Vertical Tutoring Implementation Sept 2010 Moving From Strength to Strength

Starter – Find out the answers to What qualification does C.S.E stand for? What is 55 pence in old currency? What does the following mean in text language? :- addy, ntcp8, lol, twit Who are the Kings of Leon? What media was Caroline? What was the previous name for Snickers? When was the famous drought in the 70’s? What is ‘Crunk’ Name 4 social networking sites.

Evaluation Why were you not able to answer all the questions on your own? Why were you not able to answer all the questions on your own? What would have enabled you to answer the questions better? What would have enabled you to answer the questions better?

PERRYFIELDS HIGH SCHOOL - performance profile - March 2003 March 2003 Special measures Special measures 5 A*- C 42% 5 A*- C 42% 5 A*- C (Ma/Eng) : 35% 5 A*- C (Ma/Eng) : 35% Perm’ Exclusions : 7 (2years) Perm’ Exclusions : 7 (2years) Pupils on roll : 938 Pupils on roll : 938 Jan 2010 Jan 2010 Good Ofsted with Outstanding features (2009) Good Ofsted with Outstanding features (2009) 5 A*- C : 74% up 32% (2010 – 82%) 5 A*- C : 74% up 32% (2010 – 82%) 5 A*- C (Ma/Eng) : 58% up 23% (2010 – 60%) 5 A*- C (Ma/Eng) : 58% up 23% (2010 – 60%) Perm’ Exclusions : 2 (5 years) Perm’ Exclusions : 2 (5 years) Pupils on roll : 1,040 Pupils on roll : 1,040

Building on Success Perryfields Future Ofsted 2006 and 2009 Ofsted 2006 and 2009 Quality of teaching Quality of teaching Curriculum development – flexibility Curriculum development – flexibility Pupil performance – Curriculum/ Teaching/Resources and Consistency Pupil performance – Curriculum/ Teaching/Resources and Consistency Preparing pupils for the future – Vertical Tutoring Preparing pupils for the future – Vertical Tutoring

VERTICAL TUTORING Why now? – Perryfields is ready. Pupils are already involved in vertical support: socially, mentoring systems, peer mentoring. Why now? – Perryfields is ready. Pupils are already involved in vertical support: socially, mentoring systems, peer mentoring. Why Vertical Tutoring? Natural progression – strengthened PSHEE and tutoring programmes whole school progress Why Vertical Tutoring? Natural progression – strengthened PSHEE and tutoring programmes whole school progress Outcomes- a system which supports pupil development and academic, social and emotional development in a family based atmosphere Outcomes- a system which supports pupil development and academic, social and emotional development in a family based atmosphere Organisation – planned over last 2 years with a lead in for this academic year 2009/10 Organisation – planned over last 2 years with a lead in for this academic year 2009/10

Moving Forward ‘Whole Child’ – personal development of pupils has moved on over the last 2 years ‘Whole Child’ – personal development of pupils has moved on over the last 2 years Sustainable improvement and progress Sustainable improvement and progress Create an opportunity for pupils to learn in mixed age environment Create an opportunity for pupils to learn in mixed age environment Incomplete personal development – Every Child Matters Incomplete personal development – Every Child Matters Move from ‘Good’ to ‘Outstanding’ Move from ‘Good’ to ‘Outstanding’

What is Vertical Tutoring? ‘Vertical Tutoring is a means of releasing creativity and realising the potential of individuals and organisations’ ‘It is a way of tapping into and encouraging learning relationships which can improve the overall performance of individuals and the whole school’ ‘It allows creative conversations across the full age range which reflects society’

What are the outcomes we are trying to achieve? Learning in an environment which truly reflects the society we live in and the families we are part of Give the level and type of support and relationships which reflects that of their own families and world of work Allow pupils to observe the school journey through others Accelerate maturity of students through taking responsibility and developing leadership roles Develop confidence in all students to interact and engage with pupils of different ages

Develop closer and more consistent links with families to improve understanding of their circumstances and improve the child’s chances of being successful Improve academic performance derived from greater maturity, more focussed individual guidance and better understanding of the expectations along their learning journey.

Reduction in bullying through more supportive roles within families Reduce the adoption of age related stereotypical behaviours Instilling family values, stronger family ethos, caring and nurturing of each other Raise self awareness of student experiences and their potential to cater better for the needs of all students (7- 13) Encouraging students to become positive role models for each other and remove negative behaviours

What is in it for students? Confidence and self esteem Confidence and self esteem Improved learning Improved learning Peer Mentoring opportunities Peer Mentoring opportunities Mature friendships Mature friendships Closer and more consistent school/home support Closer and more consistent school/home support Better active citizenship/role models Better active citizenship/role models Increased leadership opportunities Increased leadership opportunities High quality Academic Tutoring and mentoring High quality Academic Tutoring and mentoring

What Will Vertical Tutoring Look Like? 5 Families with 5 HOF 5 Families with 5 HOF Years 7-13 Years pupils per form pupils per form 50 forms, 10 forms per Family 50 forms, 10 forms per Family Form Tutor stays with form Form Tutor stays with form Siblings remain together in the same Family Siblings remain together in the same Family Variety of PDM activities involving mixed ages Variety of PDM activities involving mixed ages Mentoring at set times Mentoring at set times SLT attached to Families SLT attached to Families

What Will Vertical Tutoring Look Like? HOF – responsible for mixed form groups HOF – responsible for mixed form groups Mixed assemblies taken by HOF/SLT Mixed assemblies taken by HOF/SLT Some year assemblies where needed Some year assemblies where needed Opportunities for family activities i.e sports days, trips Opportunities for family activities i.e sports days, trips Non teaching staff attached to families Non teaching staff attached to families PSHEE Coordinator to work alongside HOF PSHEE Coordinator to work alongside HOF

PDM/Academic Tutorials 4 PDM sessions a week, 1 assembly 4 PDM sessions a week, 1 assembly Withdrawal of pupils from assembly Withdrawal of pupils from assembly 1:1 tutorials replace review days 1:1 tutorials replace review days Effective use of data, target setting, monitoring Effective use of data, target setting, monitoring Involvement of parents Involvement of parents

Vertical Tutoring Sept 2010 Visits to other schools –Autumn and Spring Term Visits to other schools –Autumn and Spring Term Staff training – 4 th January, 4 th May 2010 with further twilights Staff training – 4 th January, 4 th May 2010 with further twilights Pupil assemblies Feb 23 nd 2010 Pupil assemblies Feb 23 nd 2010 Parents’ meeting Feb 23 nd 2010 evening Parents’ meeting Feb 23 nd 2010 evening Planning/organisation/training – On-going Planning/organisation/training – On-going Implementation – Sept 2010 Implementation – Sept 2010

What will happen next? PDM activities will involve the next stage PDM activities will involve the next stage Names of Families Names of Families Friends Friends Family identification Family identification Roles and responsibilities Roles and responsibilities Competitions Competitions VT activities at the end of the summer term VT activities at the end of the summer term