Creative Teaching & Learning

Closing the achievement gap in Ulster

The golden rule of thinking skills programmes is to ‘turnround’ children with learning difficulties. Kate O’ Hanlon’s long-term study shows that Intrumental Enrichment can allow ‘no-hopers’ to achieve surprising GCSE results.

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      string(4895) "English and Maths. In a selective system,which is the situation in N. Ireland, the pupils areseparated into grammar and secondary schools at theend of Year 7. In the post-primary sector, while thegrammar schools achieve good standards in terms ofGCSE and GCE ‘A’ level grades, there remains a longtail of under-achievement and low achievement; 1.8%left school in 2009 with no qualifications.The percentage of students in secondary schools in2009 who achieved a Grade C or above in English insecondary schools was 44.9% and in Maths 38.4%.Tables 6 – 7 above record the results in English andMaths for the IE and Control groups. The results arevery positive for the IE group, where 33.3% achieveda C or above, while only 7% of the Control group didso. In Maths, 17% of the IE achieved the C or abovewhereas no students in the Control group achieved atthe same level.The outcomes of the research project have demonstratedthat the target group which received a programme of IEfor three years has performed markedly better at the end oftheir school experience as evidenced by their GCSE results.The results are encouraging particularly when we look at thebaseline data and appreciate that these were students notnormally expected to achieve so much. It can be suggestedthat the effect was as a direct result of their involvement withthe Instrumental Enrichment programme, as that was the onlysignificant difference noted between the two targeted groups.The following recommendations may be worthy ofconsideration, especially in a situation where education istrying to find ways to support students who find learningchallenging and when challenging targets have been set forschools:■ IE should be considered for students who havedifficulties learning■ It should be accepted that IE could make a greatdifference to those students who are achieving at theSummary GCSE Maths GradesIntervention ControlCount % Count %A*-C 8 17.02 0 0.00D-G 39 82.98 51 92.73U 0 0.00 4 7.27TOTAL 47 100 55 100Summary GCSE English Grades AchievedIntervention ControlCount % Count %A*-C 12 33.33 3 7.14D-G 24 66.67 37 88.10U 0 0.00 2 4.76TOTAL 36 100.00 42 100.00Table 6: Summary GCSE English Grades AchievedTable 7: Summary GCSE Maths Grades……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Learning how to learn ■■■■■76References: Adey, P and Shayer, M, ‘An exploration of the long-term far transfer effects following and extended intervention programme in highschool science.’ Cognition and Instruction, 11(1): 1-29. ■ Blagg, N. (1991), ‘Can We Teach Intelligence?’ L. Erlbaum Associates. ■ Feuerstein, R.,Rand, Y., Hoffman, MB., Miller, R (1980), ‘Instrumental Enrichment: an intervention programme for cognitive modifiability.’ Baltimore: UniversityPark Press. ■ Romney and Samuels, (2001), ‘A meta-analysis of the implications of thinking skills’ approaches on pupils.’ EPPI Centre. ■ Sharron,Howard, ‘Changing Children’s Minds.’ Imaginative Minds.average or just below average levels of attainment■ While these students benefited from the programme,more time assigned to the programme each week willreap even greater benefits■ It is important that the whole staff in the school bemade aware of the principles and practices of IE and,in particular, to have an understanding of mediatedlearning experience, which will sit comfortablywithin the philosophy underpinning the RevisedCurriculum.Kate O’Hanlon has taught IE and is a qualified IE trainerEmail kate.literacy@gmail.comIE students, with some of their teachers, receive their certificates at the end of their Level 3 programme in Armagh, N Ireland.Must see articlesDiagnosing Learning Difficultieshttp://library.teachingtimes.com/articles/learning-difficulties-ttc4.htmWhat Is A Thinking School?http://library.teachingtimes.com/articles/what-is-a-thinking-school.htmLearning That Lastshttp://library.teachingtimes.com/articles/learningsthatlast.htmThinking for Learninghttp://library.teachingtimes.com/articles/thinking-for-learning-tcc1.htmCASE Provenhttp://library.teachingtimes.com/articles/tt01-case-proven.htmMust Read BookChanging Children’s Mindshttp://teachingtimesbookshop.co.uk/product/changing-childrens-minds/http://library.teachingtimes.com/articles/learning-difficulties-ttc4.htmhttp://library.teachingtimes.com/articles/what-is-a-thinking-school.htmhttp://library.teachingtimes.com/articles/learningsthatlast.htmhttp://library.teachingtimes.com/articles/thinking-for-learning-tcc1.htmhttp://library.teachingtimes.com/articles/tt01-case-proven.htm"
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Professional Development

Closing the achievement gap in Ulster

17 Dec 2015

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Creative Teaching & Learning

What is Instrumental Enrichment?

