Case studies of more able pupils in primary schools by Penny Hollander Download PDF EPUB FB2
Overall, this is an ambitious and thought-provoking book with a well-intentioned remit. However, because it contains so little school-level interpretation of the research presented to help teachers better meet the needs of more able pupils, we are not sure that it will bring.
The more able and talented policy of Micklands Primary School in Reading refers to a more able and talented lead and an assessment lead, who are both involved in its implementation.
On page 1, it explains how more able pupils will be identified by: Class teachers. Highly able pupil premium pupils achieve half a grade less than other highly able pupils, on average, with a very long tail to underachievement.
Highly able pupil premium pupils are less likely to be taking GCSEs in history, geography, triple sciences or a language. Source: Sutton Trust, June Each domain is described in relation to the lived experience of teachers, pupils and schools.
The article closes with a case study of how a primary school changed SEMH provision in the areas of. Primary case studies by number of pupils Select a size to view case studies for primary schools with a particular number of pupils. Quick links. Research summaries; Results at a glance; pupils or fewer.
pupils or more. Raising standards to become an outstanding school. About the school Cannon Lane Primary School was formed through the amalgamation of a first and junior school in September The school now has pupils.
Two-thirds of pupils are from minority ethnic families, mostly with Asian heritage, and around half have English as an additional language. The school is a UNICEF Rights Respecting School.
Why focus on provision for able/talented pupils. • Inclusion - most able/talented pupils are educated in mainstream schools and there is an increasing awareness that many are not achieving their potential.
• National strategy - this has been taking shape since the late ’s, featuring in the white papers “Excellence in Schools”. 'This is an excellent book which is organised for teachers, heads of schools, and those specifically involved with very able youngsters.
Many ideas are provided in this book for teachers to follow in order to render their professional expertise appropriate for helping youngsters with high ability' - Dr L.
Lowenstein, Educational, Clinical and Forensic Psychological Consultant Using ideas. With their Pupil Premium children lacking the confidence to speak up in class, Pangbourne Primary School decided to use part of their PP funding on our personalised 1-to-1 support.
After several recommendations, we wanted to give Third Space a go to provide more targeted support to our Pupil Premium children. English and maths at the end of primary school referred to in this report as high attainers. - Disadvantaged stu dents are three times less likely to be in this high attainment group than their more advantaged peers: only 4% of disadvantaged students have high attainment at Key Stage 2, compared to 13% of non -disadvantaged pupils.
Case Studies of Pupils Learning to Read and Improving Reading Age Learning to read gives a child so much more than a useful new skill. It maximises their enjoyment of school, boosts their self-confidence and opens them up to a world of limitless possibilities. Our case studies show.
In local authority schools, 72% of the most able children achieved a grade B or above in English and maths at key stage 4, compared with 76% of the most able pupils in academy converters and 65%.
Just as there will be pupils who require extra support, there are those who are more able and need to be stretched in their lessons. It's up to you to define who your 'most able' pupils are.
In this blog post, we offer guidance on how to iden tify these pupils, including the common characteristics of more able. Thomas Arnold Primary School, based in Dagenham, has been named as an Ambassador School with Excellence in Leadership after going through a rigorous assessment process by Thrive, which trains teachers and other education professionals to support the emotional and social development of all award recognises extraordinary schools which are making a positive impact on their pupils.
A third ABRA study involved primary pupils randomised in classes to treatment or control (Wolgemuth et al., ).
The study reported positive outcomes, with an effect size of but only when GRADE was the outcome measure. Using an independent measure of reading, Performance Indicators in Primary Schools (PIPS), the effect size was The British Council has been working on a bilingual schools project with the Ministry of Education in Spain since More t young people in Spanish state schools are now receiving a bilingual education.
Schools follow the national curriculum for subjects taught in Spanish, and an integrated curriculum for subjects taught in English.
The Prep School which caters for pupils aged actively encourages its pupils to read and develop a life-long reading habit. The school has two part time librarians and pupils have always been encouraged to visit the library during their break times as well as having class visits to the library time-tabled into the school.
The school should have at least 1 computer lab with minimum of 10 computers or computer students ratio of and internet connection. The school should have a well equipped and spacious library with minimum of books and at least 15 magazines. Also, the school should maintain pupil book ratio 6. These case studies examples show how your setting is providing impact towards the learning and development of pupils within the setting.
It indicates contextual information and justifies how and why interventions are narrowing the gap in relation to pupil progress and development. Primary schools face real challenges when trying to deliver meaningful programmes to support more able pupils, a situation which is amplified further in small and rural schools.
School leaders need to find innovative, measurable and sustainable programmes which can stretch and challenge pupils, and challenge them to make more progress. CASE STUDY: know and understand your pupils and their influences.
The EEF Guidance Report for Improving Behaviour in Schools states: “Research suggests that teachers knowing their students well can have a positive impact on classroom behaviour.
In settings where multiple adults frequently work with individual pupils, effective communication between those key adults is important.”. Primary school wins award for its focus on pupils’ mental wellbeing October 1, | News Hunters Hall Primary School, based in Dagenham, has been named as an Ambassador School with Excellence in the Environment after going through a rigorous assessment process by Thrive®, which trains teachers and other education professionals to support.
The higher rate for primary school pupils (generally referred to as pupil premium plus) is often dependent on whether a pupil has spent time in local authority care and is £2, (At secondary the pupil premium funding is £ but this article is principally concerned with the impact of pupil premium interventions on primary school pupils.).
Absence From School: A Study of its Causes and Effects in Seven LEAs viii attenders were less positive about school and more likely to keep their children off school. The causes of truancy 27% of the primary school children said that at some time they had truanted without their parents’ knowledge.
Dubai, United Arab Emirates Hartland International School, Dubai: Getting to the heart of assessment with Principal, Fiona Cottam Full Case Study. PRIMARY SCHOOL TEACHERS’ VIEWS AND OPINIONS ABOUT THE IDEA OF THE CASE STUDY ENGLAND Abstract: The aim of this study is to research perceptions of primary school teachers to pupils, and five from schools with less than pupils.
A CASE STUDY OF STUDENT AND TEACHER RELATIONSHIPS AND THE EFFECT ON STUDENT LEARNING with a teacher allows students to be able to work on their own because with teachers allows students to feel safer and more secure in the school.
setting, feel more competent, make more positive connections with peers. In AprilDubai’s Hartland International School became the third school outside the UK to gain the NACE Challenge Award, in recognition of high-quality whole-school provision for more able learners. Amongst the school’s strengths, the Award report highlighted Hartland’s innovative and wide-reaching enrichment programme.
distinguished expert on school leadership and teacher development, was awarded one of the first grants of the HCII fund. She proposed to assemble teams of school principals and universities to develop a book of cases by school principals themselves to provide real-life case studies to be used for in-service.
Schools should be constantly asking whether they have done enough to understand their pupil intake and the context of the families belonging to their community.
They can be occasions, such World Book Day, where children are asked to dress up and bring in charitable donations, which for some families will be extremely challenging. Primary school pupils in Harrow are among the first to receive a unique new children’s book about construction from Wates Residential.able pupils.
We take part in the Midhurst Rother College Enrichment Programme that hosts a wide range of exciting and challenging activities to inspire and develop the skills of our most able pupils. We also provide a varied programme of specialist teachers, after school clubs, visiting experts and curriculum days/weeks.
Monitoring. This can be a daily experience for the more than million children in the UK – equating to around 1 in 10 – who have some form of speech, language and communication needs, but by identifying and addressing these appropriately, primary school teachers can .