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Test

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Commando joes for team building, working collaboratively and tasting success

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Commando joes
Personal development to aid teamwork and leadership

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Get guest speakers to come into school who are white British from different industries maybe on PD days to speak to learners.

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Would giving them a personal mentor session with a staff member where they could discuss their education and progress help them?

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Specific conversations with WB learners about aspirations

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Specific conversations with WB learners about aspirations

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Inspire them to change their lives. To show them that simple/small changes to what they do at school/what they get out of their school experience can make a big difference.

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Relentless push from Y7 onwards on home learning.

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Relentless push from Y7 onwards on home learning.

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-Show real world examples and set the expectations in the lesson on what they could achieve.
-Working with parents/other teachers
-Show we care- aim to build on relationships and that we do care

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Need to increase their ambition and provide them with opportunities to explore different career prospects

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A lot of WB learners we have in RISE have no aspirations - they have no idea what they want to do post-16

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Bring in ex learners with similar backgrounds who have succeeded and have tasted success in their adult life. People they can relate to and be inspired from

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Engage parents in drop in sessions on different aspects of learning to support their child

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Identify the underachievers and see how many of these are major disrupters in the classroom and outside of the classroom

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Start a mentoring programme for targeted learners.

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Increase parental engagement - go out into the community, start with an ‘open shop’ where parents can come and talk/ask about whatever they want, provide resources and support etc, and then once trust is built, start to develop sessions around studying, exams and learning, aspirations and careers etc.

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During form time teacher to specifically question and challenge WB learners about life goals and aspirations…whilst doing a whole class task 

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During form time teacher to specifically question and challenge WB learners about life goals and aspirations…whilst doing a whole class task 

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Targeted visualiser marking of work.  Targeting WB learners work to mark under the visualiser, emphasising what they have done well and showing how much progress they have made in a term/over a period of time by comparing previous work with newer work. For example, live marking an essay and comparing with a previous essay showing improvements. This will demonstrate to WB learners that growth is possible through hard work.

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Workshops with people who have come from similar backgrounds that have made lives/careers successful

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When choosing their options could learners have meetings with HOY/SLT/HOD to discuss what they are choosing and what their longer term education/career goals are? If possible a parent could accompany them too. This would emphasise the importance of planning for their future and raise expectations and possibilities.

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More vocational experience/work experience opportunities.
Could we look at creating more links with local businesses?

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Bring parents in for subject lessons so they can help and support learners at home.
Do video lessons to support parents.
Advertise out twitter page on the board at parents evenings.
Send follow up emails about reports.  E.g Dear Mrs Bennett we noticed that Adele got a C for ATL?  Is there anything YOU think we can help her with the improve this?
Get good parents to meet with bad parents at coffee mornings etc.
Get community in to speak to pupils. At careers day ask people to come in and speak about careers.

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Bringing in previous White British learners who have done well to speak to them.
Showing them what success looks like.
Bringing in successful people from similar backgrounds to them to speak to them

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Expose them to real people who are working now e.g. engineers, nurses, doctors etc, rather than past TV personalities who failed in school e.g. that guy from the apprentice who comes in and tells kids, he messed up his education but now he owns a load of houses and is rich….

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Enlist the support of parents and raise their expectations for their children

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Strong parental links.

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Positive Role Models
- PD and in lesson time white role models that they would aspire to. Role models that have studied/worked hard to achieve.
- Ex learners/parents speaking to learners about the importance of education to enable them to achieve.
- Posters around school - positive white role models - what have they studied and why it’s important.

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From staff members who started off from a similar background?

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Work experience little and often through the year groups so they can see a range of places of work. To give them ideas and allow them to think about what they could do in the future.

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White British parent coffee mornings to build relationships in an informal manner, in order to prompt conversations that analyse why aspiration are low, using that to make informed targets

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More transition work with primaries - getting to these learners much earlier, when they tend to be a bit more positive, sessions around literacy and numeracy but also on aspirations/dreams and getting involved in the community spirit of school.

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More collaboration with parents to improve attitudes and expectations at home as well as school.

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Involvement in the Aim Higher programme. Visits to universities. Have a ‘careers fair’ where employers and universities can come in and talk with learners.

