Final Report
Single-sex teaching in English comprehensive schools
Summary of findings from 4 pilot primary schools
Summary of findings from 4 pilot secondary schools

The project's final report was published on May 26th, 2005.

The executive summary can be downloaded (as a PDF document) using the link below.

Executive Summary.pdf (PDF file; 260 Kbyte)

Copies of the full report can be downloaded (as a PDF document) from the DfES website:

http://www.dfes.gov.uk/research/data/uploadfiles/RR636.pdf (PDF file; 1.1 Mbyte)

For information about ordering DfES publications, see:

http://www.dfes.gov.uk/publications/

back to the top of the page

SUMMARY OF FINDINGS

Single-sex teaching appears most likely to be successful where staff are fully committed to it, where there is extensive preparation of staff and students before these groupings are put in place, where gender-specific teaching strategies are used and evolve, and where there is an ethos of achievement and discipline within the school.

back to the top of the page

Analysis of patterns of differential achievement was focused on English, where the greatest disparity occurs at a national level. All the schools were characterised by rising achievement, with three showing a marked narrowing of the gender gap, and in one case a reversal.

Previous research conducted by the Project Team, together with an analysis of issues highlighted in the literature, suggests that approaches developed in response to (under)achievement might be grouped into four categories: (i) organisational, (ii) individual, (iii) pedagogic (iv) socio-cultural.

1. All 4 schools characterised by:

• A clearly articulated ethos, with a focus on the individual, a friendly, caring environment, a culture of equality where no-one is allowed to dominate and all are equally valued, and an emphasis on self-esteem and confidence.
• A sustained culture of achievement, with high expectations of each child.
• An explicit approach to giving reward and praise. Includes merit awards, badges, achievement assemblies, 'choosing time', etc.
• Emphasis on a disciplined environment, with clear routines providing a sense of security, with no bullying.

2. Ensuring a whole-school approach to curriculum development: Regular protected time for curriculum co-ordinators to observe and monitor the teaching of their subject across the school, and to share good practice and pedagogy.

3. Other organisational approaches include:

• Emphasis on a bright, lively, stimulating school environment, facilitating opportunities for learning and fostering a sense of pride and self-esteem.
• Formal and informal ways of encouraging a sense of responsibility in children, eg an 'Executive Scheme' with underachieving pupils (mainly boys) given particular responsibilities to help develop self-esteem.
• Homework clubs allowing differentiated work. Boys presented with stark choices over opportunities offered and not allowed to opt out of homework clubs in favour of football.

1. In 3 schools analysis of data and associated target-setting being developed, allowing for early identification of children (usually boys) achieving at a lower level than expected. Can involve:

• Detailed analysis of baseline data and performance and achievement levels (in one instance relating these to data on gender, SEN, English as an additional language and attendance) — using data to set targets for individual pupils, in consultation with pupils and parents. Short-term targets seen as appealing to boys.
• 'Challenge targets' in reading, writing, spelling, mathematics and science written in children's books so they know exactly what they have to do to achieve various levels.
• Channelling resources to provide extra help at an early stage, with daily support in literacy and numeracy.

1. Focusing on literacy:

Developing aspects of the National Literacy Strategy seen as particularly beneficial or appealing to boys — short, structured tasks, a fast pace, a wide range of texts, focusing on the technicalities of the language.

Specific initiatives to develop boys' writing — less focus on creative writing, use of writing frames, working in pairs to plan, compose and revise each other's writing, motivating children to see themselves as authors through production of their own books.

A shared reading initiative, with less confident readers paired as tutors with younger pupils.

Channelling resources towards the provision of books seen particularly to appeal to boys — hobby books, non-fiction, books on mechanical subjects, etc.

2. Organising groups to engender collaborative learning, helping and co-operating with each other — eg, encouraging pupils to 'ask 3 before me'.

3. Learning intentions and attainment targets communicated to children in language they can understand, with boards in classrooms displaying learning objectives and aims of lessons.

4. A focus on IT, seen as having the potential to motivate boys particularly.

5. Paired classroom observation of teaching to raise awareness of teaching styles and classroom interactions and to develop strategies to improve the quality of work of lower achievers.

