AUTUMN 2017 Edition
New Starters We would like to wish all of our new starters a very warm welcome to Blackpool Sixth. We hope that you are enjoying your first term with us and are settling in well. - Elisabeth Stott - Connor Fenton - Nichole Mott - Jordan Robbins - Soniya Navaratnam - Amy Hurst
- Ben Redman - Dennis Ball - Wioletta Swiercz - Brendan Keane - Anna Dacha
We would like to wish our existing staff, who have recently moved into new posts, the best of luck within their new roles. Sam Brown - Head of BSIT Charlotte Austin - Assistant Head of Social Science Peter Braddick - Law Teacher Sarah Swift - Additional Support Tutor Lisa Fahey - Assistant Head of BSIT
Carly Scott - Assistant Head of BSIT Leanne Mogan - Assistant Head of SSCI Amy Shakeshaft - Careers Advisor Kelly Garrett - Study & Employability Advisor Sarah Arnett-Samson - MIS & Exams Administrator
CoLRic success for the FYi team CoLRiC (Council of Learning Resources in College) is an independent organisation established in 1993 and to this day they remain dedicated to enhancing and maintaining the quality of learning resources services in further education colleges, including sixth form colleges and the HE in FE sector. Blackpool Sixth is amongst nearly 200 college learning resources services who are members of the organisation. CoLRiC accredits libraries and learning resources in colleges, benchmarking each service against the best in the sector. We are absolutely delighted therefore to receive a Grade 1 Excellent accreditation, following a rigorous assessment in September. This is testament to the FYi team’s hard work and support for all students’ independent learning and research skills. The service has also been nominated by the assessors for CoLRiC’s Best Practice Award for ‘learning conversations’ - discussions with individual students to promote a bespoke set of learning and research skills to help them succeed in and out of the classroom. We would like to thank everyone involved in the FYi’s assessment day; giving up your time to talk with the assessors was very much appreciated, especially during a busy first half term.
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Vision for teaching, learning and assessment at Blackpool Sixth Based upon our core values, ‘excellence through aspiration’, and modelling excellence and academic language, all teaching staff are passionate about teaching, learning and assessment and demonstrate their full commitment to providing a consistent learning experience for all students in order that they progress onto higher education and/or employment with training.
Teaching, learning and assessment practice at Blackpool Sixth is: • at the heart of everything we do. All staff believe that every student can develop into successful, confident, independent and enterprising students • continually quality assured by the sharing and observation week (ShOW) process and regular ‘learning walks’. Staff embrace targets agreed as part of the personal development review (PDR) process to secure continued improvements • reinforced by a ‘growth mindset’, providing all students, regardless of their starting point, with every opportunity to flourish in a safe, yet academically challenging environment • aspirational and based upon high expectations; it is intelligently planned and supported by differentiated and challenging strategies to maximise student outcomes • holistic with all staff working with passion to help students to develop their understanding of the curriculum, but also other essential skills to aid their personal development such as English, maths and employability • embracing of independent learning strategies, including digital learning and use of technology, as a means to preparing students for their next steps • underpinned by a positive and proactive teaching and learning culture where staff openly share and learn from one another, including a well-established system of peer observation via ‘learning triads’ • creative, dynamic and engaging with teachers moving teaching, learning and assessment forward with support from a dedicated team of ‘learning champions’ • designed to give students every opportunity to experience a varied and balanced diet of self, peer and teacher assessment and feedback, from which all students are eager to act on to improve • responsive to the views of students via the student voice strategy
Congratulations
A massive congratulations to all the newly-weds here at Blackpool Sixth...
Alex & Jim Yates
Naomi & Tom Colgan
Fay & Matthew Stone
Joanne & Chris Casey
Charlotte & Ash Austin
Susan & Jol Barlow
Babies, everywhere! Can we get an ‘aww’ for all these adorable babies?
