# data[].attributes.headline
I think one of our biggest challenges is attendance. If we get the learners engaged they do well but getting them to engage/attend is our biggest headache.

# data[].attributes.subject
I think one of our biggest challenges is attendance. If we get the learners engaged they do well but getting them to engage/attend is our biggest headache.

# data[].attributes.body
Amanda Spanswick

# data[].attributes.body
Developing a collaborative cross-college approach.
Motivating learners - finding new ways to engage the disengaged.
Dealing with the changes to the qualifications we teach.
Staffing.

# data[].attributes.body
I have only just been appointed so have not had the opportunity to implement any changes. The main change this academic year is that all students who achieved an E or above before coming to college are doing GCSE, only those with an F or G (or apprentices) will be taking Functional Skills. In maths the students are grouped according to their target grade and the teachers are using an online support and tracking tool (Hegarty maths). In English we are preparing the students for the new 9 - 1 GCSE. All teachers use tracking so staff and students can monitor progress and student attendance is carefully monitored. The focus of learning walks this term is embedding maths and English with CPD planned to help lecturers with practical ideas for classroom activities.

# data[].attributes.headline
Bespoke intervention classes for all learners introduced across all levels, this means learners spend more time on the actual problem areas they have and class time can be spent on problem solving and exam practice.

# data[].attributes.subject
Bespoke intervention classes for all learners introduced across all levels, this means learners spend more time on the actual problem areas they have and class time can be spent on problem solving and exam practice.

# data[].attributes.body
Improving overall learner attendance from 66% in year 15/16.
Attendance targets of 85% have been set as an appraisal target for learners personal tutors.

# data[].attributes.body
Delivering English and maths to learners who have had such a negative experience of E and M in the past. You need highly motivated lecturers who are resilient and able to connect with students who can be challenging. On top of this the lecturers themselves have to have great subject knowledge and the ability to engage students with the subject. On top of this, we have to retain and employ lecturers in the face of competition with schools.

# data[].attributes.body
Delivering the new GCSE English syllabus and enabling students to pass Functional Skills exams at level 2

# data[].attributes.headline
What works? - Shaun Costello                      

# data[].attributes.subject
What works? - Shaun Costello                      

# data[].attributes.body
We have timetabled E&M first for the last 2 years and have seen attendance increase each year. We have now moved all E&M classes on to the same corridor with E and M staff having their own rooms. This last measure has increased attendance by 10%.

# data[].attributes.body
What works?
There has been increased sharing of good practice, the distribution tracking documents, attendance bulletins and at-risk-of-not-achieving-bulletins. CPD opportunities have been provided for the team. Evidence for the learner journey has been strengthened with the implementation of standardised tracking sheets for every class which include initial and diagnostic outcomes, learning needs and progress towards achievement of the qualification. The English team won ‘Curriculum Team of the Year’ in the first KCC annual awards for accessibility and commitment to innovative TLA and CPD.

The use of standardised initial assessment procedures has been implemented to ensure that all learners are placed on the correct level of study. The use of free writing assessments and BKSB has ensured that all learners can track progress and address individual targets
Evidence - Achievement increased from 61.4% in 2014-15 to 77.5% in 2015-16.

# data[].attributes.body
1) Learner motivation
2) GCSE grade D learners must resit GCSE. No other options available.
3) Staff recruitment
4) Attendance

# data[].attributes.body
Strategies currently in place for 16/17 delivery

1. Increased amount of time allocated to maths and English teaching across all programmes to 2.5 hours per subject

2. Increased number of taught sessions in English & maths to 2 per week from 1

3. Appointment of 6 PCs to coordinate the delivery of cross college maths and English including VP, Newton Abbot, at all levels, GCSE and FS, for all ages and apprentices.

4. Appointment of 5 Academic Coaches to support delivery, improve attendance and provide additional intervention.

5. Appointment of additional fully qualified English and maths teachers to deliver high quality lessons.

6. Enhanced training of curriculum staff delivering functional skills including enhanced maths and English qualifications to support their development and improve performance.

7. Implementation of new leadership structure to support the management & co-ordination of English & maths. Alignment of Programme Co-ordinators and coaches to departments and sections, to more effectively manage learners on their programmes.

8. More effective planning of timetabling to enable groups of learners from the same study programmes to study English & maths together

9. More effectively promotion and monitoring of attendance by core tutors and the English and maths teachers, to improve attendance across all maths & English programmes.

10. Additional taught sessions for learners to retake exams in November and provide additional twilight and holiday lessons to support their preparation.

