Good Practice Case Study

Key Stage 4 Curriculum Innovation at the Broxbourne School

Context

The Broxbourne School is a larger than average 11-18 comprehensive situated off the A10. It has over 1230 students almost all of whom are from white British backgrounds. Broxbourne itself can be characterised as a relatively affluent area but the number of parents who have attended higher education is relatively low. It is an outstanding school.

Yet it has not always been this way. When Headteacher Martin Titchmarsh was appointed the school was achieving 62% 5A*-C. Today The Broxbourne School has a 95% A*-C pass rate, (73% including Maths and English) with 65% of its students leaving with ten GCSEs at A*-C. Clearly some fairly seismic change took place and that change was a new Key Stage 4 Curriculum and the 5 learning pathways that it offers to students; a curriculum that OFSTED acknowledged as being ‘…matched so well to its students abilities and aspirations.’

The school was at pains to stress the truly comprehensive nature of its intake. Martin Titchmarsh and Paula Humphreys, Curriculum Deputy are passionate about what is being done at their school, a passion perhaps underlined by the fact that Martin spent 90 minutes with me during this interview explaining the underlying philosophy of what they are about and stressing that other schools can follow their example.

For the sake of clarity this article will explore three main areas to explain exactly what it is that The Broxbourne School has done:

1. The Philosophy
2. The Role of staff and CPD
3. The Process

The Philosophy

The Broxbourne School is seen primarily as an academic institution by many people in the area so they might be surprised at the wide range of vocational qualifications on offer to students. Yet this is a school that does not shy away from making tough decisions based on its desire to do what is best for all of its students. It argues that if a school is not careful it will focus on the bottom end of its students at the expense of the needs of its most able.

This learning has had a lasting impact in that the school bands its students from Year 7 into 2 different bands, five upper and two lower. The progress of students within these bands is very closely monitored and will inform final decisions about which pathway they opt into at Key Stage 4. The school believes that a banding system helps them to better target their support of individuals and groups.

Martin talked about his satisfaction at taking the first year 7 assembly in the knowledge that of the 200 pupils in front of him less than 10 would leave without 5 A*-C grades at GCSE. This is proof that the Curriculum works.

Having a wider range of vocational courses has helped all students. For instance, BTEC Art now runs alongside GCSE Art with the result that both sets of students are better able to achieve their full potential.

Armed with such an impressive set of statistics and convinced that what is done at the Broxbourne School is done for the good of the students; RE is not a separate subject at Key Stage 4. This frees up the curriculum allowing the school to give all students at least four options at GCSE.

The Role of Staff and CPD

Many of the changes and much of the supportive climate amongst staff is generated by the Teaching and Learning Group which has been in existence for many years. This is a team of about 25 teachers who seek to share the best practice within the school. Indeed the quality of its teachers are seen as a real strength at The Broxbourne School. It seems that the enthusiastic and industrious professionalism of the older staff rubs off on newly appointed staff so that such an attitude becomes the norm. Different schools require different types of leadership and Martin Titchmarsh is grateful that he is able to build on the teamwork of his staff and their collective dedication.

CPD and in-house INSETs are organised by the Teaching and Learning Group. Such days may involve a carousel of activities whereby staff can go and watch colleagues deliver starters or plenary activities. CPD is given a very high profile and is supported by a significant financial investment. The school will pay the full costs of staff wishing to follow an MA or MEd for example as research is constantly being carried out both within and beyond the school. Research and data informs everything that is done.

The Process

The five pathways which contribute to the success at Key Stage 4 are outlined below:

1. Four options chosen from a wide range of subjects including vocational ICT and Media. Students will also take French and Triple Science. 46 students are currently following this pathway.
2. Four options chosen from a wide range of subjects including vocational ICT and Media. Students will also take French and Double Science. 74 students follow this pathway.
3. Four options chosen from a wide range of GCSEs and vocational courses in Art, Business, Engineering, ICT, Media and Sport. Students will also take French and a BTEC Diploma in Applied Science. Students are encouraged to take one other BTEC course to “…maximise your chances of getting the 5 A*-C grades you need for the future.” 44 students follow this route.
4. Four options chosen from a wide range of GCSEs and vocational courses in Art, Business, Engineering, ICT, Media and Sport. Students on this pathway will also continue with their BTEC Certificate in Media started in Year 9 and they will take a BTEC Certificate in Applied Science. They will also be encouraged to choose vocational subjects for two of their four options. 30 students follow this pathway.
5. These students are not taking French and so they will choose five options. Again they will be encouraged to choose vocational subjects for two of their options and they will take a BTEC Certificate in Media and a BTEC Certificate in Applied Science. 15 students follow this route

To offer five different pathways at Key stage 4 incorporating a wide range of vocational courses demands a huge investment in staff time and money. BTEC qualifications such as BTEC Media rely heavily on the latest IT software and good cameras. Other BTEC courses require regular access to Computer rooms. They are not a cheap option.

But the payback is that there is more flexibility available to curriculum planners and students come to recognise that hard work brings rewards and are therefore more motivated and engaged in their work. Flexibility is practised as early as Year 9 when students in bands 4 and 5 begin a three year BTEC Media course. Improved student engagement in years 10 and 11 is evidenced by far fewer behavioural problems and OFSTED was moved to write that, ‘…there is little or no disaffection in later years and students achieve a wide range of qualifications by year 11.’

Guiding students into the right options or helping inform their decisions is a lengthy process that involves teachers, SLT, parents and, of course, the students themselves. Future career options are discussed with the school anxious not to close any doors and there is a surprising amount of leeway given to the students in their final choices so that if a student wanted to follow an options timetable of all arts or practical subjects they would be allowed to do so.

If you are interested in what Broxbourne School has done and would like to know more, please contact Paula Humphreys.