Foundation Focus: Premier League Enterprise
This week’s Foundation Focus shines on spotlight on pupil D who is a Year 8 pupil at Shireland Collegiate Academy. D has English as an additional language and was struggling to understand words and terminologies which led to poor behaviour.
D had adapted to his new environment well and has high aspirations for his future; however he has struggled to maintain the standards required due to a low level of the English language and became frustrated when attempting his work. Due to this, D began to misbehave and used distraction as a method to hide his low levels from his peers and teachers. D had started to be removed from lesson due to consistently poor behaviour and was placed regularly in the school’s Behaviour
Management Centre (BMC). D was also involved in a number of incidents in school that put him at risk of exclusion and this was only avoided when D showed a high level of remorse and asked for help. The Albion Foundation had approached the school in the previous term and Shireland Collegiate Academy felt that there were a number of pupils that would benefit from further support and an alternative method of learning, D was identified during initial discussions. Throughout the coming months, D would receive support during his Mathematics lesson from an Albion Foundation member of staff and then would attend the Premier League Raising Attendance Through Enteprise (RATE) after school programme. D began to communicate his frustration in preference to poor behaviour and would ask for additional explanation and support.
D, prior to taking part in the RATE programme, regularly misbehaved and was labelled as a “Joker” within lessons. This behaviour meant he was regularly removed from lessons and sent to the BMC, this meant he missed out on valuable learning time with his class teacher and peers. D also did not attend any additional support lessons after school. During the first few lessons of the RATE programme, D started to express his feelings in a positive way and would openly discuss where he was struggling. He would discuss whether he required support with the language, terminology or class work and was beginning to be aware of his limitations and was eager to improve in all areas.
D commented “I know can do better but don’t know all words and I get angry” and “I like to be the best and I don’t feel good with Maths”. Over the coming weeks with additional support, D showed rapid progress in Maths and English once the extra time was spent explaining words and terminology. This progress really inspired D to improve and gave him the confidence to perform at a higher level. This rapid progress led to his peers becoming aware and it created a competitive atmosphere within the class. D also began to make friends within the class.
D qualifies for the Pupil Premium which is where additional funding is provided for publicly funded schools in England to raise the attainment of disadvantaged pupils and to help close the gap between them and their peers. Prior to the programme, D did not attend after school sessions; however he attended every RATE lesson and was always first to class. His behaviour also continued to improve, with the school confirming there were not any discipline issues registered and work had been completed to satisfactory level. His Maths level also went up two levels in one term and two levels in English. During the programme, D won match tickets to watch West Bromwich Albion versus Liverpool and also won a photograph signed by (now former) West Bromwich Albion defender Joleon Lescott.
In D’s own words: “They have helped me a lot with my English and Maths. Albion are helping me to get the grades to be a policeman. At the start of year I struggled, I did not understand all the words and it was very confusing. I just did
Miss Deanne Howe (Intervention and Learning Manager): “Prior to the Albion Foundation starting D was really struggling. His Maths levels were 1a and English was also a 1a, behaviour was a big problem. English is an additional language for D so he has had to learn a whole new way of reading, writing and speaking, I am not going to lie, he has found it extremely tough. Particularly in Maths, he has really struggled with some of the terminology and started to get really frustrated. His behaviour was beginning to really stand out in a negative way, he was getting sent to BMC regularly which didn’t help him. The trouble was he started acting out to distract his teacher and friends to hide the truth that he was struggling, he became the joker of the class, he knew how to wind up others in the class and became difficult for the teacher. He did this to get sent out, he knew that by acting out, he would be removed from lesson and ultimately he wouldn’t have to complete his work.
He thought that nobody would notice but it quickly became very obvious, we offered class room support, after school support, spoke to his mother and tried to come up with a plan to help him on all fronts. He didn’t respond with one to one support, he didn’t attend after school clubs and mom, in a new country, was trying her best to help as much as possible. A colleague knew James through the Enterprise Challenge and said that it really impacted her year 12 class and that James really related to the group in particular the boys. Fortunately enough James got in touch and we arranged for him to come in. We arranged to
support in class and then immediately after would deliver an after school programme. We focussed initially on a few of the boys that struggled to respond and James immediately built a rapport with D. Throughout the next few weeks D really responded to James, I don’t think it was because James was male, but I think he was very patient with him, took the time to explain the terminology and generally became a friend to D. The difference, wow, unbelievable! D was improving very quickly, the more he seemed to grasp, the more he wanted to do well. He attended every after school club, he was always asking when James was coming in.
His attitude was so much more positive. His behaviour prior to James starting was at a level 3 for Maths and English. During the Enterprise programme his behaviour went up to level 2 in English and level 1 in Maths. Within one term D had moved up two grades in Maths. At the end of the year he finished on a 4c for Maths and 3a for English. It has been such a great programme, the impact on D and the rest of class has been amazing. We have now requested for James to come in for an additional day in the next academic year and also the school are looking into getting more Albion Foundation staff for other areas of the school. Overall, we have been delighted with the programme and the support from James.
Student D said ”I had never heard of things like vectors before! I was messing about and being stupid, I got in trouble and nearly had to leave school. It was very silly of me. I spoke to Miss Howe and she told me all about West Brom and I got excited. I love football and have never been to match, I have only seen on television. James came in and helped me a lot. He just explained things in a different way and I understood, he would relate it to football or cars or anything he knew I liked. Once I understood it was better I could do my work and found it easier, I enjoyed the Enterprise club and didn’t even realise how much maths I was doing. It definitely helped, I moved up two sets with James help. I am now happy, I want to do well.”not know what they meant, I
Miss Aminia Ahmed (Maths Teacher): “Where do I start, D is a bright boy, he is. The trouble is he struggles with the language barrier and the terminology and just gets really frustrated and upset when it doesn’t come instantly to him. I have tried a variety of methods and resources to try to motivate and encourage him; he has had in class support, but has still been struggling to catch up. D had been involved in a number of incidents in the school; he was at risk of exclusion, almost on a daily basis he was sent to BMC (Behaviour Management Centre). It was very hard to be support him, if he had been sent out of a previous lesson then he would be in BMC during my lesson. I think there were a variety of factors that impacted D. He began to hang out with the wrong crowd, he was getting provoked in to doing silly things, he got into fights and he knew he was struggling and thought misbehaving was the way out. I had spoken to a number of teachers and we all tried a number of ways to support him, from talking to him, providing one to one support, after school clubs, I even offered to personally tutor him after school.
It just didn’t sink in; it didn’t seem to provoke a positive reaction. Then one day, ‘sir’ came in from the Albion to support. I thought straight away the boys would love to work with him so I asked if he could work with a small group and help them. Over the next few weeks the boys really bought into James and began to open up. They would moan and complain about the work, but James didn’t bat an eye lid. He just said its ok don’t worry and kept going over the problem and until they got it. That patience is something that really made a difference, the boys began to get excited and I must admit it got a little bit competitive especially between D and J. They were both improving all the time but D was slightly more in front and his behaviour was perfect. Completely different boy. James’ group then began to grow and in the end James had pretty much taken over from me! They were attending after school programmes, completing their homework and were just generally happier children. It was great to have a fresh approach, someone who could really relate to them and befriend them. When D won a maths contest and won a signed autograph, he was so happy. He kept mentioning how it was a real footballer’s autograph and carried it in his bag every day! After a few days Miss Howe went and got him a frame to put it in for his wall so he wouldn’t ruin it. He also won tickets for a match and took a friend, it was the first time he had ever been to a stadium, to a football match, he loved it!”