11. Use of initial assessments to identify diagnostic needs of learners to inform planning for teaching and learning

12. Implementation of a robust quality assurance schedule to ensure that curriculum is managed effectively, including course reviews, lesson observation, and progress tracking.

13. Improved communication between the English & maths teachers and core subject tutors to support and monitor learners on programmes

14. Implementation of weekly delivery team meetings to review practice, support improvement and ensure effective communication

15. Introduction of team planning sessions once per week to review the effectiveness of lessons and the scheme of learning, and to plan ongoing improvement

16. Maths team attending external subject improvement course to support development of skills.

17. Maths & English teaching quality is monitored as part of all subject learning reviews.

# data[].attributes.headline
Our biggest challenges are recruitment of highly qualified M&E lecturers, the changes to assessment at L2 FS maths and English and the literacy levels of our learners, the appropriateness of GCSE for all learners with a D grade. R.Gibney

# data[].attributes.subject
Our biggest challenges are recruitment of highly qualified M&E lecturers, the changes to assessment at L2 FS maths and English and the literacy levels of our learners, the appropriateness of GCSE for all learners with a D grade. R.Gibney

# data[].attributes.headline
GCSE at our college are at the center of our timetable matrix and are timetabled first.  We have specialist M&E tutors and for the first time we put the whole GCSE maths cohort in for the Nov resit and will be getting them to do L2 FS in January17, this will give use useful data to compare FS and GCSE success fro our learners R.Gibney

# data[].attributes.subject
GCSE at our college are at the center of our timetable matrix and are timetabled first.  We have specialist M&E tutors and for the first time we put the whole GCSE maths cohort in for the Nov resit and will be getting them to do L2 FS in January17, this will give use useful data to compare FS and GCSE success fro our learners R.Gibney

# data[].attributes.headline
Sue Butcher - Challenge - One of the key issues is the recruitment of experienced English and maths GCSE tutors who also have the resilience to work with  students who, in some cases, have sat the GCSE exams on four occasions at school and have still not achieved. 

# data[].attributes.subject
Sue Butcher - Challenge - One of the key issues is the recruitment of experienced English and maths GCSE tutors who also have the resilience to work with  students who, in some cases, have sat the GCSE exams on four occasions at school and have still not achieved. 

# data[].attributes.body
Strategy
As a college we have reviewed the approach to teaching maths and along with blended learning, embedding maths in core subjects, we have also been teaching exam techniques.This has improved the A*-C grades by 8%.
This approach was only delivered by one of the English tutors and the results were encouraging.

# data[].attributes.body
Challenge
Motivation is key to engaging the learner in embarking on the resit GCSE courses. The Welsh Government have made it compulsory that learners with a D grade(maths and English) resit one this year.
Many learners do not want to resit, are unable to see the value in up-skilling and maintain that they are happy with the D grade.
This impacts on attendance, behaviour, commitment, class dynamics and impedes those learners who wish to succeed.

# data[].attributes.body
Hi Jim - an excellent variety of strategies. Be very, very interested in hearing about impact.
Joss

# data[].attributes.body
Hi Keith - when we get to day 2 you might want to use the approach outlined as your PICO question / action research topic.
Joss

# data[].attributes.body
Thanks Kay for sharing the proforma & strategy - very interesting. Joss

# data[].attributes.body
We have improved attendance to English and maths sessions for the third consecutive year.  this is an improvement of over 10% in most areas and average attendance is now over 85%.  We have done this though a range of activities.  These include reporting every absence, not only on the register, but via the collegereporting system  so that course tutors are aware and can follow up immediately.  Weekly meetings are held with reps from each course area to discuss issues. The expectation is that every absence is not only reported but also investigated with repeat offenders being disciplined.  Students are actively encouraged to attend alternative sessions if they are unable to attend their scheduledsession. This also applies to organised trips within course areas - students either attend an alternative session or are set a task to complete. We have also worked with other course areas to raise awareness and reinforce the importance of maths and English. This has had a direct impact on our achievement rates with GCSE grades at C and above, rising to around 35% (from around 9% three years ago)

# data[].attributes.body
Probably just the ever-changing world of FS and how we can run our service in the future if they stop standalone Eng/maths classes and go back to embedded Eng and maths within vocational courses - as a small community learning organization, we just don't have the capapcity to deliver vocational courses

# data[].attributes.body
We have introduced a RAG tool for our FS tutors to use to evidence initial and ongoing assessment of learners, so that we are confident that when it comes to the exams, the learners are ready to take them, which has greatly improved our achievement rates this year.  the tool has been extended to include all the past exam papers done, as a record of their progress and so as not to repeat any in the future

# data[].attributes.body
Improving learners' achievement at A* to C grades in GCSE English. currently at 58% (15/16).
Also, decline in level 1 and level 2 learners and increase in entry level and enabling them to progress up levels to functional skills and GCSE in English.
Sarah Cremer

# data[].attributes.body
Challenge - staffing.
Finding enough Maths teachers that are well motivated, appropriately trained to support fragile students through GCSE resits.