Ellen Hoodless & James - William Michael John
Katy Graham & Martin - Thomas Patrick
Lindsay Dickinson & Jon - Lily
Alison Miller & Will - Melody Christine
Sam Bentley & Laura - Ralph James
Steve Gibson & Bukky - Malayka Iremide
Michelle Townsend & Dave - Harriet
Olivia Corbett & Chris - Aria Grace
Rob Butler & Kathryn - Isabel Ruth
Rebecca Taylor & Andrew - Annabelle
Mhairi Mitchison & Nick - Isla Mary
Daniel Dobranski & Kate - Oliver Leigh
Linda Barclay’s daughter, Sarah, her partner, Dave, and their baby, Harrison, came to visit and took some photos on Linda’s bench, it was lovely to see them and to meet baby Harrison.
(We Did!) You said
Feedback from surveys conducted by departments
FYi and Futures Work and progression opportunities are not sent directly to students.
We have updated our careers and work experience Google sites to advertise current opportunities. These continue to be a one stop shop for all career-related information including work and progression opportunities. There is also the Futures Twitter account where students and staff can find information.
There are some slow response times.
We are investigating the possibility of a ticketing system for the Futures and FYi teams to ensure quicker response times.
There is room for improved communication with both the FYi and Futures teams.
Both teams have visited more classrooms with further visits planned over the year; this ensures direct communication.
Student Services
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The welfare support is not integrated well enough with the other support services such as pastoral care or additional learning support.
Welfare support is now being provided as part of the ALS team. This will help to ensure the support is more accessible to students in the Focus Centre and coordinated with more effective partnership working between ALS and the pastoral team.
There needs to be improved communication with the original referrer of a safeguarding or welfare issue.
An acknowledgment will now always be sent to the original referrer via the “safeguarding.alert” email. In addition, the new online MyConcern system will keep the original referrer informed of the progress being made following a referral for safeguarding or welfare concerns.
The pastoral team and curriculum teams need to be a united front, a regular presence in departments, dropping in to check attendees. Visual communication between teachers and PMs would ensure this gap is bridged.
PMs will be spending time in departments at least once per day (usually session 1), checking attendance and following up concerns. This will help to have a more coordinated approach to supporting students.
Sometimes students can get ‘stuck’ on the higher formal warnings and it takes time for any further action to be taken.
The Managing Students Policy has been revised so more staff can lead on Formal Warnings:
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First Formal Warnings can now be issued by PLs, Assistant HoDs or HoDs. Second Formal Warnings can now be issued by HoDs, Assistant HoDs or PLs. Final Warnings can now be issued by any member of the Leadership Team
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Additional Learning Support There was concern regarding the speed in which Fitness to Study levels progress.
Progress of students on Fitness to Study are now reviewed weekly. More detailed information will be provided through EMRIS following each review or meeting. We will invite curriculum staff to all meetings with students and parents/carers and schedule at a convenient time, where possible. If it is not possible for staff to attend then we will request written feedback.
More consultation with teachers would be beneficial when deciding on levels of support required for students. Teachers often see these students more often and for longer periods of time, giving them a greater insight into their strengths and areas for improvement.
We have improved support records to give more information to teachers on weekly progress and targets. ALS key workers will contact teachers prior to each review to ensure teachers have a significant input to the review and planning of levels of support; “learning.alert” is also a good way for staff to share their views.
There is a need for more presence within curriculum departments to ensure that staff have the time to discuss students. Sometimes in an email it is difficult to express concerns about a student and suggest ways to effectively support.
We have put in place “drop in” opportunities for staff to meet with ALS tutors to discuss concerns or support needs for individual students/groups. Members of the ALS team can be available to attend department meetings on request. Please use “learning.alert” to make the request.
Admissions, Liaison & Marketing Improve communication about processes and events
We will ensure that any changes of plan or procedure are communicated to other departments with as much notice as possible. We shared extensive briefing notes about the New Student Day and the 2017 Open Day with all staff well ahead of the events.
Provide more feedback evenings and tasters
Keeping Warm Task Force in 2016-17 provided with extensive feedback on tasters. Feedback from March tasters and New Student Day was shared within a few days. We will continue to provide feedback information and reports in 201718 including from the autumn open events.
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Ensure that all subjects are promoted as equally as possible in social media
Whilst we are reliant on the flow of information from curriculum departments for this, we will do more to prompt areas which aren’t as heavily represented in our social media feeds to provide information and stories for us to use.
