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This case study looks at the approaches Broadgreen High School adopted in 1999 to measure the impact of study support on students' attainment, attitudes and attendance. It also looks at approaches to measuring staff and parental perceptions and how involving parents helped to raise examination attainment in pupils.

What it was like before the work and why was the work undertaken?

Broadgreen High School is a mixed 11-19 comprehensive serving a geographical area of Liverpool that stretches from the inner city to an outlying housing estate. The school operated a compressed day with the formal curriculum ending at 2.10pm. This made the provision of study support particularly important for parents. 

What was done and when?

The baseline data collected for setting up study support was a combination of the school's usual testing systems that provided information on pupils' potential, and the pupils sat reading tests in each year of Key Stage 3. Analysis of the data highlighted those pupils who were under-performing. All staff were involved in identifying a target group in Years 10 and 11 and some Year 9 students for SATs preparations. Under achievers in other years were also identified so that a way forward could be identified for them. 

Pupils were encouraged to attend extra classes in the subjects they required extra support. This was done through mentoring and work with subject teachers and parents. Although pupils happily volunteered to do study support, they were reluctant to choose subjects deemed necessary by teachers. In such cases the Study Support Co-ordintor would step in to encourage them to follow their own choices so as not to feel coerced into doing an activity. Pupils were asked to fill in a perception survey at the beginning and end to measure changes in their feelings and motivation.

Study support started as an extension of the library as a homework club and ad hoc extra classes. This developed into 'CAFE ASK' (Come And Find Excitement - After School for Kids) and pupils who attended became 'STARS' (Striving To Achieve Results). This could be easily marketed to pupils and parents for example "Have you been to ASK?". A range of study support activities were developed, including: Parent seminars, parent mentoring, Study Sunday, Easter revision school for Year 11 students, sports, art, IT, skills workshops, drama, homework clubs and extra classes. Initially some staff had to be persuaded to take part, but later volunteered to take sessions and planned and introduced sessions of their own. 

Attendance registers were kept for all activities and this proved to be problematic for some pupils and staff who believed that if people were giving up their time voluntarily they should not have to account for it. This problem was overcome by building attendance at study support into a rewards system by giving certificates and rewards such as pens, pencils, pencil cases and teddy bears to good attendees. The rewards scheme developed into a school wide system where students received points for attendance leading to gold, silver and bronze stickers which in turn led to prizes.

Student, staff and parent perceptions were measured informally through discussion with staff and formally at staff meetings to gain opinions and improve practice. 

Parents Seminars were held to support parents of Year 7, 10 and 11 pupils by training them to support their child through SATs and GCSEs. They developed techniques such as memory techniques and mind-mapping to enable them to work with their children. Support booklets were also issued at parents' evenings and the school believes that involving parents has been important in helping to raise the examination performance of their pupils. Parents' perceptions are sought at these events in informal discussion and formal evaluation. 

The Parent Teacher Association were also involved in determining study support provision by asking parents what provision should be available and the hours that pupils should attend. 

What has been the impact and how is it verified?

The School Council were involved in assessing the requirements of study support. They sought opinions of pupils through questionnaires, and discussions at School and Year Council Meetings. There were informal discussions and evaluation of events such as Study Sunday that showed that pupils believed that study support made them feel more confident and increased their skills. They believed that teachers were very supportive and they got particular value from the extra classes held after school. Improvements have been made at Broadgreen High School because of the culture and ethos of learning that has developed in the school. The headteacher believes this is very much due to study support. 

What has been learnt?

Study support has had the following effects on the school:

• Change in ethos - "it’s cool to learn"
• Higher expectations
• Breaking down barriers
• Pupils developing the skills needed to fully access the curriculum and become independent learners
• Learning how to learn
• Building staff pupil relationships
• Focused learning
• Motivated pupils who want to learn

What next?

Following the 1999 project, the vision for Broadgreen High School was to increase the breadth of provision to include more work with local primary schools and outside agencies and to further expand provision especially at Key Stage 3. The increased involvement of Training Assistants has been an integral part of study support at Broadgreen. At the beginning of the last academic year, training assistants surveyed Key Stage 3 pupils, who requested a health and beauty course. A Training Assistant organised an after school club, with the assistance of Boots Plc, which provided advice on make-up techniques, haircare and nails and proved very popular with the Key Stage 3 pupils.  

This case study is featured in more detail on the Quality in Study Support Website. Broadgreen High School has recently received Advance Award Status from QiSS for their study support activities. 

Contact: Mrs Ruth Smith, Broadgreen High School 0151 228 6800