Focus - The use of performance data and formative target-setting: refining the system currently in place in Year 10/11, to increase understanding and use of data at KS3/4 transition, at faculty level, and to increase monitoring and support of potential under-achievers. To develop target-setting in KS3, on basis of KS2 NC data + CAT data, to identify and support learning of 'early under-achievers' in Y7/8, in consultation with parents.

Focus - Preferred learning styles and accelerated learning.

Year 1 Progress

Year 1 strategy focused on raising staff / student awareness about preferred learning styles, particularly in terms of VAK learning styles. VAK testing of entire year groups in Year 9 and of the staff who teach them.

What has changed? - Raised awareness across staff and throughout the year group; increased awareness (by students) of own learning style, and how this might / might not be accommodated in specific lessons; an emerging responsibility amongst students for their own learning, a willingness to set own goals, and increased sense of self-esteem and worth.

Impact on learning and teaching styles - Students beginning to become more independent learners, staff planning lessons which incorporate more variety and experimentation of teaching styles. Greater variety of activities, more group work, increased learning outside the classroom, are all evident. A number of 'pioneer staff' are taking on and developing new approaches to teaching and learning.

Impact on managerial and organisational strategies - Emphasis on preferred learning styles becoming high profile in school development planning and in subsequent staff professional development days. Cross phase links to other schools in pyramids. Key senior staff centrally involved in the project.

Year 2 Action

Produce individual student VAK profile for dissemination to students.

Interviews with students to monitor development of understanding / awareness / sense of self-responsibility / self-esteem.

Complete kinaesthetic audit of teaching / learning activities, produce booklet for staff across triad. Monitor implementation / development of kinaesthetic teaching approaches / strategies through classroom observations, interviews with staff to guage reaction / assess extent to which lesson planning and teaching takes account of this.

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Focus - Developing a positive sense of self-esteem as a learner through single-sex teaching and mentoring, linked to definition of specific minimum targets for students and support for achievement.

Year 1 Progress

In originator, target group of 20 boys has been taught in single-sex group for English, and impact of mentoring, as a school process, on the attitudes and motivation of this group of boys is being monitored. There is a concern to develop links between teaching / learning and independent study skills.

In Partner, similar target group (on the C/D borderline) has been identified, and these are supported through target-setting and weekly tutorial sessions with the Head of Year, 'prizes' and 'extrinsic rewards' are seen as helping to sustain achievement.

What has changed? - In the originator school boys aware of targets and appear more motivated in attempting to achieve them. In the Partner school, points system has been developed for effort and behaviour, linked to extrinsic rewards.

Impact on learning and teaching styles - In the Originator more 'boy-friendly' materials have been incorporated into teaching of English. Boys are aware of different types of teaching and learning, and how they can access lessons more effectively. In the Originator school links have been established between approaches adopted in some subjects (short-term targets, writing frames, note taking) and adoption of these in independent study.

Year 2 Action

Mentoring of target students every 3 weeks in Originator school and 2 weeks in Partner school to identify impact of mentoring scheme on the 36 boys across the two schools.

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Focus - Developing individual strategies linked to mentoring.

Year 1 Progress

Vigorous mentoring scheme in the originator school has successfully raised expectations, self-esteem and achievement across whole cohort of students in Year 10, particularly of 'borderline' boys, such that a 5A*-C profile of 38% (1998) has been transformed to 66% (2001). Work in the two partner schools has concentrated upon analysing and adapting the mentoring model operating in the originator school and implementing it in context specfic ways. Centrally linked with this is the idea that the scheme will only work to potential when the ethos of the school is constructed so as to support achievement as part of the norm, and when members of SMT are accessible to and respected by targeted boys.

Impact on learning and teaching styles - In the originator school the focus on achievement and progress has highlighted teaching and learning styles, with an emphasis on pace, progression, feedback, reward system, small manageable tasks and 'clean slates / fresh start' for students

Impact on managerial and organisational strategies - Extension of mentoring schemes to involve SMT. Higher profile of student progression, potential / achievement continuum, introduction of curriculum target-setting meetings.