Increase team’s knowledge content and requirements
The information for each course on the website is greatly expanded from previous years. We will also be asking HoDs and Assistant HoDs if we can have some short updates on their courses, ideally face-to-face. We will arrange to visit department meetings to discuss and share marketing, admissions and liaison-related topics.
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Finance & HR
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Easily accessible information on how staff access information on pensions and life insurance would be useful as I don’t know my passwords to access my account and don’t know who to ask.
We are creating a useful information document in the staff area on Google Drive which will contain contact numbers for the LGPS and TPA schemes. Unfortunately we are unable to provide help with personal pension queries or website logins.
Ordering systems could be streamlined
We have one ordering system in place in college and are happy to provide support and training where staff feel this is required.
There is sometimes a slow response to holiday requests and it would be good to know the procedure is consistent.
Holiday requests are authorised by line managers and we have recently shared guidance with HoDs on expected response times.
It would be good to have an email to confirm if your email has been received.
We will endeavor to acknowledge receipt of queries within 24hrs with an estimate time for resolution.
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VESPA and Teaching & Learning Vision Following the engaging Learning and Development day on 30th August, it is important that we keep at the forefront of our minds what is involved in the VESPA model and develop our understanding of how it is intended to be used as a strategy to improve student motivation and performance.
The VESPA model In essence, this model brings together five years of research with students who were facing difficulties with their studies and involves five key elements;
V = Vision
How well does the student know what they want to achieve?
E = Effort
How many hours of independent study work do they do per week?
S = Systems
How do they organise their learning and time?
P = Practice
What kind of work do they do to practice their skills?
A = Attitude
How do they respond to setbacks?
Does the past really equal the future?
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The VESPA model works to highlight the fact that teachers and students come to expect that past performance equates to future performance as can be seen in the diagram… In actual fact, research has shown that only 9% of students take the expected pathways through key stage 2, 3 and 4 (Michael Treadway ‘Why measuring pupil progress involves more than taking a straight line’)
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as
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GCSE results
A level results
It is also emphasised in this model that we often use a cognitive narrative to explain student underperformance, for example:
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“They’re just not very good at maths”
“I’m afraid they’re just not a linguist/scientist/
“Give me some decent kids and I’ll give you
artist/musician”
some decent results”
“The step up in my subject is massive”
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Thus, a key aspect of the VESPA model is to help develop non-cognitive skills, of which many have been identified as important in boosting performance…
Research by Heckman & Rubinstein (2001) illustrates the importance of non-cognitive skills; “Numerous instances can be cited of people with high IQs who fail to achieve success in life because they lacked self discipline; and of those people with low(er) IQs who succeeded by virtue of persistence, reliability and self-discipline”
The importance of independent learning It is clear from the data that students who work more independently perform better in exams/ assignments and achieve better grades. More specifically, research illustrates that students who study beyond the content of their specifications can also expect to achieve higher grades. So, the VESPA model distinguishes between activities that allow students practice content (e.g. making mind maps) from those designed towards developing skills (e.g. reading/annotating a model answer to identify assessment objectives) and finally those that provide students with feedback upon their own performance (e.g. re-writing sections of an essay - using feedback provided)
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So, how VESPA will work at Blackpool Sixth? As many of us know, to date curriculum facing staff enjoyed a workshop presented by Martin Griffin, co-author of ‘A level mindset’. At the start of the training, Martin did concede that, although entitled “A level mindset’, the strategies involved in the VESPA are equally applicable to any student and, in fact, all of us!!! With this in mind, the pastoral team have launched the model with all students, with an initial focus on helping students to prioritise their learning by ordering their deadlines according to urgency, whilst teaching teams have all devised independent learning checklists, to include a series of activities known to be routinely completed by high performing students. 10
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GCSE English Language: Independent Learning Tasks Pick ‘n’ Mix
These activities are things you could be doing every week to increase your chance of success...
