AcknowledgementsIOE would like to thank our partners at the five FE Colleges who participated in the research for this project:

Simon Pollard, Angela Gallaher and Wendy Higgin, Accrington and Rossendale College.

Tinyan Akin-Omoyajowo, Barking and Dagenham College.

1 This revised condition does not apply to students on apprenticeships or traineeships.

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Suzanne Plaister, Emma Chatelier and Anastacia Johnson, East Berkshire College.

Steve Fowler, Selby College. Alex Lindsay, South Leicestershire College.

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