Raising Attainment in Secondary Schools Project
We know that there is huge expertise within Sheffield on Raising Attainment, but we are also aware of the significant challenges that schools face. We have unprecedented levels of SEN need, teacher recruitment and retention rates are low, and many pupils have gaps in core knowledge after the pandemic. We also know that Ofsted is placing an increasing emphasis on outcomes. Proposed changes to the inspection framework suggest that the focus placed on pupil outcomes will remain. In addition, there will be no progress measures for GCSEs, only attainment measures, in 2025 and 2026 due to the absence of KS2 results.
We are keen to support all secondaries across Sheffield in their efforts to enable pupils to reach their potential and to improve their GCSE outcomes.
Project Overview
Raising attainment is multi-dimensional and complex. It involves staff, leaders, parents, governors and of course, pupils. There is no quick fix. The research shows that good teaching makes the biggest impact. However, incremental short-term changes can make a difference.
Principles
- Involvement of stakeholders (pupils, parents, governors, teachers)
- Collaboration with secondary colleagues, especially MAT system leaders
- Delivering training g and support in agile ways, working innovatively and smartly
- Using the breadth of expertise in Learn Sheffield
- Longer and shorter-term strategies
- Research-informed
- Focus on most vulnerable as a golden thread.
Assumptions and facts underpinning the project
Our plans are predicated on four key assumptions and two facts.
Assumption 1: In most schools the raising achievement agenda has different strands and layers often involving academic, pastoral and support staff, and SLT
Assumption 2: Most strategies to raise achievement are long-term but some incremental gains and quick wins are there for the taking
Assumption 3: The current inspection framework has meant the raising achievement agenda has been on the back burner, expertise in schools varies
Assumption 4: Certain groups of pupils have more barriers to overcome than others in order to achieve well, for e.g. FSM, pupils and those with SEND, vulnerable pupils.
Fact 1: Poor attendance is a significant barrier to achievement
Fact 2: Strong teaching and effective subject curricula are crucial for raising achievement.
Focus areas for the Raising Attainment Project
The project has 8 focus areas:
- Making the best use of data to identify pupils who need extra support
- Maintaining progress from Yr 6 to the end of Yr 7, avoiding the dip
- Identifying and supporting vulnerable pupils /pupils at risk of failure
- Developing subject leaders’ capacity to improve outcomes in their subject
- Improving reading and writing across subjects, including reading, and writing in examinations
- How to ensure high quality small-group tutoring
- How to develop pupils’ study skills, including revision techniques
- Developing governor expertise in support and challenge for raising attainment.
Research
Closing the attainment gap in schools
Training
As part of this project, we are offering some training and drop-in sessions, which are linked to the focus areas and our assumptions.
- Using AI for revision (online session)
- Governor training (online training session)
- Network meetings for data managers and SLT leading on Raising Achievement focused on using data to identify cohorts at risk of failure and tracking progress (drop-in).
Case Studies
We hope to share case studies from Sheffield Schools on this page over the coming weeks and months.