26 Jul 2011

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      string(5734) "work best. Thirty per cent of leaders say they had seen an impactafter just one term, rising to 67 per cent after four terms.And it’s not just about seeing a different set of results. It is about seeing a differentchild. Leaders reported that, on the whole, pupils on the programme become moreengaged, self-starting and empowered.Advice for school leaders on tackling pupil premiumchallenges1. Nominate a member of your senior leadership team to assume responsibility for the attainment of pupilpremium students. Ensuring the progress of pupil premium students and evidencing this should be a wholeschool priority.2. Use the research, especially the Sutton Trust-EEF Teaching and Learning Toolkit, to identify how money canbe spent cost-effectively and yet still achieve the greatest impact possible. Pupil premium pupils need to makeaccelerated, not average, progress, so you need to focus on high impact pedagogies and activities.3. Engage in discussions with colleagues to look at how the research can stimulate changing practice. Evenbetter, work together over an extended period of time to develop and test approaches. It is what DavidHargreaves calls ‘systematic tinkering’ that results in the development of effective new practice.4. Pool strategies and actions that have worked in the past. Challenge the Gap participants come together inworkshops six times a year, which enables leaders, teachers and paraprofessionals (non-teaching staff ) to reallyget to know what has worked in the other schools they work with.5. Use the insights and expertise of non-teaching staff to access the viewpoints of young people andparents and ask for their assistance in monitoring activities such as mentoring sessions. In Challenge the Gap,paraprofessionals have a powerful role to play in accessing pupils’ viewpoints and hard-to-reach parents.6. Ensure heads and senior leadership teams prioritise pupil premium – the commitment of seniorleadership is central to the success of any programme, and uplifting the attainment of pupils from low-incomefamilies is a knottier problem than most. There is no quick fix and it cannot be solved without real commitment.Schools in Challenge the Gap however have made that commitment and on average, pupils make five termsprogress in three. Schools then go on to make a whole-school impact.7. Impress Ofsted by using pupil premium programmes of support like Challenge the Gap as a way toprove pupil premium activity, spend and evidence. The new Ofsted framework stipulates that schools mustdemonstrate the progress of pupil premium students and their comparison to peers both within their school,and nationally. Challenge the Gap provides schools with evidence that they have thought about the spendcarefully and with the tools to demonstrate that they are making an impact.8. Harness the power of three – a Trio working between leaders, teachers and paraprofessionals creates a strongcatalyst for change. Leaders create the teaching environment, teachers focus on pedagogy in the classrooms ofthese vulnerable students, and paraprofessionals focus on how they can support individuals and small groupsto make better progress.9. Learn from different subject areas – each teacher is an excellent practitioner but doesn’t usually have theopportunity to work with others outside of their subject area in their everyday work. Bringing them together toshare ideas and resources can have a positive impact across the school.Closing the gap – A constant leadership priorityAs Lead of this programme for the Feltham cluster, I have been on a steep learningcurve – and despite all the challenges, would not have missed being part of Challengethe Gap from its inception.One of the learning points from our involvement this year has been that our ownstaff missed out on the programme when we stepped up to become a Facilitationschool. While we have continued with our Challenge the Gap programme in school, our53Vol 6.3School Leadership Todaywww.teachingtimes.comSchool ImprovementAchievementgapKnowledge trails1. Raising standards with the pupil premium – In view of the increased level of accountabilityfor how teachers make use of their pupil premium, Jenny Townsend offers some advice on whatOfsted will be looking for in primary school spending.library.teachingtimes.com/articles/raising-standards-pupil-premium2. Manager’s Briefcase: The pupil premium and FSM – Guidance on collecting informationto help you make decisions and evaluating your intervention programmes to make sure they aredelivering the outcomes you want. Plus some ideas for encouraging those entitled to FSM to apply.library.teachingtimes.com/articles/slt45managersbriefcase3. Closing the achievement gap in Ulster – This long-term study shows that InstrumentalEnrichment can allow ‘no-hopers’ to achieve surprising GCSE results. Kate O’Hanlon reports.(Available with subscription to Creative Teaching and Learning).library.teachingtimes.com/articles/closingtheachievementgapinulsterteachers, other senior leaders and paraprofessionals no longer had the opportunity to be involved in the cluster as aChallenge the Gap team.So, in July, we returned to being an Accelerator school, joining a Trio led by a neighbouring school. We haverecognised that as quickly as a gap can close so it can re-open, and our staff deserve to benefit from such a richschool-to-school improvement programme. By placing five of our own staff on the programme, we are enabling themto participate in powerful professional development, which has a direct impact on student outcomes.Challenge the"
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Special Needs

