Education Case Studies
100% university acceptance for Claires Court students supported by Self Awareness...
Independent school: single sex 14-16 (boys and girls); CoEd 16-18.
Stephanie Rogers is Head of Year 12 and has 9 colleagues as sixth form tutors.
- online Footprint® diagnostic
- Personal Statement reports
- Teacher training (historically)
- Student workshops (historically)
The Self Awareness programme at Claires Court is used to support the induction of retained and new students to the sixth form culture at the School. It’s a crucial transition for each student so that they settle and begin to take responsibility for learning and working relationships. 20% of the cohort are students new to the school; they are entering specifically for their A level choices in sixth form. It is therefore really important that teachers and tutors get to know them and their approach to learning quickly.
Self Awareness has a long tradition of providing profile data which helps staff and students adapt to the unique challenges of sixth form life. We were delighted when the new Head of Year 12, Stephanie Rogers, decided to retain the programme for the academic year 2011/12. Stephanie and her team are experienced in using the Personal Statement report to support each student’s UCAS applications. Stephanie notes…
“the reports really help students to review and present their best qualities”…
In summary, the Self Awareness data needed to help each student to be aware of how he or she prefers to work and learn as they enter sixth form life; it would also be desirable if this in turn empowers each student to take more responsibility for their learning and goals. The ultimate goal was to build self awareness and confidence in sixth form students.
Secondly the programme outputs needed to engage tutors and teaching staff; providing useful and user friendly data and to make them aware of the importance that Claires Court SLT puts on behavioural styles in learning.
Lastly the outputs need to inform tutorial relationships and provide supporting information when matching teaching and learning styles in the classroom.
Head of Year 12 at Claires Court, Stephanie Rogers chose the Self Awareness Personal Statement report as the main output to smooth the transition into sixth form life for her students. This report is generated by a simple online test. The test takes 11 minutes to complete on average and students can log in at a time which fits in with their busy day. The test is designed to measure working and learning preferences in 14-19 education.
The results are discussed as part of the tutorial programme at the school. In the past, Self Awareness trainers have also supported the embedding of the TTC programme with student workshops and specific teacher training.
In a recent review of the effectiveness of the Self Awareness programme, sixth form tutors cited its insights and supportive style as extremely helpful when preparing students for the UCAS process.
Stephanie Rogers states…
“the Personal Statement report opens up clear discussions about the best teaching and learning style for each student”…
In particular, it was found that the report saves time when writing references or work placement recommendations. Stephanie adds…
“time is so tight in sixth form, we need to get to know our students quickly and get them working effectively…”
99% of Stephanie’s students have rated their Personal Statement report as accurate, empowering and inspiring
Some students even emailed the report back home to discuss with their parents!
Claires Court School has a proud and simple claim…
“all of our students who wish to go to university, get there”
We at Self Awareness are proud to support that achievement.
Staff at Claires Court would recommend the Self Awareness programme to all sixth forms in the country. They are eagerly awaiting the launch of the improved web service from Self Awareness; in particular the improved functionality and wider report generation facilities.
The new web service is supported with a variety of new tutorial exercises. Furthermore teachers can now refer to programme notes which help the discussion of personal styles in teaching and learning.