Deputy Head Academic Chris Hillman: What do we mean by a boarder’s progress and how do schools measure it?
Chris Hillman, Deputy Head Academic
Progress is one of those words we see a lot in education – you’ll read it in your son or daughter’s reports, on school websites and in inspection reports, and there are even league tables for some schools based on average academic progress in selected GCSEs. But is this the only type of progress, and is it reasonable to attempt to measure this concept?
At Godolphin, through our ‘Policy for Progress’ we consider progress in a number of broad areas. Academic is of course included but we also focus on personal and pastoral progress, extra-curricular progress and staff development (by setting a culture of everyone progressing and learning, we find this rubs off on the pupils too).
In its most basic sense, progress is the difference between a boarder’s starting point and where their journey leads at the end. In an academic sense, this is often the difference between, for example, the GCSE grades that their baseline tests, or raw ability, might suggest they are heading towards and those they actually achieve on results day. Such progress is relatively easy to measure and report on – it is often quoted as fractions of a whole GCSE grade compared to where the boarder would be expected to be. Schools often term this sort of progress ‘value added’, a rather impersonal phrase which hides the stories behind each and every grade obtained in public examinations.
A study of the 2017 and 2018 GCSE results at Godolphin showed that our boarders made more academic progress compared to day pupils. The opportunities available to boarders to progress in the wider sense are likely to have contributed to this effect.
Outside the rather narrow definition of progress in academic terms, it is more challenging to measure progress in such a quantitative way.
Pastoral progress
Most boarding schools consider the pastoral progress and the personal and spiritual development of pupils to be as much a priority as their academic development. Development of so-called ‘soft skills’ is valued highly by employers and it is crucial to any successful education to nurture these skills just as much as academic skills.
At Godolphin, we have a mental health plan to ensure that each girl is receiving the education she needs to be able to progress positively. A key tenet of this plan is that we have very small tutor groups of around ten pupils. The tutors who look after these relatively small groups of pupils are the focus of the provision of pastoral care. Tutors meet their tutees daily and also meet frequently with each other and with boarding staff and other senior staff. Their work is coordinated by Heads of Year and the Head of Sixth Form. Academic and pastoral staff meet regularly to discuss pupils who need support and to put in place any support needed.
Pastoral progress is difficult to quantify but it can be broadly measured by a combination of professional judgement and pupil self-reflection. At Godolphin our PSHCEE programme and Elizabeth Godolphin Award Programme in the prep and sixth form are the cornerstones of our provision to encourage personal development. This includes inviting outside specialist speakers who give talks or workshops to the girls, staff and parents as well as sessions run by staff. All pupils attend these sessions but boarders find them especially invaluable as they result in the sort of developmental and relationship progress that comes from building resilience, learning to lead, and developing tolerance and mutual respect.
Co-curricular activities
For a boarder to be mentally healthy and for them to continue to progress as a person they need to participate in a range of co- curricular activities, from peer mentoring, the Duke of Edinburgh’s Award, CCF to cookery, Model United Nations and kickboxing. Boarders find these sessions very accessible as they live on-site and so can replace travel time with these activities without impinging on time needed to complete their academic work and enjoy the boarding family environment.
At Godolphin, tutors monitor the involvement and success of pupils and this information is shared with parents. Commendations and Head’s commendations are awarded for particularly outstanding progress in any field.
Spiritual progress is important for boarding pupils and is, by its nature, impossible to quantify. At Godolphin we consider it in terms of how the girls have grown in their understanding of how to cope when life throws things at them, and the extent to which they have developed a sense of mutual respect, wonder and appreciation about the world around them. As a school we have strong links to the diocese of Salisbury and the provision of spiritual learning is monitored by the school chaplain, tutors and teachers of relevant subjects
Progress in these broader areas is non-linear – there are the inevitable kinks and twists encountered along the way. How we teach pupils to respond to those unexpected challenges sets the tone for mapping their progress. A newly arrived boarder setting out on their journey may feel a little homesick and need some help to settle into school life. Outstanding pastoral care, knowing the boarders and a good dollop of humour and patience makes the difference here. A boarder may find some subjects easier than others, and this balance may change, or they may need encouragement to participate in extra-curricular clubs to progress in a certain area. Through shared experiences with fellow boarders, they gradually become more independent and able to look after themselves and to work and live with others.
Successful boarding schools play a vital role in shaping a pupil’s progress towards adulthood – this is something developed by our unique new Godolphin Learning Programme from September 2019 where Year 7 to 9 pupils learn about topics such as cultural literacy, ICT and presentation skills, mindfulness and how to identify fake news.
After reading Physics at University and gaining a PhD in 2002, Chris began working in the state sector at Queen Elizabeth's School in Dorset, initially as a Physics teacher, and later as head of physics, and subsequently as Second in Science. Chris moved to work in the Science Department at Godolphin in September 2012, and began the role of Deputy Head academic in September 2019.
'This article first appeared in the Service Parents' Guide to Boarding Schools and the BSA Guide to UK Boarding Schools, both published by Bulldog Publishing Limited.'
