In-School Case Studies

Case study 1.

A large comprehensive school in an area of high unemployment and need, with a heavy supply bill, where pupils went on strike about the quality of teaching they were receiving.

At the beginning of the half term intervention:

• Pupils were smoking openly in the playground during class time.
• Most classes contained around half the expected roll.
• Many pupils roamed the corridors at will, disrupting lessons and swearing at adults and other pupils alike.
• Many classes were disrupted, even with the small numbers they contained.
• Staff were not engaged in playground or lunchtime supervision.
• Pupils left the site at will.
• Obscene graffiti on the school entrance sign was not removed for weeks, even when attention had been drawn to it.
• The site was not clean, well decorated or safe, and was not an appropriate working environment.
• Resources were at a very low ebb.
• Staff felt unsupported, and in some cases were afraid to cross the playground.
• Litter had been allowed to accumulate to remarkable levels.

A core team of 11 staff was set up, supplemented by a further 16 teachers. Supply cover was reduced to virtually nil, 4 pupil referral units were set up, and counselling of the most difficult pupils was established.

By the end of the project

• The team had made a significant impact on the lives of many pupils.
• More pupils attended class than hitherto.
• They began to take pride in their work and insisted on taking it home to show their parents.
• Parents were supportive and had made good relationships with staff.
• Very few pupils roamed the corridors during class time.
• Pupils smiled more and observed courtesies such as opening doors for staff and each other.
• Swearing was considerably reduced.
• Pupils took more responsibility for their learning, even basics like bringing a pencil to class.
• Classes suffered considerably less disruption than before.
• Badly behaved pupils began to recover.

• Substantive staff were able to teach more effectively.
• Litter on the site was dramatically reduced.

The school went to Fresh Start in good order.

Case study 2

A large inner London primary school which had been in special measures for three years with only limited progress and was described by HMI as being ‘unlikely to have the capacity to improve further’.

• Only 46% of teaching was satisfactory
• Behaviour was characterised by violence and bullying
• Classrooms were noisy and in poor repair
• Many children left classes to fight in the corridors
• Breaktimes were ill policed and largely out of control
• Leadership was ineffectual and incompetent
• Staff were demoralised and not allowed responsibility
• Resources were inadequate, despite substantial overspend
• Relationships with parents were poor.

After two terms:

• Teaching was 100% satisfactory or better
• Behaviour was under control at break and during assembly
• The corridors were quiet and empty during teaching time
• The leadership team were fulfilling their responsibilities
• Governors were properly informed and active
• Parents came into school routinely and were supportive of staff
• Corridors and classes were in the process of decoration
• Resources were much improved, with the budget back under control

Half a term later it was removed from special measures.