Attainment Raising

The Make Your Mark Programme was specifically designed by The Brilliant Club, in collaboration with teachers, to raise attainment. The programme is evidence-based and research-led, and offers small group tutoring to Year 10 learners to develop their subject knowledge, self-efficacy and meta-cognition skills.

We’re working with eight schools this year to support English and literacy learning to help close the gap between the most and least advantaged pupils.

You can find out more about the programme on The Brilliant Club’s website here.

* This programme is offered on a match-funded basis (60/40). NTP funding can be used to cover the costs for your school. 

We’ve partnered with the Tutor Trust to offer 15 hours of English tutoring to 90 pupils from five Greater Manchester schools.

Their 2023 impact report provides considerable evidence of the impact of their programme.

* This programme is offered on a match-funded basis (60/40). NTP funding can be used to cover the costs for your school.

Our Maths Buddy scheme is delivered by trained HE students, and provides support to pupils re-taking Maths GCSE in an FE setting. We’ll also be trialling the scheme with a small number of Year 11 school pupils in 2023/24.

Maths Buddy aims to compliment teaching by focusing on the areas pupils traditionally struggle with, and supports them to develop the right learning skills and strategies to approach and break down mathematical problems.

The session resources and training for our student ‘buddies’ have been developed by an expert in Maths education, and some or all of the following topics can be covered:

• Resilience: Addressing the barriers to Maths learning in terms of resilience and confidence.
• Fractions.
• Ratio.
• Algebra.
• Geometry.
• Making it Real: Money and Probability.

We’ll also be offering a teacher CPD session which will explore ‘tried-and-tested’ and new ideas, as well as practical approaches to encourage and engage students’ maths problem-solving skills (including reluctant learners) as they approach their GCSE. This will be delivered online in early 2024, so keep your eye on our Teachers & Advisers page for further details.

Cummings et al (2012) found that mentoring improves academic attainment due to the influence it has on changing behaviour. It also found that, when academically focused, there is a more significant impact on attainment.

Our Go for Growth mentoring project gives learners the opportunity to have a mentor who has recently studied in HE. Acting as a role model, they offer personal support to help learners identify their strengths and weaknesses, and encourage them to set SMART goals by using the Growth Mindset model. Focusing on specific study skills, as well as dealing with stress and undertaking mindfulness and self-care, it gives pupils the tools they need to develop a more positive and resilient attitude towards their learning.

Each year, we offer a range of summer schools which take place on our HEI partner institution campuses. Taking part in a summer school is a fantastic way for young people to get a taste of what it’s like to be an HE student in either a university or FE setting.

The Education Endowment Foundation suggest that summer schools can provide up to four months’ progress, and some studies indicate that the gains can be greater for students from disadvantaged backgrounds.

Our summer schools have been shown to have a positive impact on aspects that can have a positive impact on attainment.

• Up to 15% increase in learners’ independent learning skills.
• Up to 9% increase in learners’ attitude towards higher education.
• Up to 18% increase in learners’ sense of belonging in a higher education setting.
• Up to 25% increase in learners’ knowledge of higher education.
• Up to 12% increase in learners’ academic self-efficacy skills.
• Up to 10% increase in learners’ intention of going to higher education.

Success4life is a 10-week project for looked after children in Years 8 and 9. It focuses on the personal development of learners, looking at their strengths and skills, confidence and aspirations.

Delivered by Greater Manchester Higher staff, as well as staff from our partner institutions and student ambassadors, it aims to motivate and inspire those with experience of the care system, raising awareness of higher education and the options available to them post-16.

Progressive Masculinity was developed by a Manchester school teacher with 20 years experience in the profession.

The aims of the programme are to:

• Challenge existing misconceptions of masculinity in pupils.
• Begin to reconstruct a more progressive model of masculinity.
• Raise the self-esteem, emotional intelligence and oracy of the pupils involved, encouraging aspirational goals.
• Tap into pupils’ leadership potential, empowering them to be drivers for positive change within their school.

We’re offering this programme to seven schools in the region on a match-funded basis of 60/40. Those who take part will be able to access a fully-funded CPD session for their school, which covers the following:

• The socio-cultural, biological and psychological factors which influence pupils’ understanding and interpretation of masculinity.
• Behaviour management and behaviour policies.
• Evidence-based schemes of learning to consistently promote a progressive brand of masculinity.
• Considering the possibility of unconscious gender bias and strategies to counter this bias.

“These sessions made me feel like I don’t have to pretend to be someone else. Someone I don’t actually like being anyway.” – Year 11 student.

The GM Boys Impact Hub is a coalition of practitioners working together to strategically and meaningfully engage in the movement to reduce the educational inequalities faced by working class boys in our region.

By piloting evidence-based activity and taking strategic action to stimulate dialogue and inform alternative approaches to learning, teaching, policy and practice, we hope to support better outcomes of young men who are eligible for Free School Meals. In particular we look to take a research-informed approach by referring to resources such as the Taking Boys Seriously guiding principles.

The aims of the Hub are:

• Voice: To provide a platform for the voices of young men who may be at the sharp end of inequality to be heard, listened, and responded to.
• Action: To make a commitment to adapting practice, approach and policy to respond to the needs of boys in our region, and to implementing interventions designed to give them a voice and tackle the inequalities they face.
• Evidence: Continue to collate, build and mobilise an evidence base surrounding effective, strengths-based practice in our work with young men in educational settings.
• Advocacy: Champion the experiences of young men. We will advocate for those in power to create an environment for equitable engagement for those experiencing marginalisation.

The Impact Hub is Chaired by Greater Manchester Higher, and members include senior leadership from schools and trusts across the region, the charity sector and the local authority. If you are interested in finding out more or joining the Hub, please contact the Head of Greater Manchester Higher, Helen Lord, on h.lord@mmu.ac.uk.

The Learning Innovator project is an ‘Action Research’ project aiming to empower teachers, giving them ownership of their own learning, and space to develop expertise in a specific aspect of their teaching practice.

The role of ‘learning innovator’ is usually conducted over the course of a year (it can cut across different academic years) and teachers will:

• Read extensively on a specific area of teaching practice which aligns with the needs of the school.
• Visit other schools already using the aspect of teaching/learning being researched.
• Trial approaches in their own classroom.
• Share what they have learnt more widely across the department and school.

Those who are successful will receive funding for CPD materials (e.g. books, journal articles, facilitating cover, and travel to school visits).

Staff taking part will also receive a small sum for themselves for leading the project, to recognise their contribution to supporting others in their department and school to improve in the specific aspect of teaching they’ve chosen.

We are still piloting this in two schools, but are open to providing additional funding for additional interested schools/teachers.