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What was planned?

The project's purpose is to improve the basic skills of pupils in reading and spelling. 

What was done and when?

Older pupils volunteered - and were trained - as Study Partners to support 32 Year 7 pupils who had been tested and had functional literacy levels below 9.5 years. Since 1987 Collegiate has assessed students with the Cognitive Abilities Test (CAT) on entry to the school. The school also tests students' reading and spelling age and these results were used to select pupils needing extra support with study partners. Careful records were kept of their progress.

Both parties were required to attend evening sessions on Tuesdays from 7.00pm until 8.45pm. At each session pupils choose three out of four activities:

• Homework
• Reading
• Learning spellings
• Computer skills

New one-off activities such as letter writing, research, poetry and learning methods, were introduced each week. Certificates were awarded to pupils who attended regularly and took part in all activities. Responsible behaviour was also taken into account. 

The older pupils who become involved agreed to:

• Take part in at least two training sessions in their own time.
• Attend on a regular basis.
• Work with a named partner.
• Ensure that their partner completed the task.
• Encourage younger pupils to work on areas of difficulty.
• Be aware of the need for trust and confidentiality.

Central to the programme of activities at the school is CAESAR (the Collegiate Area of Educational Services and Resources) which is available to students, parents and the local community during lessons, lunchtimes, after school and on some evenings. The centre offers:

• Entrance and reception
• Technology workshop area
• Reprographics area
• Video facilities area
• Lecture theatre
• Personal computers room
• Social education area
• Central study/area
• Court yard
• Careers room
• Library/resources
• Toilets

About 80 students regularly attend CAESAR at lunchtimes and after school for individual study related to homework, individual interest or support in basic skills. A CAESAR Management Group is chaired by a Deputy Head, and includes the Head of Resources/Library staff who attend CAESAR after school, and representatives of each faculty.

Work on literacy in the CAESAR Study Support Centre is related to the mainstream curriculum and includes:

• A Collegiate Spelling Dictionary for all students with lists of common words, basic spelling rules and advice about aspects of punctuation and grammar;
• Support for teachers in developing students' study skills across the curriculum, particularly in Year 7.
• Records of students reading choices. All students in Year 7 have one library lesson, which is intentionally active, not silent, to interest everyone in reading.
• A homework club each evening until 4.30 pm. On Tuesdays and Thursdays extra staff attend to support students in basic skills work, particularly those with special educational needs.   

What has the impact been?

Within six months of setting up its Study Partnership project, Collegiate High School saw some excellent results. 

• 72 % of the students had reached higher reading levels than anticipated - more than six months - while ten had progressed beyond a year and four had gone beyond two years. 
• 67% had made gains in spelling levels and one pupil had made a spectacular gain of three years.
• 6 out of 12 boys now read for pleasure on a regular basis, who previously read only when set homework and with considerable reluctance. 
• Although the study partnership scheme was initially set up to increase literacy standards unexpected successes have been noted in terms of behaviour. The influence of working alongside an older male study partner has helped curb aggressive behaviour patterns for one pupil. For another with Attention Deficit Hyperactivity Disorder difficulties, one-to-one attention from an older pupil has helped to improve concentration-from three minutes to 30 minutes. 
• There have been noticeable outcomes for senior partners too. One Year 10 pupil, who was a poor school attender became involved in tutoring younger pupils-coming to evening sessions regularly, but failing to attend school sessions on the same day. After two months' involvement, her attendance has improved - increasing to 100% over a four week period, a rate she had previously never attained.