| Summary: | A major piece of qualitative research commissioned by the DCSF in 2006 asked KS2 and 3 pupils who were not achieving their potential, what they thought was holding them back. In this programme we look at what the research revealed about those pupils who are at risk of not converting a Level 4 in English at KS2 into a Level 5 at the end of KS3. Little Ilford School took part in the DCSF research and, with high levels of English as an additional language, literacy has a very high priority throughout the school. Slow-moving pupils are identified early on in the Key Stage and targeted with a range of interventions. Planning, punctuation and reading for understanding in small groups and one to one sessions are delivered by experienced staff as soon as pupils enter KS3. Headteacher Yvonne Powell is keen to look at two whole levels of progress for pupils of all abilities, not just her slow-movers.
A major piece of qualitative research commissioned by the DCSF in 2006 asked KS2 and KS3 pupils who were not achieving their potential, what they thought was holding them back. In this programme we look at what the research revealed about those pupils who are at risk on not converting a Level 4 in Mathematics at KS2 into a Level 5 at the end of KS3. To explore some of the solutions to this issue, we came to Staunton Community Sport College who identify and prioritise their slower moving pupils and have put in place approaches designed to improve the engagement of these pupils with Maths. Head of Mathematics, Neil Marshall uses a mystery story to make problem solving fun and accessible in Yr7. Maths teacher Nigel Martin works to keep his Yr9 pupils on track with a mental maths starter encouraging pupils to explain their working methods. Staunton's Maths department recognizes the importance of self-help strategies and mathematical vocabulary in their teaching.
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