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1 to 1 mentor sessions with a member of staff once a half tern for Y11s to discuss life aspirations and how to achieve them (and why gcse grades are important to this). Once a term for Y10s.

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Really utilise our alumni, so that they can see people like them achieving

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I noticed a group of white British boys in my lesson today. They were in year 7 and came across very mature, working together in their group. I did think 'what can we do with those boys to keep them motivated and engaged. Is there a way we can hand pick learners to be given responsibilities lower down the school. To elevate them to increase their self belief.

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Some of the learners with behavioural issues are often masking a lack of understanding or an undiagnosed SEN and this is often discovered in Y9/10/11 and by this point they have missed so much learning and staff have an 'idea' of what that learner is which limits their chance of change.

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Provide sessions parents for White British learners with regards to post 16, regularly parent drop ins for general aspects of school life.

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More opportunities in smaller groups to build relationships outside the classroom. Getting to know the learners better so they can be supported/motivated

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When I was in year 11 at this very school, my life was transformed by John Knowles. No one in my family had been to university or anything like that at all and he took us to the University of Liverpool to live in halls of residence and sign up to classes of interest. The Oceanography was unbelievable and I spent the next 2 years persuading my parents to let me go to university. Purely from this experience. I know from experience of running trips to the Universities of Nottingham and Aberystwyth that this has been equally influential for some of our brighter white British learners in raising their ambitions for their own future

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What does the data say about the difference between WB girls against boys? Which is the bigger issue? There are proven strategies that work with boys that may not work with girls.
E.g boys are motivated by lists of 5 things as this gives instant gratification.

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Stronger, more consistent push from all staff around home learning and being curious about carrying on learning outside of the classroom.

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Link learning clearly to their lives or possible future lives.

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Parental contact with positive comments about their ability and achievement in subject areas

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A lot of learners cannot access the work because their literacy levels are so low but they have learnt how to mask. We need to identify their learning needs much earlier and we need more SEN support in school.

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A lot of learners cannot access the work because their literacy levels are so low but they have learnt how to mask. We need to identify their learning needs much earlier and we need more SEN support in school.

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Higher expectations of these learners in class and relentless follow up and challenge where these expectations aren’t met.

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Broaden the curriculum offer at KS4, so that have more opportunity to taste success

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Learner’s see it as uncool to make the correct decisions, do well in tests, encourage each other, praise differences, etc. In higher sets learners are more likely to push each other to do better because they are surrounded by other likeminded learners - more learner role models outside of the posters of Y11 learners could be useful.

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We have to show learners that learning is for people ‘like them’.
We need to avoid suggesting that there is something wrong with the lives that they and their families - this just puts backs up.
Also, these are individuals - they should not be lumped together as a statistic. As someone who grew up in council housing and on FSM, it would have really annoyed me to be considered worthy of extra support in school when actually I outperformed all other learners in my year group!

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Have a bring your parent to school day.

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We have guest speakers who come in to school and have diversity target agenda. This is filtering through, WB learners are not daft, they know that they are not the target of some of these guest speakers.

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More praise/rewards/recognition for when these learners do well.

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Ensure that role models are showing learners what they can achieve. These role models should look like them and come from the same backgrounds and areas in the community. Give learners opportunities to taste what success would be like after school - college and university experiences. Informing parents about opportunities and giving them access to info about things like student loans and apprenticeships.

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Visits to university earlier.
Role models/mentors from outside the education sector.

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Phases of intervention specifically for white British learners underachieving

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Phases of intervention specifically for white British learners underachieving

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Ensure opportunities to experience success and then quickly build on these to take advantage of the momentum.

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Show them that teachers aren’t really boring people and lead lives outside of school

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Show them that teachers aren’t really boring people and lead lives outside of school

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A good number of our WB families don’t recognise the privilege they have experienced over other families we have in school - instead, I believe that some WB see that other families experience a privilege that they don’t have through being white

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Help to raise their aspirations through explicit exposure to role models that they can relate to, especially ex-pupils or successful career professionals talking about their lives and experiences.

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The armed forces offer some good team building activities which would engage some WB learners.

