Bournville Gifted and Talented Programme

1. Bournville Gifted and Talented Programme Peer Coaching Proposal

2. Background • G&T pupils are more capable of working independently • G&T pupils prefer more freedom to influence their own learning • We want All pupils ultimately to take more responsibility and ownership of their own learning • Evidence supports that the influence of pupils peer supporting and coaching can be more successful than that provided by teachers

3. The Rationale • Involves only pupils on the G&T register (those with the most nominations across the school in each year group, approx 100 pupils) • Pupils will be trained to peer coach • Pupils will be linked and supported by vertical tutor groups with a member of staff attached (current G&T reps) • Pupils will produce, update and review their own Individual Learning Plans (ILP), twice per year in normal cycle.

4. Vertical Tutor groups • Pupils organised in to groups of 7 (a year 7, 8, 9, 10, 11, 12, and 13 student in each group) • There will be 16 groups in total and 8 members of staff will be attached to them (2 groups per member of staff). • It would be desirable to have a university student attached to each group in the future (something to consider for 2008-2009) • Identifies a formal structure of support, but more importantly provides links for informal networks of support to develop.

5. Independent Learning Plan • Sit alongside the current IEP structure for SEN • Similar model for plans • Contains: Current levels, targets (academic and non), and extra curricular performance (current and targets) • Allows opportunity for feedback on school (pupil voice mechanism, which will be followed up by forum discussion of volunteers).

6. Student Coaching Training • Will happen in school time (one period in Elgar hall, all students together) • Lead by LW1, with NA or RP? • Training for our system, rather than all out coaching training – though sound theoretical principles are the basis • First time organised in vertical groups and time given to introduce to each other and meet assigned teacher • All G&T rep teachers available (cover implication!!!!!)

7. Development of First ILP • Follows coaching training • Students given preparation pack and time to complete • This involves a questionnaire (?) to initiate thought about plans and aims; a copy of ILP for them to pre-fill certain sections (current academic levels/grades, target levels/grades and information about non-curricular involvement and achievement) • Completed and entered electronically in to ILP form prior to first coaching meeting

8. First Coaching meetings • In summer term (2007) • Focus is to try out format, allow students to put training in to practice and to set up initial ILPs. • Held as a an after-school session. • Staff and students present • Max two hours duration. • Intended as a one-off. • Future meetings will be held by pupils independently, monitored by G&T reps.

9. The future (2007-2008) • ILPs for pupils will already be established. • Students will meet to self review and update twice per year, approximately in line with current target-setting and review. • May be possible to withdraw these pupils from whole school set-up to free up time for other pupils being monitored by staff. • G&T reps attached to groups will monitor their groups electronic ILPs. • Link up with feeder schools so that our year 7 and year 8’s can coach their G&T year 5 and 6’s • Use of school VLE to support groups via E-mentoring

10. The future (2008-2009) • Link groups with a current university student to have completely non teaching coaching for G&T

11. Who’s doing who?

12. Plan for first meetings

13. Notes for first meeting • Will happen in Keynes • Suggest a Wednesday • Pupils have three computer rooms and lounge area (K2?) with refreshments available • Meetings are scheduled tightly and pupils given 15 mins, with 5 min change over. • 32 meetings happen at any one time – 10, 11 and 11 in the three computer rooms • Pupil either type as they talk (so meet in computer rooms) • Or can type up notes later directly in to the ILP

14. Alternative • If space in Keynes is an issue and not using Wed, then • Need to spread out meetings and give pupils time slots to go away and return during the evening (appointments) and teachers can work a little slot each (do their meetings first) then the volunteers stay longer to observe the kids.