# data[].attributes.body
Strategy
Improving the pass rate of GCSE A*-C resits in FE.
We run 2 practice papers across the college one before Christmas and one before Easter. This first year we tried this the pass rate rose by 20%( to 50%).2015-16 results were still above national average but only by 11%,  I feel that our students deserve better and more should be progressing. This year we are going one step further and having practice sittings in the exam halls. Hopefully this will iron out any Anxiety or SEN arrangments that students are not fully aware of. This initiative should also have the effect of reducing the number of No Shows (from 5%).

# data[].attributes.headline
The biggest challenge we currently face is implementing the new GCSE English Language curriculum with learners from a vast number of different educational backgrounds and levels, many with significant learning needs. With the majority having failed or never previously sat their GCSE English, and with many who are disengaged with, resistant to and frustrated with having to re-sit alongside their vocational courses or as part of a full-time five subject GCSE programme, it presents a serious challenge in terms of attendance, engagement and ensuring achievement at the C grade (or 4/5 grade) and above. Keith Thomson.

# data[].attributes.subject
The biggest challenge we currently face is implementing the new GCSE English Language curriculum with learners from a vast number of different educational backgrounds and levels, many with significant learning needs. With the majority having failed or never previously sat their GCSE English, and with many who are disengaged with, resistant to and frustrated with having to re-sit alongside their vocational courses or as part of a full-time five subject GCSE programme, it presents a serious challenge in terms of attendance, engagement and ensuring achievement at the C grade (or 4/5 grade) and above. Keith Thomson.

# data[].attributes.headline
The English department have introduced and explored a range of teaching and learning activities and strategies commonly used by English teachers to improve the literacy skills of learners with staff from other subject areas (both academic and vocational) so that they can support their learners in improving their reading and writing skills. We have also implemented a blended learning strategy to support our learners’ reading and writing development by creating and embedding a range of online independent learning activities that integrate spelling, punctuation and grammar skills with reading skills. This is the first year this has been done and we are hoping that other subject areas will be able to embed literacy skills more effectively. The aim of the blended learning approach will allow for more time in the classroom to be spent on developing skills such as analysis, evaluation and writing as a lot of the knowledge and comprehension development can be done independently by learners but still be closely tracked and measured. Keith Thomson.

# data[].attributes.subject
The English department have introduced and explored a range of teaching and learning activities and strategies commonly used by English teachers to improve the literacy skills of learners with staff from other subject areas (both academic and vocational) so that they can support their learners in improving their reading and writing skills. We have also implemented a blended learning strategy to support our learners’ reading and writing development by creating and embedding a range of online independent learning activities that integrate spelling, punctuation and grammar skills with reading skills. This is the first year this has been done and we are hoping that other subject areas will be able to embed literacy skills more effectively. The aim of the blended learning approach will allow for more time in the classroom to be spent on developing skills such as analysis, evaluation and writing as a lot of the knowledge and comprehension development can be done independently by learners but still be closely tracked and measured. Keith Thomson.

# data[].attributes.body
We have looked at a number of strategies across both maths and English at student level, whole college approach and inclusion of our feeder schools to raise awareness, relevance and student buy in of E&M.

Close links have been made with our local schools to include regular consortium meetings to discuss M&E approaches and strategies. From these meetings we have developed student progression sheets, students talking to year 10 and 11 assemblies about the importance of maths and English and having a presence at parents’ evenings to promote adult M&E courses.

Strategies we have put in place for students include:  A ‘read up’ campaign where we have put bookshelves around vocational areas encouraging students to pick up a book and write short book reviews. Student M&E ambassadors who, after an interview, are selected to help and support in FS and GCSE lessons – these are often students who have been through FS or GCSE themselves. To increase the buy in at examination times we run a series of revision sessions throughout the day; for each session they attend they are given a stamp on a ‘free’ breakfast card which can be redeemed the morning of the exam – this is designed to wake them up and give them energy the morning of the exams.