Impact on students and others - Improvement in organisational / managerial skills of boys and girls; attitudes improved through positive reinforcement. Vast majority of students enthusiastic / committed, a small number resentful. Raised expectations of parents and staff; parents mostly enthusiastic and supportive.

Year 2 Action

To continue evaluation, to identify preconditions for successful mentoring, and to monitor and attempt to define nature of diffusion process to the partner schools.

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Focus - Individual strategies linked to mentoring. The originator school has been involved with mentoring activities for some considerable time, through the National Mentoring Network. A high profile mentoring scheme, the Activate Programme, has been introduced in Years 8 and 9 in the partner schools. This concentrates upon a limited number of boys (aimed to eliminate early disaffection), and this will be in its second year of operation in September.

Year 1 Progress

Recurring cycles of the Activate Programme have been completed in one partner school. Activities are beginning to be embedded into school culture and the programme appears to be running smoothly. The programme is monitored on a three-week cycle, and there is regular feedback to tutors and parents. The programme has increased effective use of data and facilitated one-to-one discussion between mentors and students. The mentoring programme has been linked to citizenship activities, focusing on social skills, leadership and organisational issues, and self-responsibility for learning. Successful role models within the local community have been involved, to raise the aspirations of key male students.

In the second partner school the programme was initially implemented through Learning Support Mentors, partly because of resistance of some members of staff. Some logistical problems were encountered in the first term but the scheme was successfully refocused and relaunched in the second term.

The programme so far has had less impact in the originator school, although disengaged boys have been identified and the scheme is now being coordinated by a Learning Support Mentor.

Year 2 Action

A continuation of developments in Year 1, with greater involvement of the originator school.

A number of issues emerged at the end of year evaluation that will be pursued including: (i) the need to diffuse the scheme more widely and more effectively across different staff within schools, (ii) the feeling that students need to be given space to talk about their learning, and help to use that space constructively, (iii) how far are mentors becoming effective advocates for students whom they are mentoring, (iv) how is the status of the mentoring activities being raised in one school, and how might this be diffused to other triad schools? (v) how can staff be persuaded to 'fresh start' particular students?

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Focus - Developing work linked to preferred learning styles / multiple intelligences. Analysis of teaching styles has been carried out, to identify teaching styles which relate to different preferred learning styles of students and staff. Emphasis upon pedagogic strategies has been further developed through work on single-sex teaching in Year 9, in specific subjects, over a tight time span.

Year 1 Progress

The originator school has developed work on preferred learning styles (PLS) through identifying PLS of all students within Year 9 (within the context of multiple intelligences). This formed the basis of staff development sessions, exploring a range of teaching styles and approaches, which facilitate different styles of learning. Key staff have used their awareness of the students' PLS to plan lessons which have a range of differently targeted activities. The tutorial programme has developed students' understanding of the notion of PLS, so that they become more aware of their own role and responsibilities in learning. Work has actively developed in close collaboration with one of the partner schools, and on-going links are in place to attempt diffusion of the approach within Maths teaching. A second thrust has seen the three schools focus on single-sex teaching in Year 9 / 10, in specific subjects, over a limited time span.

Impact on learning and learning styles - Strong impact in the originator school which is beginning to spread into the two partner schools. A growing willingness amongst staff to adapt teaching styles and address issues of boys' learning. Greater diversity in teaching styles and links between these and PLS. A greater understanding amongst boys of learning techniques and 'how to learn'.

Impact on managerial and organisational strategies - Strong impetus being provided to key staff in the originator school. This diffuses into team meetings at different levels and into one of the partner schools. Greater whole school involvement emerging in one of the partner schools. A cross-curricular working party has been established to enable a more coherent implementation of multiple intelligences approaches.

Impact on students and others - Creation of single-sex groups for limited periods has given increased confidence to both boys and girls. There has been more involvement in learning that continued after students returned to mixed sex classes. In the originator school 'mathematical' and 'musical' boys achieved higher grades than equivalent girls in recent National Curriculum SAT examinations. There has also been improved attendance rates from boys, greater confidence levels from all students and improved behaviour.