Elements of social and cultural approaches to try and change images of 'laddish' masculinity held by peer group or sometimes family are evident in all four schools, although tend to be implicit, integrated within the whole school ethos. Include:

• Attempting to portray learning as 'cool' and acceptable for boys — celebrating success so all boys want to learn, and no-one is embarrassed by not knowing the answer, needing extra help, or doing well.
• Formal or informal behaviour management schemes implemented to modify the macho role model and to channel the anti-social behaviour of some boys in the attempt to create more positive role models for other boys.
• Working with parents to get boys 'on side' — initiating meetings with parents of difficult boys and setting agreed parameters in relation to behaviour, using exclusions only as a very last resort.
• Taking up opportunities to expose boys to a range of male role models- not necessarily through the employment of male teachers or learning support assistants, but through visitors and voluntary helpers.
• Within each school the focus has tended to be on raising levels of achievement generally, but it is clear that teaching and learning strategies developed as part of these school improvement programmes have had relatively more impact upon boys than girls, partly because boys need more support and structure for their learning, and partly because they are perceived as appearing less likely to work hard without them. Nevertheless, there is some evidence that the emphasis is changing, with more energy being directed to boys' underachievement.
• As yet, there is little detailed analysis on the effectiveness of particular approaches, although there is recognition that whole school organisational approaches are of central importance if the expectations and aspirations, particularly of working class boys, are to be raised. The Project Team hopes that the main intervention stage of the project will allow greater clarification of the strategies that make a difference.

All pilot schools are characterised by rising levels of achievement for both girls and boys, with boys starting from a lower base and making relatively greater gains. In each school, the initial concern was with raising achievement for all; as this was addressed, so boys emerged as needing more support for their learning, and approaches became more targeted towards boys. However, teaching and learning strategies developed to support boys often have a positive effect upon girls too, such that the gap in performance between girls and boys might not necessarily narrow as a result of initiatives which are implemented.

Strategies currently being undertaken can be grouped into the four categories outlined below.

1. Attempts to establish a school culture where achievement is seen as desirable for all students, and is accepted as the norm and as something to be celebrated. This was important in all pilot schools and is probably a pre-condition for success in raising achievement, though different ways of approaching it included:

2. The use of departmental action plans and annual school self-evaluation reports informing whole school development planning provides a structure facilitating reflection and evaluation and requires each department to develop a strategy to promote boys' achievement.

The active development of the use of performance data and formative target-setting —tutor interviews with students and parents in years 8 and 10 consider range of data and set individual targets, with discussion on how to achieve them — students actively involved throughout. Regular reviews of progress felt to be particularly beneficial for boys.

Mentoring schemes to enhance self-esteem and boys' confidence as learners.

Classroom management: seating students in pairs, allowing different strengths of boys and girls to complement each other, eg developing boys' reflective skills as pairs asked to consider questions.

Focusing on teaching and learning strategies, eg: developing questioning techniques to ensure a gender balance in participation; setting short, sharply focused tasks with tight deadlines; maintaining a brisk pace; using a variety of activities in lessons and adopting lively interactive activities.

Focusing on literacy across the curriculum, eg: using writing frames to encourage more detailed record keeping, analysis and reflection by boys; developing departmental literacy action plans focused on boys; using diagnosis and corrective reading recovery programmes for those with poor literacy skills (often boys).

In English, identifying texts to appeal particularly to boys.

Targeting students seen as key leaders and image makers within the pupil body in order to support, motivate and challenge those who are actively disengaged from school yet are seen as role models by other pupils. Aim is to get key leaders (usually boys) 'on side' so that others follow.

Attempts to challenge conventional images of masculinity and to offer alternatives; particularly attempting to portray learning as 'cool' and acceptable — celebrating success so all students want to learn, and no-one is embarrassed by needing extra help, or doing particularly well.

Formal or informal behaviour management schemes implemented to modify the macho role model and to channel the anti-social behaviour of some boys in the attempt to create more positive role models for other boys, eg 'Guardian Angel' scheme where year 10 students link with year 7 students — to support younger students, to reduce bullying and to provide a sense of responsibility for older students.

The approaches to achievement being implemented have a number of common strands, although there are differences of emphasis and direction between schools, developed in response to local circumstances. In each school there are a number of initiatives in place, and consequently it is difficult, at this stage, to be certain of the distinct impact of each strategy. The Project Team hopes, however, that the main intervention stage of the project will allow a clearer identification of the strategies which not only enhance boys' motivation and achievement, but which are transferable to other school contexts.