Please select from the location list below to view case studies within that region.

East Midlands
East of England
North East
North West England
London
South East
South West
West Midlands
Yorkshire and Humberside

East Midlands

Boys' Writing Project: Motivating Reluctant Writers.
Two primary schools in Northampton worked in partnership with a team of people beyond classroom teachers, the local football club and the local newspaper to create an after school club aimed at motivating boys to write. The boys were commissioned to write for the paper and produced high quality work. The result was the boys grew in condfidence and their behaviour improved too, and the schools continue to sustain the momentum of the project.

English Federation for Disability Sport: 'One Small Step' Project
The main aim of this project was to give young people with disabilities access to a wide network of opportunities in sport, thuis helping to to build their self-confidence, motivation and learning skills.

Northampton Year 10 Language Project: 'Languages for Life'
20 talented Year 10 dual linguists from 4 schools in Kettering were given the opportunity to see 'languages in action' with the aim of boosting their understanding of the relevance of their language work in school and to help them consider their options for 'A' level.

Parklands High School - Case Study 1
QiSS Case Study Series – Spring 2005-05-09 Parklands High School, Liverpool An Example of an Embedded Study Support Programme from Quality in Study Support (QiSS), Canterbury Christ Church University College What this case study is about: Study Support is well established at Parklands and is embedded into activities across the school, offering a comprehensive programme. This case study outlines the types of provision the school offers and the impact on attitude, achievement and academic attainment. There is a companion case studyon the website which outlines two specific programmes.

Parklands High School, Liverpool, Case Study 2
QiSS Case Study Series – Spring 2005 Parklands High School, Liverpool, Case Study 2 What this case study is about: Study Support is well established at Parklands and is embedded into activities across the school, offering a comprehensive programme. This case study outlines two specific programmes and is the companion to a case study which outlines the types of provision the school offers and the impact on attitude, achievement and academic attainment.

Perry Beeches School The Performance Project - A Modern Version of Macbeth
This case study is an example of the invaluable risks that can be taken in study support. It demonstrates how investments of time, resources, partnerships and hard work can have an outstanding impact on everyone involved. The Performance Project is an excellent example of using creativity to enhance the curriculum. It is also one example of how study support has helped to improve the ethos of the school whilst simultaneously raising achievement and attainment.

Southfields Summer Project Evaluation
This University of the First Age (UFA) project aimed to support the school to develop its emerging specialist status and to develop study support as part of the wider curriculum via a summer school which created new and exciting cultural and learning opportunities for participants.

Super Learner's Club
Aims: Improve spelling scores, SATs results, confidence and self-esteem Timescale: 6 X 3 hour study support (OOHL) sessions Key Stage: KS2 Focus: English Audience: Young People Focus: English Results: 60% of the young people had improved SATs results

Swanshurst School, Birmingham
QiSS Case Study Series – Spring 2005-05-10 Swanshurst School - The Spirit of SuperLearning Study Support was a high priority development in the school improvement plan 1997-2000 and it is now embedded in the life of the school community, operating like a department but with a 'whole school' brief. "I liked playing games and learning without realising it". Since being awarded QiSS Established Status in 2001 and the Advanced Status in March 2003 Study Support has continued to be refined and developed. Some of the key development are outlined in the case study.

University of the First Age (UFA) Corby: Summer School 2002
Corby Education Action Zone (EAZ) Summer School had 120 places available for Year 6 rising Year 7 students.  It was decided there would be one big Summer School for the students who from September would attend the four secondary schools in the EAZ.

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East of England

Essex County Council: Harlow Homework Centres Network

A successful Essex LEA led bid to the New Opportunities Fund in 2001 allowed Essex County Council to establish a range of out of school hours learning projects across the county.  The bid enabled them to work with schools to develop one of the strands of their Out of School Hours Learning Strategy - 'Learning in the Community'.

INSPIRE Science Centre Project
The project aimed to motivate children at risk of underachievement. It helped them to investigate scientific principles by building hands-on exhibits, and developing practical, creative and analytical skills.

University of the First Age (UFA) Norfolk Summer School Programmes 2002
This case study describes some of the activities that took place in Norfolk during the summer of 2002 - the second year of the UFA's nation-wide summer school programme. A total of 3,647 students participated in 85 programmes in UFA Summer Schools, which ran in 14 LEAs and Education Action Zones across the country.

Woodlands Summer School 1999: Basildon, Essex
This case study focuses on a summer school aimed at Year 6 pupils in Basildon.

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North East

County Durham Study Support
Study support has established itself as an integral part of Durham's Educational Development Service and is now an essential element of their Education Development Plan (EDP). This case study describes three study support activities managed by Durham's Study Support Unit.

Deneside Junior School
Deneside Junior School developed study support to facilitate school improvement. The popularity and enjoyment of study support activities enables the school to provide opportunities for success that helps to break down the inherent cycle of underachievement and low expectation within the school and local community.

