1. Lacked high levels of self esteem and often behaved poorly in school. The majority of poor behaviour took place a lunchtime where Student A would hang around with students who were having a negative influence on Student A. As a result of Student A behaviour Student A attitude to learning was not great. During Year 10 Student A receive 6 BNS for continuous poor behaviour. In year 10 Student A was predicted average grades. To get Student A back on track a decision was made to allow Student A to go home at lunchtimes. This allowed Student A to be split from those who were a bad influence on Student A. Student A head of house also organised regular meetings with Student A to help build Student A self esteem and confidence. The meetings were based around Student A realising Student A potential. Student A was included in a programme where Student A received extra Maths tuition from an outside agency to help Student A development. Student A has become much more positive attitude towards school. Student A has received just one BNS this year and feels extremely positive about the future including Student A Maths exam. Student A is currently predicted grades inline with Student A potential.

2. Student B has had a number of issues outside school which Student B is receiving outside support for. The issues that Student B faced started to affect Student B attendance in school and Student B ability to socialise with other students. Student B attendance dropped to 80% in Year 8. From September Student B has been referred to AP and a youth support worker. This means that although Student B has support outside of school Student B also has in school support. The in school support has allowed Student B to feel more positive in and around school. Student B head of house and tutor also regularly met with Student B to discuss the progress that has been made. Student B feels very supported and has grown in confidence. Student B now has a very positive group of friends around Student B and Student B in school support is still continuing. Student B attendance is currently 92%.

3. Student C lacked self esteem and wasn’t particularly enthusiastic about school. Student C iBehave report for year 10 supports this, showing that Student C was very disengaged. Student C received bad news slips for being disruptive, talking inappropriately, being late, having a poor attitude, not completing homework, etc. This had an impact on Student C attendance which by the end of year 10 was 95.5%. At 10A3 Student C was predicted 3 A*- C grades, not including English, Maths or Science. Regular meetings were organised to discuss plans for the future and what students could do to achieve their goals. Student C was included in a programme where Student C received extra Maths tuition to help Student C achieve the target of improving Student C Maths from an F to an E grade. This year Student C has really turned things around. Student C has become much more positive around school. Student C attendance is 100% and Student C has only had two behaviour detentions all year. Student C grades show that Student C has the potential to achieve 3 A*- C grades and could achieve a D in English, E in Maths and E in Science. Student C is estimated to leave with 7 A*- G grades.

4. Student D lacked self esteem and the main area for concern was Student D attendance. Student D has found the school environment a difficult place to be. This has significantly affected Student D attendance which was 89.7% by July 2013, 95.0 by July 2014 and is now 88.1% to date. At 10A3 Student D was predicted 5 A*- C grades, including English and Maths. Regular meetings were organised to discuss plans for the future and what students could do to achieve their goals. Student D was set the aspirational targets of achieving a B in Maths, C in RPSE and C in Product Design. Student D was included in a programme where Student D received extra Maths tuition, Student D also had meetings with Student D Head of House, the Attendance Officer and the schools connexions' worker. Student D has been included in the 1-1 tuition programme with our Progress Support Worker and has been set very structured short term tasks in lessons. Student D has the potential to achieve 8 A*- C grades, including English, Maths and Science. Student D is estimated to leave with 9 A*- G grades.

5. In Year 9 and 10, Student E lacked confidence in Student E own ability and had low self esteem. Student E was disruptive in lessons and had received many BNS for Student E poor behaviour. Student E justified Student E poor behaviour as a way of getting out of completing any work. Student E was part of a big group of female students who were becoming disengaged across a number of subjects and they seemed to be creating their own sub-culture within the school; one which did not value education As a result of this Student E Head of House began working with Student E on self- fulfilling prophecies and how damaging they could be to disaffected teenagers. Student E HOH had regular MM with Student E and set high expectations and targets. Student E timetable was customised to help Student E focus on a smaller number of subjects where Student E could make the biggest impact. Student E was also included in a programme where Student E received extra Maths tuition from an outside agency to help Student E reach Student E potential in Maths. Student E is now predicted 9 A*-C grades at GCSE and has a bright future.

6. Student F has a very difficult and complicated home life. Student F has no quiet place to work or revise. Student F was finding it difficult to be organised and would easily become overwhelmed and emotional at the thought of having to complete coursework. Student F received support from Student F Head of House and Form Tutor in regards to intense pastoral support and it was decided that Student F timetable would be customised to help Student F focus on a smaller number of subjects where Student F could make the biggest impact. Student F also worked with Student F Head of House to organise Student F revision timetable and ensure Student F was organised for Student F exams. Student F Head of House organised respite in AP where Student F could work at a slower pace if Student F felt the need to. This was coupled with regular mentor meetings and target setting/feedback sessions in order to ensure Student F stayed focused and on target for reaching Student F potential. Student F is predicted 8 A*-C grades at GCSE.

7. Due to a number of different reasons Student G was not attending school. After re-engaging mum with school, regular meetings were set up to bring Student G into school. Student G started to attend school again for only two morning lessons and the HoH was set with Student G during this time. Student G is now starting to attend more school and will be looking to build up Student G timetable ready for full lessons. When Student G has had a difficult times, meetings have been arranged with mum to see what needs to be done to help settle Student G back in. The school have supported Student G in setting up some work experience outside of school. Student G will also be receiving extra tuition in English and Maths and also some of Student G optional subjects to help prepare Student G for GCSEs Student G will have a personalised timetable for Year 11 which will include some AP support. Student G is now attending selected mornings and we will be building this up with further support.

8. Student H is a lower ability student that often behaved poorly in school. Student H would behave poorly in a range of subjects and didn‘t follow college policy. As a result of Student H poor behaviour Student H was often sent to isolation As a result of Student H poor behaviour, Student H, didn't make the progress in Year 8 that Student H was capable of. To re-engage Student H, Student H was placed on PSP and moved year half to take Student H away from the people that were a negative influence on Student H. Student H head of house also organised meetings with Student H and Student H mum. These meetings would review the PSP and also support Student H in realisingStudent H potential. Student H also received after school behaviour support and Student H attended after school homework clubs. Student H is now more focused on Student H education and is aware of the options available to Student H in order to make the most of Student H future. Student H has not been on PSP this year and has also reduced the number of bad news slips that Student H has received. Student H was on -126 Bad News Points in Year 8. In Year 9 Student H is currently on – 28 in Year 9. Although a massive improvement with further support this will hopefully be positive. In Year 8, Student H, had 27 behaviour detentions 6 homework detentions and 9 internal exclusions. So far this year, Student H, has 9 behaviour detentions 3 homework detentions and 1 internal exclusion.