Content (Learning) • • • • • • • •
Read through class notes Use resources on Google Classroom Make mindmaps/diagrams of things we have learned so far Re-write class notes Highlight/ colour code notes Make flashcards Make a revision poster to display your learning Find out more about a topic i.e. apostrophes, using commas, spelling, grammar etc. from the internet • Make notes from http://www.bbc.co.uk/skillswise/english • Make notes from BBC Bitesize GCSE English Language - AQA http://www.bbc.co.uk/ education/examspecs/zcbchv4
Skills (Doing) • • • • •
Complete reading and writing activities on Google Classroom Write exam answers under timed conditions Read model answers Use past exam papers to plan and complete answers Find and complete activities and questions about a topic i.e. apostrophes, using commas, spelling, grammar from the internet • Complete activities from http://www.bbc.co.uk/skillswise/english • Complete activities from BBC Bitesize GCSE English Language - AQA http://www.bbc.co.uk/ education/examspecs/zcbchv4
Feedback (Improving) • • • • • • • • •
Mark your own work to a markscheme Study markschemes Work with other students in groups or pairs to complete work Compare model answers against your own work Create your own exam questions Hand in extra exam work for marking One to one discussions with teacher/tutor Get another student to mark your work and tell you what went well and even better if… Mark another student’s work and tell them what went well and even better if…
For more information, visit the learning and development platform, where you can access the presentation by Martin Griffin and copies of ‘A level mindset’ are also being ordered into the FYi.
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Quartz Labyrinth
The all staff, team building extraveganza featuring the climbing wall, cup pong, ramp building, hoop shooting and more. Take a look at these photos capturing some of the day’s activities!
Winners!
Keeping warm success In February 2017, a group of staff from across college began meeting every 3 weeks: they were the Keeping Warm Task Force (KWTF)! The purpose of the task force was to increase the proportion of applicants who enrol at the college. In 2016, approximately 65% of applicants enrolled at the college. We knew that if only 65% of applicants enrolled at the college in 2017 our funding would drop significantly. We needed to increase the conversion figure to 70% ... a tall order given a smaller number of Y11 students in the area and intense competition from other colleges. So, the KWTF and the Admissions, Liaison and Marketing team went to work! The Admissions, Liaison and Marketing team worked tirelessly to put into place the creative ideas that poured out from the KWTF and took every opportunity to convince applicants that Blackpool Sixth was the right choice for them. These two teams working seamlessly together supported by everyone across college achieved great success! 71.5% of our applicants enrolled at college! dditionally, we had the most successful open day ever on September 23rd with 140 visitors more A than last year! Not only that, but a sneak preview of our applications suggests that we have 1 55 more applicants than the same point last year and, taking into account that open day was earlier this year, we still have 20 more applicants than post open day last year! We must maintain the momentum this exceptional work has gathered. The number of Y11s in the area is at its lowest this year so we must continue to “keep warm”. We know it works! As we all know, a priority for us all this year is retention of Route 3 and Lower Sixth students. Last year retention in Route 3 was 82% and retention in Lower Sixth was 92%. Our targets this year are 92% retention for Route 3 and 96% retention for Lower Sixth. If we can keep more students in Route 3 and Lower Sixth, more students will progress in college (into Lower Sixth or Upper Sixth) next year. This will increase our numbers and increase our funding. Look back at our “keeping warm” success ... look what we can achieve when we work together! Henry Ford once said: “Whether you think you can or think you can’t, you’re right.” We think we can! We know we can! Let’s RAISE RETENTION!
R
ecruit
Remember Jill’s 3 Rs:
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Outstanding Success at Blackpool Sixth
Every year Blackpool Sixth students achieve outstanding results, providing a fabulous steppingstone to university and work, helping them build successful futures. In 2017 we celebrate the best results the college has ever seen and we are proud to have helped so many young people reach their full potential.
