Education Case Studies

Senior team learns more about behaviour & learning styles...

Grammar School at Leeds
Leeds, West Yorkshire

Leading independent co-ed secondary school.

Programme led by Christine Jagger who is Head of Student development.

Services used

  • online Footprint® diagnostic
  • Personal Statement report
  • Approach to Learning report
  • Approach to Teaching report
  • student Self Awareness workshops
  • Self Awareness INSET session


To measure and support the understanding of the unique behavioural and learning preferences exhibited by each student entering the 6th form at GSAL. Further, to train the senior 6th form tutors in the interpretation of these patterns and improve teaching strategy and pastoral support for the 6th form cohort.

This follows on from the successful support that Self Awareness gave the merger of the girls and boys wings of the school (and the move to new premises) in 2007/8.

The challenge 

  1. to improve the instance of tapping into natural working and learning patterns; ideally to improve student performance in 6th form and moreover to prepare students for the transition to university life;
  2. to maximise the opportunities for improvement which comes from the culture of self-awareness; namely the improved communication skills and teaching strategies which can be developed once the unique learning and working patterns of each student are understood;
  3. to speed up the induction process by giving teachers and tutors key data about how their students prefer to work, relate and learn;
  4. to improve parent stakeholder input and support;
  5. to demonstrate excellence in personalised learning in 6th Form at GSAL.

The solution

The solution, developed over a number of years by Self Awareness consultants, was to measure the natural working styles and approach to learning of each of the teachers and students in new GSAL 6th form cohorts. This gave a platform of data on which to base consultancy support. This data is collected by means of the online Footprint® form which is a quick and practical test developed from 4QB theory and extensively validated by Cambridge University.

The data allows the generation of a sequence of reports. These are used by students and tutors to embed a basic awareness of their preferred learning and working style. Once this is completed the reports are used in specific contexts and at crunch points within the 6th form journey. For example, to:

  • support parents’ evenings
  • build individual learning strategies
  • reduce exam stress 
  • improve team-working skills
  • very importantly, using a Personal Statement report, help a student to present his/her best skills and attitudes in a powerful UCAS application and university interviews

The results

Embedding of the data and understanding its applications begins with a student workshop to introduce the concept and importance of 4QB understanding. Students are engaged and empowered to take more responsibility for (and to explore) their own learning.

Teacher training sessions are then undertaken to help teachers and tutors work with the data efficiently, considering personalised learning strategies, thus improving outcomes for each student and the school 6th form results.

The data also supports one to one coaching/development sessions and gives indicators which help teachers to head off potential future learning issues.

The future

In the future the SLT at GSAL hopes to roll out the programme to the rest of the school, beginning with the inclusion of year 9 students in a Know Yourself context; developing through year 10 with Team Working skills and lastly preparing year 11 students, through Getting Serious, to deal with the exam pressures experienced during GCSEs.