Achievement Show 2016 – Aspiration and Achievement

Focus on achieving exceptional outcomes for all students

Learn from the expertise of schools in a range of contexts around meeting the needs of different groups of students. Practical tips for raising achievement and closing the gap. Sessions this year include a focus on pupil premium students and students with autism.

Oak Lodge School

Using SCERTS as an educational framework to enhance engagement with learning


Ginny D’Odorico (Assistant Headteacher), Natalie Henry (Head of Middle School), Andy Brown (Teacher) and Lucy Lavery (Drama Co-ordinator), plus  six or seven students aged 12

This presentation will demonstrate two clear strands highlighting how you can significantly improve the way you respond to the arising needs of autistic people: enhancing capacity for and engagement with learning, and providing a measure of non-academic progress that shows meaningful gains made across the domains of functional social communication and emotional regulation. The session covers how to embed SCERTS practice principles into curriculum planning and staff CPD, then measuring progress made against eight indicators on the Social Emotional Growth Profile.


Significant reduction in the number of instances of unconventional behaviours at Oak Lodge School including physical behavior, and an increase in joint attention and functional social communication.

In December 2015, Ofsted said: ‘The excellent quality of teaching means that students develop extremely positive attitudes to learning because activities are very interesting, practical and engaging.’

The Malling School-Tydeman Centre

Developing positive social interaction and self-confidence in pupils with special educational needs


Steve Duthie (Headteacher) and Karen Arnold (Deputy Headteacher)

This presentation focuses on how to help pupils with a broad range of complex needs break through social and personal boundaries in developing their speech and social interaction from Key Stage 3 to 5, covering a range of strategies and interventions to develop social interaction and self-confidence. Initiatives include minimising the nerves associated with live performances as well as tutorial classes, social skills classes, relaxation classes and mindfulness.


Positive results include pupils surprising themselves, delighted parents and an Outstanding Ofsted result for The Malling School-Tydeman Centre.

Farlingaye High School

Raising achievement and aspirations of your looked-after children

Speaker: John Tunaley (Assistant Head)

A presentation focused on practical ideas for using pupil premium funding to raise the achievement and aspirations of looked after children. With a greater pressure on the virtual schools to ensure effective use of resources there will be suggestions for how to use that funding effectively. Ideas range from personalised projects with a focus on attainment, attendance and involvement in the wider schools life to aspirational experiences involving local universities.


Extra funding attracted from the virtual school for excellence for Farlingaye High School, and a nomination to speak to Ofsted about local provision.

Bishop Vesey’s Grammar School

Mental Health


Kate Steadman (Assistant Headteacher) and Ruth Hearn (Senior Deputy Headteacher)

This session covers how to tackle the stigma surrounding mental health and people suffering from such illnesses, and how creating an open culture within school can encourage young people to seek help early to reduce the effects and impact of such illnesses.


Ofsted described Bishop Vesey’s Grammar School as ‘a pioneer in the development of young people’s attitudes towards mental health’ in their 2015 inspection report.

Groby Community College

Our personalised approach to intervention and how this significantly closed our Pupil Premium gap in 2015

Speaker: Cathy Cornelius (Assistant Headteacher)

Since 2014 Groby Community College has implemented a vast range of whole school initiatives, including the appointment of a Pupil Premium achievement mentor who has had a significant impact on student outcomes. In 2015 the Pupil Premium gap significantly closed by 19% and is now below the National average at 15%.  This presentation covers the work undertaken since 2014.


The work undertaken at Groby Community College has been recognised by senior leaders from several Leicestershire schools following a two day ‘critical friend’ inspection led by an Ofsted trained inspector: ‘the nature of monitoring and interventions, particularly around Pupil Premium, is forensic, personalised, relentless and multi-layered.’