Successes have been seen on all our study programmes. In upper sixth overall pass rates have risen to 99.6% and both high grades and upper high grades have increased yet again, with 67.4% of upper sixth students achieving high grades. On BTEC courses virtually all students studying in upper sixth either met or exceeded their MTG and high grades reached an impressive 95.6%. An overall ALPs score of 2 has been maintained on BTEC. Students studying A level qualifications have also enjoyed successes and for the first time we have achieved an ALPs 2 meaning we are making a significant difference to the outcomes for our students, putting the college in the top 25% nationally. The pass rate in upper sixth A level has been maintained despite the introduction of linear qualifications with A2 achieving 99.2% and A level year 2 a fantastic 99.6%. Both high grades and upper high grades have improved yet again on A2 to 58% whilst on the linear courses an impressive 52.5% was achieved. Students who join us on our 3-year programme, Route3, have also built secure futures through many successes in their qualifications. The pass rate in personal finance was strong and increased to 98.6% whilst workskills maintained a 100% pass rate yet again. A new BTEC was introduced this year, creative digital media, which includes an element of external assessment and it was very pleasing to see that of the 26 students on the course 69% achieved a merit or distinction. With these on-going improvements and a clear commitment to continuous improvement and with ever improving opportunities to undertake work experience and volunteering, take part in a wide variety of extra-curricular activities and engage with the excellence programme we are looking forward to supporting even more of students into prestigious universities and outstanding careers this year. A huge ‘congratulations’ obviously goes to all our students and it is only right to recognise the hard work and commitment of the team at Blackpool Sixth who have yet again generated outstanding results and made a huge difference to the lives of so many young people in Blackpool. The strength, commitment, positivity and ambition of the Blackpool Sixth team means we are sure to keep on improving, providing positive outcomes and successful futures for many more young people in the future. To all staff at the college, many thanks for all your hard work and dedication and for the real difference you make every day. 14
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Blackpool Sixth in the news
For all up-to-date news stories, visit our blog: http://www.blackpoolsixth.ac.uk/blog/
Paramedic inspires Public Services students Students from the BTEC Level 3 Public Services course had an inspiring visit from Blackpool’s only motorbike-based paramedic, James Gorrie. James, himself a former Blackpool Sixth student, spent a morning at the college, talking to the students about life as a paramedic. His talk included his experiences in dealing with a wide variety of emergencies, including this year’s terrorist attack in Manchester. He also helped out our second years with an assignment on responding to emergency incidents. James was clearly impressed by the students and the way in which they engaged with what he had to say, “They are all really good students – a mature bunch who are genuinely interested in what they are studying.” He also praised the public services course at Blackpool Sixth, “It’s structured really well with lots of ‘live learning’ and the opportunity to learn from professionals.” Blackpool Sixth Public Services student, Shannon Mein said, “I found James to be very inspirational in what he was saying, and he has certainly made me think about my career choice going forward. I really like the idea of helping people who really need it, and the way James explained what they did made it sound like something I really want to do.” BTEC Public Services teacher, Paul Moran commented, “Having James come in to college to work with our students was fantastic and very insightful about what life is really like for a paramedic. James built a fantastic rapport with the students and they found the talk very inspiring and informative.”
Dyslexia support gains national reputation Blackpool Sixth’s support for students with dyslexia is to feature as one of a set of national case-studies of excellent practice in this important field. This week the college will host a visit by the British Dyslexia Association (BDA) and Manchester Metropolitan University to prepare the case study. Staff from these two organisations will be finding out more about the college’s successful approaches to teaching, learning and support for dyslexic students. This will form part of a Department for Education funded project to offer guidance to other colleges and schools around the country.
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Blackpool Sixth has already received national recognition for the excellence of its work with dyslexic students, having obtained the British Dyslexia Association’s Dyslexia Friendly Quality Mark in 2014. The BDA awards its quality mark to schools and colleges which can demonstrate “dyslexia friendly practice” across the institution. This involves having effective strategies for supporting students with dyslexia and being highly responsive to individuals’ needs. Earlier this year, the college came through its second inspection by the BDA with flying colours, with the inspector commenting that, “the college has continued to demonstrate further development of their good practice and high standard of dyslexia friendly provision across the college; in their support for students.” It is estimated that around one in ten of the UK population have some degree of dyslexia which is usually defined as “a common learning difficulty that mainly affects the way people read and spell words.” Jeannette Smith who is the lead member of staff for dyslexia within the college’s Additional Learning Support Team said, “We appreciate that we have many talented and creative students who are dyslexic and it is important that their skills are recognised and developed in a supportive, enabling environment where all students can achieve and become confident adults”. Jeannette has recently obtained the status of ‘Specialist Teacher in Dyslexia’ allowing her to offer diagnostic assessments for students wishing to apply for DSA (Disability Support Allowance) when they go to university. This has been achieved as part of a MA programme in Education. The case study produced by the BDA and Manchester Metropolitan University will feature on the British Dyslexia Association website and web portal; it will also be referred to in BDA publications, including the Dyslexia-friendly schools guide and would be also a reference point for BDA training.