Northumbria Police Project: After School Club
The club was a partnership between Northumbria Police, Gateshead Education Business Partnership (EBP) and South Street Community Primary School. It aimed to increase participants' self-esteem, to break down barriers between young people and the police, and to show the relevance of citizenship to young people.

Westgate Community College, Newcastle: Lunchtime Clubs
An Ofsted report in 1995 identified a problem with afternoon attendance at West Gate Community College that needed to be rectified.  The school introduced a number of strategies to help improve the situation, one of which was lunchtime provision for pupils.

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North West England

Broadgreen High School, Liverpool
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.

CAESAR-Collegiate High School, Blackpool
This project's purpose is to improve the basic skills of pupils in reading and spelling.

Healthier Cookery Club
This project addresses equality of opportunity for KS3 pupils with severe, complex and profound learning difficulties, by running a cookery club at lunchtimes and after school.

James Rennie Special School
Planning "Extra Time", a study support programme for James Rennie Special School

Lancashire County Cricket Club: Cricket in Education Centre
The main aim of the Lancashire County Cricket Council's project was to enhance the self-esteem, confidence and motivation of young people through team building activities.  All the activities are linked to the game of cricket.

Leyland Education Business Partnership Link Project
This project aimed to help pupils develop skills in oral and written communication, ICT and team building by designing and publishing a newspaper supplement and web site under the headline ‘School’s Out for Summer’.

Make Lunchtime Positive
Make Lunchtime Positive involves 12 primary schools and 1157 pupils. Juniors are trained to 'buddy' each other and Infants.

Nature & Education Working Together at School (NEWTS)
NEWTS provide workshop activities for up to 15 children between the ages of 3-16. Young people have been involved in a variety of projects designed around recycling, investigating plant life cycles, building ponds and wildlife areas. Each project has been tailored to take advantage of the local school environment and the age of the children.

Oldham Compact Education Business Partnership
The project was a partnership between Oldham Compact Education Business Partnership, Age Concern and 8 schools in Oldham. It aimed to foster through the project a better understanding between older people and school students by involving them in a common task of enquiry into local history and personal experiences of the past.

Pandora's Daughter
The project provides workshops for schools incorporating Shakespeare, ancient myths and legends and puppet making into an educational and enjoyable context.

Rockferry High School: 'ReadAlong' Initiative
The ReadAlong initiative aims to improve reading skills through the supported use of books and audio-tapes for students with literacy difficulties.

St Paul’s Church of England Primary School, Manchester: Mini-Bridge in Schools
In 2000, the English Bridge Unit conducted an independent study to explore whether teaching Mini-Bridge to primary age pupils between the ages of 9-11 could benefit school performance particularly in relation to social skills, maths, short-term working memory and non-verbal reasoning.

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London

Clapham Park New Deal for Communities
The aim of this community-led regeneration programme is to improve the lives and life chances of existing and future generations of Clapham Park

George Green's School
George Green’s School is a voluntary controlled, mixed comprehensive situated on the Isle of Dogs. The school is multi-cultural, multi-lingual and multi faith. This case study shows that some staff in school are still prepared to take risks through extended school activities in order to achieve learning opportunities for young people. The Unity ‘Cru’ project aimed to integrate students from the different ethnic backgrounds, to understand and to get to know each other’s cultures through a residential and subsequent Study Support activities.

Impact of Study Support on Year 9 Pupil Attainment in Tower Hamlets
A statistical analysis of the participation of year 9 pupils in Study Support activities in Tower Hamlets schools throughout the academic year 2003/2004 confirmed what local and national research had previously indicated: study support makes a difference to pupil attainment.

Lilian Baylis School
This school introduced a programme of residential study weekends. The result is that motivation has improved dramatically, exclusions have fallen to almost zero, and attendance has risen.

Millennium Volunteer Project
This case study is about the Millennium Volunteers @ Docklands Project that is based at George Green's School on the Isle of Dogs. Millennium Volunteers was set up in 1999 as a national scheme offering volunteering opportunities for young people in areas of particular interest to them. The scheme is completely inclusive allowing young people aged 16-24 years to participate regardless of their backgrounds and abilities. The volunteers strive to complete 200 hours of volunteers work and are recognised and rewarded by a nationally recognized Millennium Volunteer Award signed by the Secretary of State for Education.

Ragged School Museum Project: London Borough Of Tower Hamlets
The independent Ragged School Museum aimed to develop its partnership with local schools to provide high quality cultural, educational and leisure experiences for local children by establishing with them The Museum Club.

Rooks Heath High School
Rooks Heath has developed its out of school hours learning programme over the past five years. It quickly had large numbers of students attending but the scheme has now become a flexible one that is designed to meet the individual needs of students. Overall it aims to develop students' academic, social and emotoional intelligence. It also tries to remove the barriers to students' leaning by providing an environment where students feel safe. Our other aims include developing self-esteem of students by focusing on positive achievements and giving space for students to complete work, with or without extra help.

