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Working Towards Success at 16-19 and Beyond THE ROLE OF THE TUTOR February 2010.

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Presentation on theme: "Working Towards Success at 16-19 and Beyond THE ROLE OF THE TUTOR February 2010."— Presentation transcript:

1 Working Towards Success at 16-19 and Beyond THE ROLE OF THE TUTOR February 2010

2 Little Heath School Sixth Form – An overview Since 2003 Little Heath School Sixth Form has expanded from being a relatively small and successful “traditional” Sixth Form of 222 students to an organisation which offers a broad range of courses to students of a wide variety of ability (411 in September 2009). At the same time Little Heath has sustained outstanding value-added ratings, for example ALPS 2 in 2004 – 2009 inclusive. In 2008 Little Heath School’s KS4 – KS5 CVA was 1040.6 and in 2009 it is 1039.2. (Top 5%) In 2009 our KS2 – KS4 CVA is 1011.4. (Top 25%)

3 OFSTED: February 2009 Effectiveness and efficiency of the sixth form The sixth form is outstanding Outstanding provision is reflected in the sixth form’s growth, increased popularity and high retention rates Provision and outcomes in the large sixth from are exceptional. Students make outstanding progress in the sixth form. The progress made by students of all abilities is outstanding, in particular for those who begin their courses with below average GCSE results. The exceptionally good progress that students make is underpinned by outstanding teaching and learning, strong provision of care and guidance, support for each student and continually improving personalised curriculum provision The success of the sixth form is a direct result of exceptionally strong leadership, excellent relationships between staff and students and the positive attitudes to learning by very committed, articulate and mature sixth formers Grade: 1(Outstanding) (also achieved in 2005)

4 Basic principles An individual An exception To be valued Everyone is:

5 High expectations twinned with Powerful support Basic principles

6 Staff / Student relationships Treat students as adults No doubt some of them may disappoint you; No doubt some may let themselves down; But If you treat them as children they are likely to respond as children If you treat them as adults, partners on a crucial journey, they are much more likely to respond as adults

7 My target grades and standards I agree to submit work to deadlines. I understand that I may be asked to repeat work that is below the standard of which I am capable. I will set target grades in each subject during September that will be equal to or higher than my minimum target grade. The Student Agreement One to One Meetings On Wednesday – Friday One to One time is scheduled for 2.05 – 2.25 Tutors will meet with students on a One to One basis to review progress, discuss future plans and any concerns. Appointment times are made to suit each student’s timetable. You must not miss these appointment times. A 95% minimum lesson attendance. Attendance below this may jeopardise your chances to progress onto or continue with A2 courses (or other qualifications being studied).

8 Launch to students First day in Year 12 Special “Induction” assembly Student agreement between each individual and the school Form tutor – most important person in their lives for the next two years.

9 The Role of the Tutor Tutors in all year groups are expected to “take an interest” NOT just the register. Sixth Form tutors deliver a tutor programme. Main focus – bridge the gap between school and the higher education/career

10 KS 5 Tutor Structure Sixth Form students have one assembly and one formal class tutorial each week On the remaining 3 days each week the tutor uses the 20 minutes tutorial for a rolling programme of individual mentoring in ‘One to One’ meetings

11 Preparation by both staff and student What makes a good “One to One” meeting Two-way discussion Praise and encouragement Strategies for improvement Consensus for the way forward

12 Guidelines for meetings Tutor programme Agenda/guidelines Tutor folders

13 Communication, monitoring and intervention Communication with form tutor and Subject teachers Parents Head of Year Attendance officer Use of school comms????

14 Communication, monitoring and intervention Monitoring and Intervention Target setting in tutor time encouraging students to “aim higher” Use of data – November and March. Form tutors highlight overall strengths, weaknesses and strategies for improvements. Where necessary some students are also interviewed by Head of Year, Key Stage Leader or other senior leader. Praise and rewards

15 Leading the tutor team Clear expectations Weekly tutor briefings Tutor meetings Providing relevant data Review of tutor folders

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