Home > Heping Boys to do Well > Which aspects of good practice make a difference for boys?

Whole school approaches:

• Decide on a whole-school `no hands up' policy but ensure questioning is differentiated and targeted
• Mentoring for boys at risk who are messing about; noticed students do better
• Use of male role models for mentoring
• Positive behaviour management approaches which aim to amend behaviour without disapproval or confrontation in order to avoid escalation
• Consider insisting on a 50% reduction in marking so pupils have to do some self - assessment, based on clear criteria for the task and levels
• At secondary level, tell boys in a one-off assembly why boys fail nationally at GCSE. Challenge them to buck the trend to be successful. Tell them to talk together about their work, work together and help each other. Provide extra help and support so they can't fail. Challenge stereotypical choices for GCSE
• Review banding and setting arrangements to avoid making early predictions of students' ability which encourage low expectations on the part of students and teachers. Where setting is used, set for potential, using data, and encourage maximum upward movement
• Use of frequent celebration and praise as a normal part of school life in such way that it's cool not to be a fool!
  evelopment of target` setting systems per task, weekly, termly and yearly
• Ensure close monitoring of pupils' work and behaviour is tight by identifying a senior manager with responsibility for evaluating pupil progress

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