A project to raise standards in through a ‘diagnosis, therapy, testing’ approach and by using ‘personalised learning checklists’ is proving successful. Mary Cranna explains more

I work at West Somerset College as the raising standards leader for science. It is a key strategic role within the extended leadership team and my main responsibility is to raise attainment and drive progress in science.

Last year’s (2014/15) Additional GCSE results did not meet or exceed our targets and this year’s first data assessment point shows that our current cohort is under target, particularly in double science.

In the past, we invited all underachievers to intervention and/or revision lessons. But we discovered these lessons had a whole-course focus that hampered our ability to target by class or individual pupil. We were unable to address those topics that classes or individuals found particularly hard to perform well in.

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