Developing a programme to provide targeted support for vulnerable learners to improve their attendance, behaviour, attainment and well-being
Quick links:
Information about the school
Corpus Christi Catholic High School is a voluntary aided 11-16 Catholic comprehensive school situated in the north of Cardiff. There are 1130 pupils on roll and pupil numbers have increased significantly in the last five years. Around 21.5% of pupils are eligible for free school meals (FSM). There are currently 337 pupils with English as an additional language.
It is a close-knit Catholic community based on Gospel values. The school’s mission is to place Christ at the centre of all the school does. Catholic Social Teaching is used to instil in learners a sense of social justice, and to care for others and the world.
Pupils live in a wide catchment area, and they come from a wide variety of socio-economic backgrounds which include wards of Lisvane, Cyncoed, Whitchurch, Llanishen, Adamsdown, Llanedeyrn, Pentrebane and Pentwyn. Around half of the pupils use public transport to travel to school. Pupils come mainly from six partner primary schools but there is a diverse catchment area that goes beyond the six feeder primary schools.
Context and background to the effective or innovative practice
Following the global pandemic leaders recognised a need to support vulnerable learners who had fallen behind with their learning. Funding from the Recruit, Recover, Raise Standards grant was used to appoint two Associate Assistant Headteachers and ten Progress Recovery Leaders to support learners who had not engaged with blended/hybrid learning. The school developed a programme called ‘ExCEL’ to build confidence, raise aspirations and inspire learners to progress in their academic studies. The name ExCEL stands for Empower Confident Engaged Learners.
Description of nature of strategy or activity
Following the pandemic, the ‘ExCEL’ programme identified and worked with the 10% most disengaged learners in each year group. Those learners with the lowest ‘attitude to learning’ scores were identified by the Pastoral Team and vulnerable pupils or those eligible for free school meals were prioritised. This was approximately 120 pupils, 24 from each year group. Progress Leaders were responsible for meeting weekly with learners after school. Sessions focused on developing learners’ softer skills: growth mindset, good learning habits and independent learning.
Upon selection of learners, parents/carers were contacted to explain the purpose of the programme and the reason for their child’s selection. The benefits of ‘ExCEL’ for their child, barriers to learning and bespoke interventions were discussed and targets agreed. A home-school partnership agreement formed an integral part of this programme.
On a half-termly basis, learners participated in a range of sessions to improve specific areas in need of development. Barriers to attendance were overcome by the provision of transport home, rewards in the form of refreshments and recognition of positive engagement.
After a successful first year of raising the attainment, attendance and engagement of the school’s vulnerable learners, Corpus Christi continued ‘ExCEL’ into 2022-23 as it evolved into a programme that supported the school’s improvement priorities (SIP). All staff involved received further training to equip them with the skills to provide sessions on literacy, numeracy, mental health, behaviour and attitudes to learning.
What impact has this work had on provision and learners’ standards?
‘ExCEL’ has had significant impact on learners and has been supported by strong parent/carer engagement. As part of its evolution, the ExCEL programme has forged stronger links between the pastoral and academic systems within the school, which has resulted in improved attainment, well-being, and attendance across the school. Leaders aim for the ‘ExCEL’ programme to be one that evolves and responds to the needs of learners.
In its first year, over 85% of participants significantly improved their attitude to learning. Eighty-two per cent of ExCEL learners in Year 11 improved on their projected academic targets. ‘Excel’ includes a literacy programme for pupils in Years 7 and 8 and 76% of pupils involved in the programme improved their reading ages by at least 6-12 months, which had a positive impact on all areas of learning. The programme has also delivered ‘Thrive’ to in excess of 60 pupils to support those with poor attitudes to learning and to support their emotional health and well-being.