Year 2 Action

Continue to develop teaching strategies which link with PLS: cross-school working party of staff from all departments, pupil focus group to develop the idea of pupils as researchers. To develop focused teaching strategies which link PLS to develop the notion of pupils as responsible learners.

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Focus - The originator school has taken a vigorous approach to under-achievement for a number of years, and academic achievements have been rising significantly in response to socio-cultural initiatives. Within a number of initiatives, a considerable emphasis have been placed on identifying and working with key leaders within a year group, usually boys, who have a significant influence over their peers and who often have had low aspirations. A small number of Key Leaders have been explicitly targeted towards the end of Year 10, and supported through Year 11 by Key Befrienders, members of staff seen to be approachable and held in high regard by these largely disengaged students. The essence of the Triad's approach has been to diffuse this highly effective and successful socio-cultural approach into the partner schools, which are located in similar socio-economic contexts, albeit with more ethnically mixed intakes.

Year 1 Progress

Successful identification of Key Leaders in each school, emphasis placed on intensive monitoring system which had a positive impact on attendance, coursework, and predicted grades in the originator school. Some initial difficulties with 'volunteer' Key Befrienders in one partner school, but positive outcomes anticipated. Some issues of staff commitment and ownership of the scheme in the second partner school.

Year 2 Action

Very strong and effective lead continues to be offered by the originator school. Key staff in both partner schools are working with the Head of the originator school to diffuse the scheme, and to give practical advice and support. Particularly challenging circumstances in the partner schools are restricting the pace and scope of adoption of the initiative but there is significant progress in one partner school. In the second partner school the scheme has been diffused and there has been ongoing evaluation.

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Focus - On a range of teaching and learning strategies

Year 1 Progress

A variety of pedagogic initiatives have been explored but progress has been uneven. Most progress has been seen in one of the partner schools where there has been an analysis of the performance patterns at Key Stages 2 and 3 and at GCSE to identify subject-specific patterns of performance according to gender. There has also been an analysis of the impact of boy / girl seating in selected classes, and an analysis of the impact of consistent lesson format relating to objectives, pace, variety, and a plenary review, on the learning of boys and girls.

Year 2 Action

In the partner school that has made substantial progress, a clear structure for development and implementation has been identified. Specific classes and subjects have been identified, there is a regular schedule of observation and video interviews with boys to monitor reactions and discuss the impact of strategies on their learning. There are interviews planned with staff. There are promising initiatives involving SMT in research and observation and a clear understanding of research culture. Evaluations will impact upon further developments during year 2 and will be linked to the originator school.

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Focus - The originator school has developed single-sex teaching over a number of years, initially with tightly targeted C/D borderline groups in English which has subsequently been expanded to Science, Maths and MFL. Single-sex teaching is one of a number of organisational strategies aimed to improve the achievement levels of boys, and is seen within the context of establishing an achievement culture within the school, with high aspirations and expectations of all students. The partner schools are in East Anglia and have mixed catchment areas but both schools have some past involvement with single-sex teaching and the associated teaching strategies are less well-developed than in the originator school

Year 1 Progress

The emphasis has been placed on identifying the pre-conditions for successful implementation of single-sex teaching with specific target groups across the three schools, and diffusing good practice from the originator to partner schools. This has been effected by a focus on ongoing observation of particular teachers as they implement specfic strategies in the classroom, video extracts of teaching to cross-reference across and between the three schools. Questionnaires have been given to all Year 10 students involved in single-sex groups to identify students' attitudes, likes / dislikes, and perceptions of teachers' styles and behaviour. A review of teaching styles in light of outcomes, and an analysis of the differential response of boys' and girls' classes within the three schools has been conducted, to identify the effects of the strategy on attitudes, achievement and behaviour.

Year 2 Action

To develop further the lesson observations of effective teaching strategies within single-sex classes. To conduct a detailed analysis of results at GCSE to establish the impact of the strategy. To identify a small sample of Year 11 boys to monitor through interviews, shadowing activiy, work reports. To build up pupil testimony and to assess the impact of the strategy on potential under-achievers. There will be discussion with the Head and SMT to establish clear preconditions for successful single-sex teaching within the whole school context and ethos.