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Specific vocational course trips to college and university

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Specific vocational course trips to college and university

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Identifying these learners from day 1 of Year 7 and assigning them a mentor, either peer or teacher, to support them.

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Targeted intervention sessions

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The opinion of people from Bolton is far more valued within this community that that of people who are deemed to be outsiders

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In primary schools there is often an LSA and a TA in every class. We need more LSAs in school.

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In primary schools there is often an LSA and a TA in every class. We need more LSAs in school.

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Role models are key. Show what success looks like beyond education.

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Tap into their interests to build relationships.  You can strike a conversation at appropriate times to aid engagement.  E,g talk about cricket, football.  That way you can get them onside in the lesson. Use real world examples to exemplify and make
learning more meaningful

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In-school mentoring for learners deemed ‘at risk’ of becoming disengaged.

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Could we get ex-students, parents, the local Rotary etc to come in to listen to learners read?

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Could we get ex-students, parents, the local Rotary etc to come in to listen to learners read?

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Sometimes these learners are doing well in spite of the lack of support and challenge from home.  Can we make use of these learners as role models to others, to show that being successful and working hard is for someone ‘like them’?

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Guest speakers who they may relate with eg. Ex learners who would speak to them about aspirations and doing well.

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Parents from all backgrounds giving input as to how they work with their learner and what strategies they use.

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Can we draw more deeply on the experiences of all of our staff and use these as role models/examples of success for our learners?  For example all staff showing a 'I went to X University and I studied XYZ' posters on their door? Brief staff videos or profiles to show in form time of what staff have achieved and how.

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Slightly extreme - take them to meet prisoners? Often those in prison want to reach out to saver others from their fate.

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Challenging beliefs that GCSEs don’t matter e.g. if become a celebrity. Tic tok influencer. Most people have to work hard/have strong work ethic to become successful.

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A culture that DEMANDS students have high expectations for themselves and put in maximum effort.

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A culture that DEMANDS students have high expectations for themselves and put in maximum effort.

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A significant number of students ‘coast’ through lessons and do the bare minimum not to get noticed. Students should expect to be mentally challenged every single lesson with challenging, though do-able activities. This means less ‘cut and stick’ activities which are a disservice to the kids and more focused, cognitively demanding activities to replace them. For example, rather than cut and stick information into the correct columns, students are to summarise the information in their own words into the correct columns. This will not just raise expectations for WB students, but all students.

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Can we look at charities/grants etc to reduce transport costs. Taking them to universities and trips to inspire aren't running as coaches are prohibitively expensive.

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Approach Education Endowment Fund to see if we could have some funding to undertake a study around this

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Work place learning/alternative provision

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Are there schools, similar to ours, where they are doing well with this group of learners? Is there a way for us to find this out and can we then ‘pick their brains’ to identify any strategies and approaches?

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Each subject providing a 'parent support pack' at the start of Year 7 or KS4 with explanations and resources for how they can help their child, explaining what intervention is, etc.

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Encourage more parental support and engagement.  It is clear that some students cannot work alone and need guidance and feel isolated and alone.  This needs to be in place right from Year 7 so that children know that their parents are with them on this learning journey.

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Staff biographies to share their back strories

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Staff biographies to share their back strories

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Staff who have come from similar contexts to share how they were motivated and focussed, the challenges etc to get through education to becoming a teacher and why they did what they did

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Make the curriculum more engaging, what matters to them - vocational studies

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Re-balance the gender of teachers in primary school

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Re-balance the gender of teachers in primary school

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Support for parents with Literacy, Numeracy and EAL - drop in sessions or information/resource packs?

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Address class sizes so that intervention with specific learners can be more prompt and effective. The “quietly struggling” are easily overlooked in a full classroom with too many other characters who are more demanding

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Using the opportunity whilst parents are in the building, could a talk be scheduled where information surrounding homework, behaviour, support, concerns and questions could be answered? Improving relationships with parents and giving year group airing year group specific concerns.

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Combine D6 with a 'Community support drop-in' for parents - there could be hot drinks, uniform swap shop, benefits/finance info etc. It could be half-termly or every Saturday but it could encourage more parents to come, see what D6 is about and therefore encourage their child to attend, but also support them as parents/carers.