Case studies are available on this website and will increase as work continues on Raising Boys' Achievement and the Narrowing the Gap agenda.

Recommended books for use for key stage 1/2/3...read more.

To download the Essex action research project Raising Boys Achievement - an evaluation of the EARP two project - click the appropriate link for the version you would like, or you can read the report on the web site below...read report

Aim

To raise boys achievement in Essex schools through the use of Action Based Research

Dimensions of this project

EARP (Essex Action Research Project) was a collaborative initiative with a group of schools representing all key stages. Essex advisory and inspection service through the work of curriculum and school advisers provided the co-ordination, overview and direction.

The focus for EARP phase 2 schools

All phases of schools looked at different learning styles and targeted different teaching approaches to meet the needs of all pupils.

A framework was provided for all the schools, which embraced a focus on Culture, Structure and Pedagogy. A whole school approach was viewed as instrumental to the success of the project. The taught part of the project developed this belief.

Summary of Actions Trialled by Project Schools

• Awareness raising of project with school and local community (e.g. staff, governors, parents).
• Perception surveys were used to gage boys' attitudes towards learning.
• Stimulus material to affect outcomes.
• Use of VAK and Brainbreaks adopted.
• Male role models outside teachers supported change.
• Rates of progress increased where links were made to own experience.
• Wide range of materials specially selected to engage boys in literacy (e.g. catalogues, non-fiction, comics).
• Checking of work developed to ensure on-going success for boys.
• Drama/Role play incorporated into literacy hour.
• Rewards systems built into literacy developments.
• Critical friends developed formally among pupils to develop writing.
• Wide range of teacher questioning skills developing to allow pupil discussion and pause.
• Reflection of lesson objectives promoted for students to continually develop own learning.
• Emphasis that all students are learners.
• Paired reading between different ages.
• Peer support and mentoring.
• Scaffolding provided to promote standards of writing (e.g. play scripts, writing frames, newspaper reports).
• ICT used to develop literacy.
• Writing celebration boards developed.
• Pupil council developed to promote self-esteem.
• Whole school boy-girl seating policy.
• Use of positive discipline across whole school.
• Whole school meetings to agree developments and provide INSET.
• Clear monitoring to ensure consistency - agree at start.
• Focus on challenge and competition.

IMPACT OF ACTIONS TRIALLED BY PROJECT SCHOOLS

*(1) the percentage of pupils achieving a level 4+ has increased by 27% from 55% to 82%. Perhaps the most significant has been in the boys' performance, which has risen by a huge 36% of level 4+ from 48% to 84%. Even girls have increased their percentage of level 4+ by 16% from 62% to 78%.

*(2) students' views were gathered specifically about the peer-schemes. Our assistant educational psychologist interviewed students and also analysed answers given in anonymous questionnaires given to the peer readers and peer anti-bullying mentors and mentees. Students unanimously felt that the peer support was successful and worthwhile for both the younger and older students. They thought that the system should carry on next year. Some of these pairs proved to be so successful that the boys continued to meet each other informally at lunchtimes/breaks even after the official programme had finished. The older pupil had developed into a friend and mentor for the younger one. The older boys felt valued and were happy to maintain the relationship. They did not get teased by others for taking on this work.

*(3) SAT results: at the end of Year 8 all pupils' previous English teachers assign a predicted Key Stage 3 SAT level. This level is based on the pupils' CAT scores, Key Stage 2 scores and performance in Year 8. The boys in the project group all achieved or exceeded their predicted SAT levels in the SAT examination in 2002: 69.2% equalled their predicted level and 30.8% exceeded the predicted level. The boys' SAT results were as follows: 38.46% achieved Level 5; 53.85% achieved Level 6; 7.69% achieved Level 7.

*(4) The number of students using the Learning Resource Centre before and after school for homework club has increased by 300 - 400%. The ratio of boys to girls in the LRC is generally 3:2. (We have needed to employ additional staff to assist students in these study support sessions due to the growing demand).

*(5) Key Stage 2 SATS results for English 2002

Whilst the gender gap in all Essex schools remained similar in 2001 and 2002, in EARP schools the gender gap declined significantly in 2002. Prior to the project EARP schools had the most significant gender differences, well above the Essex average.

"…All our interventions have had a positive effect on all the children in our care …focus(ing) our thinking on the problems which face boys and girls…as a result we have altered…practice within the school…staff are aware of the differences between the achievements of the boys and girls."

"The project has raised staff awareness of the ways in which children learn, preferred styles are being acknowledged. As a result teaching styles have been developed to motivate boys…and girls."

OFSTED…"commented favourably upon our involvement in EARP…"

"The sharing of data has impacted on staff awareness and actions have been, and will continue to be taken, to raise standards of attainment."

"…Each strategy has been received positively and regarded as valuable and worthwhile." A school commenting on feedback received from parents and governors.

It has been a worthwhile project as it helped to provide a focus for a wide range of initiatives. The work resulting from the project is not static but continues to develop.

In providing the project schools with a framework at the start, it enabled schools to focus on the three levels of intervention, culture, structure and pedagogy. A wide range of strategies were put into practice. As the project progressed the enthusiasm and energy of our schools grew and developed. All were committed to maintaining the work that has been put into place. The expectation is that all boys and girls will in the future reach their full potential and have a wider choice in life.