The LA is committed to establishing and developing a range of methods by which schools can be supported, to raise boys' achievement.
The ways in which this is to be achieved is based on three key areas,
Culture, Structure and Pedagogy. DCSF research shows that focusing on these areas has proven to be successful in raising boys' achievement across all key stages.

Implementing effective teaching and learning approaches which make an impact on raising standards.
Narrowing attainment gaps/tackling underachievement is a national priority and the LA is committed to supporting schools in this important area of school improvement.

Are you a school that has identified a concern about the difference in boys' and girls' performance and want an awareness raising session, as a springboard for your own development? If so, approach 1) is for you.

APPROACH 1)
Adviser time: half-day or twilight session

This session will briefly cover the following:

• exploring the challenges that boys present in the school context;
• looking at the statistical gaps between boys and girls;
• discussion of 'thinking and learning styles' and 'gender issues in teaching and learning';
• examining research from DCSF on schools who have been successful in bridging the gender gap;
• looking at 'headlines' of school case studies.

Further research and other materials to be left with school to support further development

Are you a school that has a significant difference in boys' and girls' performance and are concerned that boys are underachieving?
Do you want to explore a whole school approach that will support you in intervening with appropriate strategies to raise achievement?
If so, approach 2) is for you.

APPROACH 2)
Adviser time: 1 day

The one day will cover the following areas:

• exploring the challenges that boys present in the school context;
• looking at national and county differentials between girls' and boys' performance;
• discussion of 'thinking and learning styles' and gender issues in teaching and learning';
• examining research from DCSF on schools who have been successful in bridging the gender gap;
• examining intervention strategies in a whole school context, Culture, Structures and Pedagogy;
• looking in detail at successful schools' case studies to identify clearly what strategies have been used;
• looking at the EARP (Essex Action Research Project) schools' ringbinder containing Essex schools' case studies;
• looking at other research and proven strategies;
• discussion around what strategies are suitable to the needs of the school and how these will be implemented

Case studies, research ideas and strategies to be left with the school.

Are you a school that has booked either Approach 1) or Approach 2), and would like an additional half day for an adviser to work with senior managers to develop your ideas further? If so, you need Approach 3).

APPROACH 3)
Adviser time: half-day or twilight session

This session will cover:

An adviser can spend half a day in school alongside a senior manager reviewing current practice. The areas that will be reviewed centre around a school's culture, structure and pedagogy. Each of these can affect student achievement levels. Experience has shown that it is helpful for an adviser to reflect on a school's practices in comparison to those in other schools across the county.

Within the half day key areas for development will be agreed.

Activity in practice

For many schools once a plan has been drawn up they are happy to implement and monitor this. Additional adviser time can also be used to review progress and support staff managing new developments. The number of days is entirely flexible.