Holland Park School 2018/19
Careful attention to quality of teaching and student work.
What problems were in your school and how did you identify them?
We analysed examination papers, workbooks and lessons. We concluded that, across the curriculum, poor English language skills were the biggest barrier to achievement.
What actions did you take?
We used the EEF toolkit to understand the research that exists around high-quality feedback. It appeared that this was one of the most effective ways in which students could make progress with literacy.
We gave our English teachers extra time in the week to provide high quality written feedback to our disadvantaged students.
We employed some experienced 1-1 tutors to work with those most in need. We provided extra training to teachers across the curriculum on high quality feedback.
What were the outcomes?
Progress of disadvantaged students improved significantly and has been sustained.
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