closing the gap


Context and background The school had already been doing a ‘literacy in form time’ slot which was proving popular with pupils and teachers. The aim was to measure the impact of these 15 minute sessions and improve their impact by differentiating their content using a ‘workstations’ style approach. Nature of strategy/activity Initially, literacy in […]

Bishop Hedley Catholic High School – The Impact of Literacy Mastery Learning Sessions on eFSM Pupils using Digital Workstations



Context and background  Despite good outcomes and a strong trend of work in literacy across the curriculum, the school still recognised the need to further narrow the attainment gap for vulnerable groups. In addressing the implementation of the LNF, the assistant headteacher responsible saw the potential for the introduction of success criteria rubrics to help to improve both […]

Bryntirion Comprehensive School – Using Success Criteria Rubrics to Close the Attainment Gap for eFSM Learners in Literacy



Context and Background Nationally, the gap between non-FSM and eFSM pupils achieving 5 A*-C grades including English and mathematics is just below 28% (2015). This has been a fairly consistent figure in recent years and it explains why closing this gap has become a national priority. Although the number of […]

Cardiff High School – Pedagogical Approaches to Close the eFSM Gap



Key Question   Can the explicit development of emotional literacy have a direct impact on closing the gap between closing the gap between Free School Meal and Non Free School Meal pupils at the end of Key Stage 2?    Summary  The purpose of this action research project is to […]

Llanharan Primary School – Closing the Gap Action Research Project



Setting Roath Park is located North-East of Cardiff City Centre Roath Park Primary 120 years old 500+ pupils aged between 3 and 11 years 50 members of staff in total – Home Languages spoken include Welsh, Urdu, Bengali and Arabic. 60% of pupils from Minority Ethnic background, 58% have a […]

Roath Park Primary School – A model of Family Engagement with a Growth Mindset Focus



Context and Purpose In contemporary education the idea of a growth mind set is perceived to be essential in order for young learners to utilise more profound learning strategies, attain higher levels in different subjects and achieve a positive self-insight (Grant & Dweck, 2003; Blackwell et al., 2007; Yeager & […]

St Aloysius Primary School – ‘Closing the Gap’ Action Research Project



Introduction                                                                                               Whitchurch Primary School is situated in North Cardiff. There are currently 708 pupils on roll aged from 3 to 11 years old. Of these pupils, 78 attend part-time in the nursery. The school opened in September 2012 following the closure of two local schools, Eglwys Wen Primary School and […]

Whitchurch Primary School – ‘Closing the Gap’ – Llwyddiant i Bawb



Area of Focus: Improve the link between the school and the local community Name of Lead Person: Wendy Owen / Jan Jones Role of Lead Person: Y5 Class Teacher / Headteacher Lead person e-mail address: ysgolgwaelodygarth@cardiff.gov.uk Lead person telephone number: 02920810489 Local Authority: Cardiff Phase: Primary Context and background to case study:  […]

The ‘Lan’ English and History Project – Ysgol Gwaelod y Garth



School context and key issues Mount Stuart is a primary school of circa 400 pupils which runs from Reception to Year 6 and includes a nursery on site. The school is situated in a disadvantaged area: they have a three year average of 30% of children eligible for free school […]

Ipsos MORI – Closing the Gap: Mount Stuart Primary School



School context and key issues Herbert Thompson is a large primary school which runs from Reception to Year 6 and includes a nursery on site. The school is situated in a disadvantaged area: a high proportion of pupils are eFSM (56%) in comparison with both the local area and Wales, […]

Ipsos MORI – Closing the Gap: Herbert Thompson Primary School



School context and key issues Maesteg secondary school provides an education for 1200 pupils aged 11- 18. Some 27% of pupils are eligible for free school meals1 (e-FSM) and 17 are looked after (LAC). Currently there is a 20% attainment gap between eFSM and non-FSM children. The relatively high proportion […]

Ipsos MORI – Closing the Gap: Maesteg Comprehensive School (English only)



School context and key issues Ferndale is the smallest comprehensive secondary school in Rhondda Cynon Taff, (RCT) with 670 pupils. The school is situated in a valley with high levels of unemployment, following the closure of three mines in the area. Some 38% of pupils are eligible for free school […]

Ipsos MORI – Closing the Gap: Ferndale Community School



Bryntirion school comprises 1040 pupils from ages 11-18. Of these pupils, 22% receive free school meals (FSM) and there are 9 looked after children. Currently, there is an attainment gap of 20%. Attendance is not as much of an issue here than in other schools, with attendance the highest in […]

Ipsos MORI – Closing the Gap: Bryntirion Secondary School





Title of case study: Improving family engagement Area(s) of focus: Improve pupil outcomes in foundation phase Improve pupil outcomes in KS2 Reduce the FSM gap Reduce the gap – vulnerable pupils Improve pupil behaviour Improve attendance School(s) or partnership name: Darran Park Primary School Name of lead person: Mrs Claire […]

Darran Park Primary School – Improving family engagement





Strategy: The school promotes its mission statement “Learning and Living Together” through building strong partnerships with its parents and the local community. During the past three years, as part of its drive to improve standards in literacy, the school has made increasing parental engagement a priority. The school’s strategy to […]

Estyn: Mount Stuart Primary School – Developing effective strategies to engage with parents and carers



Strategy: Part of the school’s strategic planning is to create stronger links with parents and the local community, so as to ensure that disadvantaged learners are well supported. The school has focused attention on learners’ transition from key stage 2 to key stage 3 and monitors carefully learners’ progress and […]

Estyn: Cathays High School – Creating stronger links with parents and the local community to ensure that disadvantaged learners are well-supported



Strategy: The school and the school’s aims and values reflect the development of the whole child. The school ethos is based on the wellbeing of all learners and staff, and the school motto, “We all believe, we all achieve!” is evident throughout the school. To ensure effective support for its […]

Estyn: Llwynypia Primary School – Data collection and tracking learners’ progress in wellbeing and academic performance



Strategy The school took a whole-family approach to tackling disadvantage. Senior managers developed a strategy that included: establishing multi-agency partnerships; a training programme for staff; and a plan for family support and learning A key part of this strategy was to use Canopi to coordinate multi-agency working to support disadvantaged […]

Estyn: Treorchy Primary School – Multi-agency work