The National Gallery Project, London
The aim of the project was to use the rich resources of the National Gallery, the expertise of Gallery staff and internationally recognised professional artists to motivate young people and to develop their visual literacy, communication and problem-solving skills and possibly impact on their option choices for GCSE.

Thomas Tallis and Kidbrooke Schools: 1999 Arts Summer School London Borough of G
Thomas Tallis and Kidbrooke Schools in South East London ran an summer school project for Key Stage 3 students to get a ‘flying start’ in arts subjects before their GCSE courses. The Thomas Tallis pupils work in both art and drama departments on activities including, painting, set and costume design, illustration, drama, photography, video and working with computers. The students at Kidbrooke School worked towards producing a multimedia performance centred on a time machine capable of transporting them through cultural history with the theme ‘Past, Present, and Future’.

Warren Comprehensive Bile Club
After school club using teamwork approach to designing & repairing bikes, skateboards.

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South East

Go Best Practice Research Scholarship
France Ellul, Head of English at The Wycombe Grange PRU describes teaching Go as part of his best practice research scholarship. He has found that: tactical games like Go require both hemispheres of the brain. Practising the game is practicing thinking skills; Go's rules of etiquette mean children acquire the habit of politeness - at least when playing; you need neither reading nor writing skills to play and learning to play can help improve self-esteem and confidence.

Ryde High School Language College
This school used study support to raise aspirations and inculcate a spirit of learning for learning's sake. Carnival in the Community is a vehicle to raise standards of achievement both in the school and in the community.

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South West

Case Study from UFA Fellow - Sarah Todd
Sarah Todd, an Advanced Teacher and lead trainer in Somerset provides her personal view of the UFA programme.

GO for it!
As part of a research project France Ellul investigated the advantages of the board game Go in promoting thinking skills with EBD children. This article was first published in the Autumn 2004 edition of 'Teacher to Teacher', special schools and services supplement of 'The Teacher' magazine, published by NUT, Hamilton House, Mabledon Place, London WC1H 9BD.

Go-getters
As part of his best practice research scholarship France Ellul taught a whole school – Covingham Park Junior School in Swindon – to play the ancient oriental board game Go, the national game of Japan. Here he describes how it went. From the December 2004 issue of The Teacher

Plymouth Education Action Zone: Super Learning Day & Summer Dance School
Plymouth Education Action Zone (EAZ) was successful in securing New Opportunities Funding from September 2000 to support its programme of out of school hours learning.  Year 10 pupils at Tamarside Community College, took part in a day off their normal timetable dedicated to accelerated learning techniques.  At the Summer Dance School pupils were tasked with choreographing their own dance piece, and a Saturday Art & Design club was also established.

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West Midlands

Beauty Bank Primary School-Stourbridge Dudley: Impact Summer School Scheme 2002
This Summer School was part of the overall Impact Summer Schools Scheme in the West Midlands (see case study on Impact Summer Schools - West Midlands for more details).

Centre of the Earth Project, Birmingham
The project aimed to explore issues relating to the environment and the theme of citizenship.

Impact Summer School 2002 - Christ Church Primary Walsall
This particular Summer School was part of the overall Impact Summer Schools scheme in the West Midlands (See case study on Impact Summer Schools-West Midlands for more details).

West Midlands Impact Summer School Programme
This programme stemmed from a DfES funded scheme in 5 schools within Dudley and Walsall LEA during summer 2000 using £20,000 of funding from the DfES 'Partners in Study Support' programme.

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Yorkshire and Humberside

Keighley FE College, Bradford: 'A Constructive Partnership'
The Project was a partnership between Keighley FE College, other educational bodies in Bradford, The Construction Industry Training Board and The Guide Association.  The project set out to challenge prevailing gender stereotypes about the construction industry by focusing on a partnership between the college, the Guide Association and schools

Leeds Metropolitan University Key Stage 4 Gymnastics Scheme
The project was a partnership between Leeds Metropolitan University with Leeds City Council Sports Development Unit, Yorkshire Gymnastics, St. Mary’s Catholic Comprehensive School, Priesthorpe School, Boston Spa Sports College, and Royds School. The aim of the project was to build capacity in selected Leeds schools to deliver Key Stage 4 Gymnastics and extended curriculum gymnastics.

Leeds United Learning Centre
The Leeds United Learning Centre is the flagship of Leeds United’s ground breaking and award winning Community Department – and a key partner in Education Leeds' strategic plan for developing study support across the City. In developing the Leeds United Learning Centre we have created and brought together a real stakeholder community with a wide range of partners, including Leeds United FC, Education Leeds, the DfES, the Leeds City Council Neighbourhood Renewal Unit (NRU), the Football Foundation (FF), 69 schools, over 20 business partners, a wide range of 'mentor' provider establishments, the British Council, parents and community groups. Each has invested differently and no one partner could deliver the study support programme in isolation from the others. Developing and maintaining effective partnerships and creating a partnership culture is key to our operation as a study support provider – and is central to the original vision for 'Playing for Success'. This case study identifies the benefits to some of the key partners.

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