Chris Hillman, Deputy Head Academic
Progress is one of those words we see a lot in education – you’ll read it in your son or daughter’s reports, on school websites and in inspection reports, and there are even league tables for some schools based on average academic progress in selected GCSEs. But is this the only type of progress, and is it reasonable to attempt to measure this concept?
At Godolphin, through our ‘Policy for Progress’ we consider progress in a number of broad areas. Academic is of course included but we also focus on personal and pastoral progress, extra-curricular progress and staff development (by setting a culture of everyone progressing and learning, we find this rubs off on the pupils too).
In its most basic sense, progress is the difference between a boarder’s starting point and where their journey leads at the end. In an academic sense, this is often the difference between, for example, the GCSE grades that their baseline tests, or raw ability, might suggest they are heading towards and those they actually achieve on results day. Such progress is relatively easy to measure and report on – it is often quoted as fractions of a whole GCSE grade compared to where the boarder would be expected to be. Schools often term this sort of progress ‘value added’, a rather impersonal phrase which hides the stories behind each and every grade obtained in public examinations.
A study of the 2017 and 2018 GCSE results at Godolphin showed that our boarders made more academic progress compared to day pupils. The opportunities available to boarders to progress in the wider sense are likely to have contributed to this effect.
Outside the rather narrow definition of progress in academic terms, it is more challenging to measure progress in such a quantitative way.
Pastoral progress
Most boarding schools consider the pastoral progress and the personal and spiritual development of pupils to be as much a priority as their academic development. Development of so-called ‘soft skills’ is valued highly by employers and it is crucial to any successful education to nurture these skills just as much as academic skills.
At Godolphin, we have a mental health plan to ensure that each girl is receiving the education she needs to be able to progress positively. A key tenet of this plan is that we have very small tutor groups of around ten pupils. The tutors who look after these relatively small groups of pupils are the focus of the provision of pastoral care. Tutors meet their tutees daily and also meet frequently with each other and with boarding staff and other senior staff. Their work is coordinated by Heads of Year and the Head of Sixth Form. Academic and pastoral staff meet regularly to discuss pupils who need support and to put in place any support needed.
Pastoral progress is difficult to quantify but it can be broadly measured by a combination of professional judgement and pupil self-reflection. At Godolphin our PSHCEE programme and Elizabeth Godolphin Award Programme in the prep and sixth form are the cornerstones of our provision to encourage personal development. This includes inviting outside specialist speakers who give talks or workshops to the girls, staff and parents as well as sessions run by staff. All pupils attend these sessions but boarders find them especially invaluable as they result in the sort of developmental and relationship progress that comes from building resilience, learning to lead, and developing tolerance and mutual respect.
Co-curricular activities
For a boarder to be mentally healthy and for them to continue to progress as a person they need to participate in a range of co- curricular activities, from peer mentoring, the Duke of Edinburgh’s Award, CCF to cookery, Model United Nations and kickboxing. Boarders find these sessions very accessible as they live on-site and so can replace travel time with these activities without impinging on time needed to complete their academic work and enjoy the boarding family environment.
At Godolphin, tutors monitor the involvement and success of pupils and this information is shared with parents. Commendations and Head’s commendations are awarded for particularly outstanding progress in any field.
Spiritual progress is important for boarding pupils and is, by its nature, impossible to quantify. At Godolphin we consider it in terms of how the girls have grown in their understanding of how to cope when life throws things at them, and the extent to which they have developed a sense of mutual respect, wonder and appreciation about the world around them. As a school we have strong links to the diocese of Salisbury and the provision of spiritual learning is monitored by the school chaplain, tutors and teachers of relevant subjects
Progress in these broader areas is non-linear – there are the inevitable kinks and twists encountered along the way. How we teach pupils to respond to those unexpected challenges sets the tone for mapping their progress. A newly arrived boarder setting out on their journey may feel a little homesick and need some help to settle into school life. Outstanding pastoral care, knowing the boarders and a good dollop of humour and patience makes the difference here. A boarder may find some subjects easier than others, and this balance may change, or they may need encouragement to participate in extra-curricular clubs to progress in a certain area. Through shared experiences with fellow boarders, they gradually become more independent and able to look after themselves and to work and live with others.
Successful boarding schools play a vital role in shaping a pupil’s progress towards adulthood – this is something developed by our unique new Godolphin Learning Programme from September 2019 where Year 7 to 9 pupils learn about topics such as cultural literacy, ICT and presentation skills, mindfulness and how to identify fake news.
After reading Physics at University and gaining a PhD in 2002, Chris began working in the state sector at Queen Elizabeth's School in Dorset, initially as a Physics teacher, and later as head of physics, and subsequently as Second in Science. Chris moved to work in the Science Department at Godolphin in September 2012, and began the role of Deputy Head academic in September 2019.
'This article first appeared in the Service Parents' Guide to Boarding Schools and the BSA Guide to UK Boarding Schools, both published by Bulldog Publishing Limited.'