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Analyse your data, so you know:
 The difference in attainment between boys and girls, including ethnic groupings - Where there is variable attainment across subjects and subject residuals
- Which groups are underperforming within a cohort of boys and a cohort of girls
- What the value added data shows you. You may have a smaller than average gap, but you may add value to one group more than another
- Whether one group of boys/girls is improving more than another
- Which pupils failed to achieve their potential. Translate percentages into numbers of pupils and numbers of pupils into individuals
- In what way these individuals underachieved. Look at their actual test papers and samples of their work
- Which teachers are more successful than others at adding value to pupil attainment
- The gender choices at option times, and how teachers and pupils treat those who may opt for non-traditional subjects
- Where your exclusions peak and who is excluded for what
Gather information in classrooms on:
- The greetings, seating, starts, conclusions and dismissals of lessons
- Teacher mobility: how teachers move around the pupils, which pupils they work with and how often
- Formal and informal language used between teachers and pupils and among pupils
- The pace and challenge in lessons; the structure of lessons and learning styles
- Whether colleagues are right in their perceptions of off-task activity and general behaviour
- The approximate ratio of praise to criticism and what pupils are praised/criticised for
- Classroom organisation on seating and groupings for tasks
Identify your own priorities
- Summarise the baseline situation, from your data analysis, with key issues identified
- Plan actions based around the areas of:
| Pedagogy |
- focusing on teaching and learning strategies |
| Individual |
- target setting, mentoring, self monitoring |
| Organisational |
- groupings within and across classes |
| Socio-cultural |
- school ethos: High expectations for all; eradicating the `its not cool to learn' culture; a focus on negotiations rather than confrontations; the hidden curriculum; the value placed on various kinds of attainment and success |
Teachers need to be persistent and rigorous in their approach. Accept no excuses for underachievement especially that's just the way boys are, girls are not so good at physics, etc. Saying 'done that' will not be enough.
For further information log on to: www.standards.dfes.gov.uk/genderandachievement and OFSTED publications REF HMI 15659 and HMI 505. See also KS3 key message leaflet 'Gender; raising boys' achievement'.
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