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Boys may mature later than girls.

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Boys may lack maturity and awareness of the seriousness of study. Girls are more receptive to direction, support and instruction.

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Physically small site size and classrooms can allow for more distractions for SEN boys and make focussing them more challenging

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Do the majority of our lessons suit boys?

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Do the majority of our lessons suit boys?

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Does a mixed gender environment impact this?

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Learning support teachers within lessons?

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A maturity issue for the boys- they come good later (in the sixth form). 

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A maturity issue for the boys- they come good later (in the sixth form). 

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Possibly the boys focus on the subjects they enjoy and let the others slide to a certain extent?
Girls possibly more resilient as learners- not knocked so hard if they are not successful.

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Possible bias towards computer adaptive test for boys? Gives them an overestimation compared to girls

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Early identification of key underachievers

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Early identification of key underachievers

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Do boys need more space to exert more energy in their breaks to allow for better concentration in lessons?

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More suitable distribution of curriculum time

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Is the data valid? This is all based upon MIDYIS tests, is there a possibility these tests benefit boys more so they get higher scores and therefore less value added?

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How big is the national VA gender gap and how do we compare with that?

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How big is the national VA gender gap and how do we compare with that?

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Poor VA at Leckford probably contributes to the good VA at 333

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Poor VA at Leckford probably contributes to the good VA at 333

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Depends what you measure against

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Cater lessons to boys
Does sitting at a desk, writing copious amount for a set amount of time work?

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We allow ourselves to lower targets in tracking sheets where they seem ridiculously high. This might be appropriate (eg there's a low skills score, or SEN, which is being ignored by MidYIS), but otherwise this may bear closer scrutiny.

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Catch them early- look out for those who have not scored highly in the entrance exams.
Subtle interventions in class to support the weaker students in the earlier years.

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We don't tell students their MidYIS scores. In Sixth Form, we put ALIS grades on reports. There are obviously risks and benefits to both options!

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promote better reading habits for boys from Year 7 onwards

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promote better reading habits for boys from Year 7 onwards

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Provide them with more scaffolding for writing extended answers.

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More of a focus on revision techniques for SEN pupils.

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Perhaps the boys are distracted by the girls (particularly in Y10 and 11), but not so much the other way around.

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Perhaps the boys are distracted by the girls (particularly in Y10 and 11), but not so much the other way around.

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Assembly slots given by male teachers / role models to inspire and give strategies for success.

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Are certain SEN (eg dyspraxia) more common in boys?

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Are certain SEN (eg dyspraxia) more common in boys?

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Girls seem more open in conversation- better at expressing anxieties etc about their work/progress. Boys internalise more and are harder to ‘reach’. Linked to emotional intelligence.

Is more work needed around understanding how the SEN boys feel? Could we create some sort of safe forum for the boys to explore feelings?

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When marking sets of books - mark SEN boys first in a marking session

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Ask for feedback and give strategies on how to progress academically.

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The thing is, sitting at a desk, writing copious amount for a set amount of time, is sort of exactly what they need to do - whether or not it works for them. So... maybe it's a question of finding a way to motivate the boys to put in more effort, to see why it matters?

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The thing is, sitting at a desk, writing copious amount for a set amount of time, is sort of exactly what they need to do - whether or not it works for them. So... maybe it's a question of finding a way to motivate the boys to put in more effort, to see why it matters?

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Reflect in Microsoft Teams for Education - Microsoft Educator Center

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Reflect in Microsoft Teams for Education

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Help students recognize and navigate their emotions by providing regular opportunities to share and be heard.

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More structured time in study sessions, to develop skills etc. rather than just catching up with homework (useful though that can be).

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Maybe have some good learning apps for SEN students (reviewed by the students) that we can recommend to particular students to help them help themselves?

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Maybe have some good learning apps for SEN students (reviewed by the students) that we can recommend to particular students to help them help themselves?

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Also a few specialised TAs in classrooms would be incredibly helpful.

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Also a few specialised TAs in classrooms would be incredibly helpful.

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What is the gender imbalance by subject and can we learn anything from that?

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Is this pattern of underperforming SEN boys the same in other schools? Are our issues unique or typical? Are there any schools with the opposite pattern that we could learn from?

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Is this pattern of underperforming SEN boys the same in other schools? Are our issues unique or typical? Are there any schools with the opposite pattern that we could learn from?

# data[].attributes.body
Display / sign on classroom door giving details of what staff are reading

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Try to recruit male teachers to help mentor those male students who are struggling with organisation, homework, reliance….

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Could our gap-year helpers sit with individual students to help them in class? 

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Could our gap-year helpers sit with individual students to help them in class? 

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MIDYIS seems very skewed in favour of more scientific or mathematical related skills or subjects, rather than the Arts or Humanities. The MIDYIS predictions often seem to be way off.

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MIDYIS seems very skewed in favour of more scientific or mathematical related skills or subjects, rather than the Arts or Humanities. The MIDYIS predictions often seem to be way off.

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Maybe the question is what is the hallmark of a successful GCSE student - what are their defining characteristics? And then how do we address differences between the observed characteristics of students and the desired competencies? That might form a framework for developing strategies

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Maybe the question is what is the hallmark of a successful GCSE student - what are their defining characteristics? And then how do we address differences between the observed characteristics of students and the desired competencies? That might form a framework for developing strategies