A team approach to closing the achievement gap

16 Apr 2018

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      string(373) "Philosophy for Children reaps remarkable results for all pupils, but it does seem to work particularly well for those from disadvantaged backgrounds. Now, an exciting new project seeks to harness that power to raise achievement and build resilience, confidence and self-esteem in some of the most deprived regions of the country. Bob House shares the story so far."
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      string(5567) "Campusstudents since they have been doing P4C. Thestudents seem to enjoy the sessions and theircomments reveal considerable subtlety andsophistication in their thinking.Shaun Dodds, the Principal, says simply:‘P4C has made a big difference for us.’Where next?The aim of all our P4C projects is to enhancethe education attainment and personal andsocial development of pupils in primary andsecondary schools across the country. As youcan see, it takes many different forms and cangive many different benefits for all children, nomatter the difficulties they face or have facedat home and in their life so far.In Tower Hamlets and Newham, as expected,schools are moving at different speeds.The first school to start our Going for Goldprogramme, Manorfield Primary, has alreadyachieved the Silver Award, about 12 monthsahead of expectations. Bow Secondary is notfar behind, having recently achieved the BronzeAward. Other schools only started their teachertraining last summer term and have introducedregular P4C sessions from September 2015.The schools are all coming together as an‘East London P4C Hub’, which will run until atleast 2018. Half of the funding for the project iscoming from city firm, M&G Investments, withthe schools paying the other half. It is only earlydays, but the project has exceeded SAPERE’sexpectations in terms of take-up and in theenthusiasm with which schools have takento the Going for Gold programme, with manyBow and Manorfield’s P4C celebration dayThinkingSkills14Volume6.2nCreativeTeaching&LearningKnowledge trails1. Creating a P4C-inspired curriculum – P4C is well known as a worthwhile activity in primary schools. But itcould be so much more! Gavin White makes the case for the reconstruction of the whole curriculum aroundphilosophy.library.teachingtimes.com/articles/creating-p4c-curriculum2. Letting the passengers drive the bus – Students can improve their thinking skills if they are allowed to leadP4C enquiries. Steven Brammell reports on a successful initiative.library.teachingtimes.com/articles/letting-the-passengers-drive-the-bus3. Closing the achievement gap in Ulster – Kate O’Hanlon reports on another creative approach to raising theacademic attainment of our most disadvantaged children – Reuven Feuerstein’s Instrumental Enrichment.library.teachingtimes.com/articles/closingtheachievementgapinulsterReferences1. Education Endowment Foundation (2015) Philosophy for Children: Evaluation report and executive summary.[online] Available at: educationendowmentfoundation.org.uk/projects/philosophy-for-children [Accessed 26 January2016].2. Colom, R., Moriyo, F.G., Magro, C. and Morilla, E. (2014) The Long-term Impact of Philosophy for Children: Alongitudinal study (Preliminary Results), Analytic Teaching and Philosophical Praxis, vol. 35(1), pp.50-56.3. Liverpool Healthy Schools (2013) Philosophy for Children – Pilot Programme Evaluation Final Report.4. Council for Education in World Citizenship (2012) Wiser Wales: Developing philosophy for children in differentschool contexts in Wales 2009-2012. Final evaluation report.5. Ibid.6. Bonnell, J., Copestake, P., Kerr, D., Passy, R., Reed, C., Salter, R., Sarwar, S. and Sheikh, S. (2011) Teachingapproaches that help to build resilience to extremism among young people. Department for Education. [online]Available at: www.gov.uk/government/publications/teaching-approaches-that-help-to-build-resilience-to-extremism-among-young-people [Accessed 26 January 2016].schools willing to invest in the programmesubstantially beyond the half amount they arerequired to provide. Two schools have evenjoined the hub on a self-funding basis, buildingon the local momentum created by the project.Wi th f inanc ia l suppor t f rom M&GInvestments, Manorfield and Bow are alsorunning a parallel project, using P4C to helpstudents cope with the transition from primaryto secondary. This transition is recognisedto be a key challenge in the educationaljourney, particularly for those coming fromdisadvantaged backgrounds, of whom thereare many in Tower Hamlets.So far, the project has been a success.Manorfield’s former head, Wendy Hick, said:‘The joint Year 6 and Year 7 enquiries reallybuild confidence for our students. Were it notfor the uniforms, it would be hard to tell whichstudents were primary and which secondary!’Headteacher at Bow Secondary, Cath Smith,added: ‘I have been delighted by the successof this project so far, and it is only in its earlydays. We are planning to extend it to more ofour feeder schools who are practising P4C.We are also looking to expand into Year 8 andincorporate P4C into a number of differentsubject areas.‘As the model develops, we plan to extend itacross the East London P4C hub schools andbeyond. In time, we hope that it will provide atemplate for P4C in the primary to secondarytransition that SAPERE can recommend to P4Cschools across the country.’And that’s not all that’s spreading. SAPEREis now promoting the P4C hub model in otherregions. Other hubs have started in Sheffield,Liverpool and Bexley, and further multi-schoolP4C partnerships have been launched in WestLondon and Leicestershire. SAPERE is alsoin discussions to launch further P4C hubs inOldham, Abergavenny and North London.On behalf of the schools involved, wewould like to thank M&G Investmentsfor supporting this work. For moreinformation or to arrange a visit to one of the schools,please contact Bob House, SAPERE Chief Executive, atbobhouse@sapere.org.uk or visit"
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Creative Teaching & Learning

Closing the achievement gap with P4C

11 Feb 2016