# data[].attributes.headline
2. I am temporarily caretaking this role so, apart from my current tracking system and exam booking system, I have been firefighting since the beginning of term. My focus has been to get each student on the right level before October half term. Previously the FS exams re-sit calendar has led to above national average results but last year we inexplicably had poor L1 maths results.

# data[].attributes.subject
2. I am temporarily caretaking this role so, apart from my current tracking system and exam booking system, I have been firefighting since the beginning of term. My focus has been to get each student on the right level before October half term. Previously the FS exams re-sit calendar has led to above national average results but last year we inexplicably had poor L1 maths results.

# data[].attributes.body
3. My biggest challenges are poor attendance due to disaffection for maths and English and curriculum areas re-timetabling at the beginning of term causing staffing and overcrowding issues.

Erasmo Recchioni

# data[].attributes.headline
Lynette Wanjau - strategy implementation - Whole college approach to GCSE Exams using curriculum collapse was extremely effective with more than 90% attendance across 4 exam dates.

# data[].attributes.subject
Lynette Wanjau - strategy implementation - Whole college approach to GCSE Exams using curriculum collapse was extremely effective with more than 90% attendance across 4 exam dates.

# data[].attributes.body
3.
The biggest challenge, I find, is teacher isolation.  Too many of my team are unable to reflect on their teaching and discuss/share what is going well/badly in their lessons with their peers.  Using meeting time to create resources and discuss topic preparation is difficult.  There are so many other logistics which need to be solved and I don’t want to have a department which suffers because of “death by meeting”.

# data[].attributes.body
Toby Eveleigh

2.

To help prepare my GCSE maths resit class for their June 2016 paper I started using www.diagnosticquestions.com “GCSE Foundation Maths Countdown”.  This website would produce two GCSE questions a day, over 100 days, with four multiple choice answers.

The questions and accessibility were well received by my students; who were able to spend just 10 minutes a day answering GCSE questions on their phones.  The feedback I received though was invaluable and certainly helped me prepare for exam revision lessons.  As the students worked through the questions I could see areas where large groups still had misconceptions.  This was the key, as although the questions were multiple choice each answer highlighted a different misconception and, I think, made the students question their initial thoughts.

This innovation allowed me to separate the class into different groups depending on their results.  By ascertaining their prior knowledge before they even walked in the door I could use my limited class time more effectively.

Did I get better results because of it?  I’m not entirely sure.  We achieved a pass rate of 54% C and above.  Which compared to the national average of 27%, age 16+ GCSE resits, isn’t bad.

# data[].attributes.body
Getting vocational tuors, assessors etc to reinforce the delivery of Maths and Egnlish has not been a problem they 'get' the problem solving approach is almost a natural product for them to do. The challenge is coming from reducing the academic reliance on teaching and trying to accept that after 11 years learners must have some knowledge already. The biggest challenge at the moment is not knowing the what the FS review will throw up and trying to get FS detached from GCSEs.

# data[].attributes.body
We at looking at strengthening the problem solving approach to the delivery of Functional Skills. We have a project developing that is being delivered and reviewed independently. It has long been my and now our opinion that Functional Skills is going the same way as Key Skills , good product but abused for the sake of funding by FE. The original concept of FS was to deliver, develop and assess. It is quite obvious that in a rush to make sure only the GLH are met the actual development for these skills has been neglected and either a front or back loaded approach has been taken driven only by funding. We are looking at bringing back the integral part of FS to ensure higher attainment.

# data[].attributes.body
Getting vocational teams to feel confident with embedding English and maths. Allowing the time required for the E&M specialists to work with vocational tutors.

# data[].attributes.body
Strategy - I have implemented weekly planners for English and maths GCSE and Functional Skills so that all staff are teaching the same topic each week. This has been shared with the vocational areas so they are aware of the subject matter being delivered and can contextualise any maths and English within their teaching for that week. It has also meant that attendance to mock exams, controlled assessments and other important calendar dates have improved. Students are aware of what they are doing over the year - staff are able to cover classes or students can change groups with minimal disruption, all vocational staff know where students should be in the curriculum and can support accordingly.

# data[].attributes.body
Add (by double clicking anywhere on the padlet and typing) a maths/ English curriculum innovation or strategy you have implemented which has had (or anticipated to) have a positive impact on learner outcomes in maths and English,  and briefly outline the evidence for that impact.

Annmarie, Joss, Sue, Anne & Claire

# data[].attributes.body
Add (by double clicking anywhere on the padlet and typing) the biggest maths and English leadership challenge you are currently facing.

Annmarie, Joss, Sue, Anne & Claire

# data[].attributes.body
jo.byrne@ntlworld.com