Breaking the Cycle
Newcastle College and Community First North East
Evidence of improvement in learners’ achievements, retention and progression.
Despite the fact that the profile and curriculum is not due to roll out until 2018/19 we were able to capture some evidence of how the project has impacted on either those directly influenced by the research process or those affected by the engagement of their tutors in the project. Attendance on these programmes has improved by 5% and performs well compared with vocational attendance. Retention has risen by 3% with a further 3% predicted rise in achievement. Behavioural issues also appear to have benefitted from the project with a reduction in the need for stage 3 disciplinaries.
Similarly, strategies to promote more collaborative working methods demonstrate improvements in learners’ confidence, ability to think of ideas, share opinions etc ‘Group work skills have improved. She readily asks questions but is still learning how to keep these to the point and focussed and also has a target of pausing to think before responding to others.’
Improvement Practitioner observations and peer observation feedback have shown that learners are responding well to more responsibility, peer marking, scaffolded tasks etc and these approaches are being taken up by other members of the team ‘Since observing X, I have already used her idea with an elementary class.’