TITLE OF DEVELOPING PRACTICE EXAMPLE
RAAD- Raising Attainment, Attendance and Destinations
built BY
Digitize Pathways in partnership with Tablet academy Scotland and Co.Lab Hub
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CONTEXT / BACKGROUND
RAAD was established in session 2021/ 2022 due to recognising we had a gap in our 5 @ level 4 attainment. Our Historic data highlighted that we had a problem with our S4 attainment, specifically 5 @ L4, we has previously created a stretch aim of 90%, which obviously is important for ambition for staff and although we had some slight improvement, we never managed to reach our stretch aim. I used a whole host of data including our tracking data and found with no surprise, those who were off track 5 @ L4, were also with the lowest attendance and the highest concern for our SDS team relating to positive destinations. Observing these pupils, truancy was a common theme, along with behaviour incidents, which made it even more difficult to access learning. From further evaluation and analysis, we established pupils felt as though they were not known or valued within the curriculum and for many it was easier to not come to school than to face the workload, they would need to conquer in order to achieve.
WHAT WE DID
The intervention I put in place was our RAAD room and subsequently our RAAD team, 43 pupils were identified including all pupils with less than 50% attendance. There was no stone left unturned, every effort was put in to get these pupils to achieve, because that’s what they deserve. Our HUB staff (Home Partnership, Outreach Support and CLD.) would bring pupils in, we delivered work out, and we had an online provision to ensure pupils achieved qualifications.
Our main provision was in school from Tuesday through to Thursday, I enrolled staff from across the school to staff a period. I was there every day, and we developed a personalised package of attainment and support along with daily conversations about learning and next steps, this included some pupils being re-coursed due to practical elements which they would not achieve. Once pupils were close to achieving their qualifications, we brought in SDS to support post school conversations to ensure pupil were going into a positive destination.
Throughout this intervention self-evaluation took place, pupils were continually tracked and monitored for attainment and attendance, any drop was identified quickly, and actions put in place. Learner conversations occurred weekly which informed next steps and staff were consulted throughout regarding what was working and adaptions were made, e.g., deciding to host a one-off performance for PE for all those involved in RAAD.
Some of the impacts are detailed below:
Ø 5 @ Level 4 for 2022 reached 93%
Ø 206 qualification were supported or achieved through RAAD
Ø There was on average a 25% increase in attendance
Ø Pupils reported that they felt ‘more valued and respected’ and it was ‘at a pace that supported their learning’
From August 2022, we have utilised a space in the school known as a RAAD classroom- a hybrid between a nurture base and a classroom setting. We have a systems-based approach to interventions to ensure no child is missed and this model is now fully sustainable.
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LA
Falkirk
CONTACT PERSON
Claire Bradley
CONTACT EMAIL
claire.bradley@falkirk.gov.uk