Sixth at Sainsbury’s The Sainsbury’s superstore on Talbot Road in Blackpool will be hosting a special exhibition of Blackpool Sixth students’ artwork between Thursday 19th October and Thursday 23rd November. This ‘Visual Arts Showcase’ is part of a unique collaboration between the college and the supermarket which has enabled students’ work to be seen by hundreds of thousands of visitors. This special exhibition marks a full year of Blackpool Sixth artwork being on display at the store. The Blackpool store is the only Sainsbury’s in the country to work with a college in this way, with the iconic building providing a fantastic venue for the public to view work by A level and level 3 BTEC students. The work covers a wide range of styles and genres and includes fine art, graphic pieces, photography and textiles. The exhibition had a private view on Wednesday 18th October. This gave the artists and their families as well as college and Sainsbury’s staff the opportunity to browse the work before the main exhibition opens on the first and second levels at the front of the store. The management team from the store and community partners awarded five prizes for work that they judged to be exceptional. Mark Fitzgerald, Sainsbury’s store manager said, “Sixth at Sainsbury’s is new and exciting for both Sainsbury’s Blackpool and The Blackpool Sixth Form College. Our partnership so far has certainly been positive and together we have showcased some of the best young student’s art workings from
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the college. The social media presence from customers, colleagues and students alike surrounding the current work on display really has shown how engaging the college’s presence has been in store. I hope that this event will really capture the creativity of the students and help them further their skill sets and recognition in the local area.” Niall Marshall, Sainsbury’s Blackpool public relations ambassador said, “This event is something which I would have loved to be involved with during my time at Blackpool Sixth Form College. Not only does it showcase some of the truly amazing work being produced by the Sixth Form but also highlights what young raw talent we have in Blackpool. I hope we pioneer the way for this style of exhibiting in Blackpool and that we begin to see more pop up galleries in the near future.” Elaine Little, Head of Visual Arts at Blackpool Sixth said, “We feel privileged and absolutely thrilled to be able to celebrate the extensive talents and dedication of our students in such an amazing space.”
Billy Crellin a Fleetwood Town apprentice Billy Crellin is the first footballer from Fleetwood at any age group to play for England. His position is goalkeeper. He has played in two games against Brazil and South Africa respectively. After an excellent performance against South Africa the game went to penalties. Crellin saved the only penalty in the shootout to lead the England team to victory; he is hoping to represent England again in the World Cup next year. 17
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Upcoming events at Blackpool Sixth
For all up-to-date events, visit our Facebook: http://www.facebook.com/blackpoolsixth
Christmas SHOWCASE 2017 EDITION OF BLACKPOOL SIXTH’S ANNUAL CHRISTMAS SHOW
7th December 2017 Blackpool Sixth theatre, 7pm Adults: £7.50 Concessions: £5.00 Buy your tickets online at: www.ticketsource.co.uk/blackpoolsixth
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Upcoming events at Blackpool Sixth
For all up-to-date events, visit our Facebook: http://www.facebook.com/blackpoolsixth
BLACKPOOL SIXTH
Christmas
Quiz MONDAY 18TH DECEMBER Taking place in
Relish, Blackpool Sixth Everyone’s welcome; parents, students, staff and children! Only £10 per team of four, payable at student finance.
FROM 5:45PM UNTIL 8:00PM Sponsored by:
All proceeds go to:
DANIEL DOBRANSKI
Festival of Lessons & Carols th December Wednesday 20th St. Chad’s Church, Poulton
7:30pm - 10:00pm www.blackpoolsixth.ac.uk | @BlackpoolSixth | #BuildingFutures
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Thank you for picking up and taking the time to read this autumn’s version of 6News. We hope you found the contents inspiring. #BuildingFutures