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The Manchester Grammar School

Old Hall Lane
Manchester
Greater Manchester
M13 0XT

T: +44 (0)161 224 7201

Contact email Visit our website

ISC ID: 16643


Head

Dr Martin Boulton (High Master)

Boys - age range:

Day: 7 to 18

Size

1586 pupils

The Manchester Grammar School case studies (32)

Poetry Workshop

Partners

  • The Manchester Grammar School
  • Whalley Range High School for Girls, Urmston Grammar School, Withington Girls School, Manchester High School for Girls, Altrincham Grammar School for Girls, Altrincham Grammar Schools for Boys
  • Academic
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The Birches School

Partners

  • The Manchester Grammar School
  • The Birches School, West Didsbury, Manchester
  • SEND
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Impact of partnership work done in 2018 (ISC annual Census 2019)

  • 16 state schools involved
  • 500+ state school pupils involved
  • 2000 staff hours given

Academies or free schools sponsored

  • New Islington Free School

Impact Statement

Community Action

163 boys from Years 9-13 are involved in a weekly Community Action programme which includes:

• Two secondary academies, one where the boys work specifically with EAL children
• 11 local authority primary schools, one a special school for children with ASD. One to one academic mentoring. One group does sports coaching.
• A special school and college for children and young people with profound and complex needs.
• Visiting elderly residents in a very deprived area of Salford
• Further work with the elderly and dementia sufferers in partnership with the charity Kissing it Better, in both Age Concern centres and hospital settings
• Latin teaching in a local school

In the summer, 24 pupils elected to devote their Activities Week to Community Action, working in 4 settings: dementia care and three special schools.

New project for 2018/19

We have started a successful partnership with St Chrysostom’s Church and two associated primary schools (situated in Victoria Park, the area of greatest child poverty outside of London).

• Weekly one-to-one adult English language support/conversation classes with asylum seekers/victims of human trafficking
• One-to-one mentoring programme, extending and developing the work of Youth Charter to create ‘Social Coaches’

Public Lectures

• Annual Bexwyke Lecture: 400 children, mostly from maintained sector primary schools joined us for workshops and a lecture.
• Hugh Oldham Lecture Series: weekly academic lectures delivered on a range of topics to which all local Sixth Formers are invited.
• Annual IMA Sixth Form Maths Lecture: attended by local state Sixth Form pupils.

Sharing Resources

We regularly provide facilities free of charge for the following community groups:

Manchester Beekeepers
Bhavan Indian cultural classes
NW Badminton Association
Cheadle Cricket Club
Cheadle Hulme Cricket club
Didsbury Cricket Club
England Hockey
Manchester Splash Swim Club
The Swim School
Swimming matters Swim School
University of Manchester
A local choir use the music school for rehearsals
Timperley Hockey club
Brooklands hockey club
Two local primary schools use our site for sports days
British women’s power lifting
GMP (Attestation ceremonies)

We have included impact statements from a small selection of our partner schools below.

Partner Organisation:
MEA Central Dated:
January 2018
Completed by:
Kate Edwards Position:
SEND and EAL Coordinator
The nature of the partnership and work done by MGS pupils and our staff:

Five students from MGS attend MEA Central on a weekly basis and act as reading partners to five of our Year 7 students. The session lasts for half an hour (during the Year 7 afternoon break). The MGS partners have all completed a short training session on the best ways to support and motivate younger students to become better readers (using the principles from the Better Reading partnership). We have only been up and running for approximately half a term. We already have plans to train up a further 5 students to increase the programme’s impact.

If relevant, roughly what proportion of your pupils would be classified Disadvantaged Pupils/Pupil Premium?

None of the current five students have access to FSM/PP funding. 4 of the 5 students speak English as an Additional Language. The school serves a diverse community and approximately 40% of our Year 7 cohort are entitled to Pupil Premium funding.

What age groups within your organisation work with MGS and how many individuals are likely to work with MGS during the course of a typical academic year?

Currently, we have 5 MGS partners and we aim to increase this to 10 from Weds 10th January. As we are a new school, we currently have only one Year 7 group. We would like to continue to develop further opportunities to link with MGS as the school grows.

Are the participants selected in any way? If so how?

We selected students who scored a reading age of 10 years in their assessment on arrival to our school in Year 7. We felt that this cohort had the necessary reading skills to decode and read with fluency and expression but were perhaps not quite at their chronological age due to a lack of motivation or opportunity for regular, supported reading. We anticipated that the MGS reading partners would provide excellent role models and offer the kind of support that would make the students’ reading experience more interesting and less threatening.

What do you observe to be the benefits to your participants as a result of working with the pupils and staff of MGS?
Are there any individuals that you believe clearly illustrate what the benefits can be and have they have been shown and how?
Are there any quotes or comments that might demonstrate the benefits?

We have only been running the sessions for a short period so we have yet to collate data about the impact on the students’ reading ability/reading ages. However, we have observed that the Year 7 students involved with the MGS reading partners are very motivated to attend their sessions and are more enthused about reading as a result. Mahmood gladly misses Basketball to attend and even bought a new book to specifically share with his reading partner. Roberta beams when she is in her reading session and she has expressed how grateful she is to have somebody listen to her read, help her to remember strategies to use and who talks to her about her reading. Having observed the sessions, it is clear that our students feel happy and excited about having the opportunity to read for pleasure and hopefully, to get better at it too.


Partner organisation:
All saints school Dated:
11.1.2018
Completed by:
Anne Unwin Position:
Chair of governors
The nature of the partnership and work done by MGS pupils and our staff:

Working with year 2 children to support in greater depth in mathematics

If relevant, roughly what proportion of your pupils would be classified Disadvantaged Pupils/Pupil Premium?

In year 2 44%, 54% across the school

What age groups within your organisation work with MGS and how many individuals are likely to work with MGS during the course of a typical academic year?

Year 2 – group of 6 pupils chosen

Are the participants selected in any way? If so how?

Additional support to obtain great depth in mathematics

What do you observe to be the benefits to your participants as a result of working with the pupils and staff of MGS?

These are the most able pupils who need additional challenge. They benefit from being chosen to be in the special group and have gained in confidence

Are there any individuals that you believe clearly illustrate what the benefits can be and have they have been shown and how?

Individual children have shown there new skills and achievements in whole school assemblies as well as in the classroom

Are there any quotes or comments that might demonstrate the benefits?

Parents have commented on the opportunities being given to the children and have been impressed by the additional support and attention being given to the children

From a different perspective i am the parent of an old mgs boy and i know that even now that my son and his school friends actions reflect the values that were gained when carrying out similar activities 12 or so years ago. They are much more understanding of others than many of their peers. They spent their time in local primary and special schools and still commitment themselves to supporting a variety of charities and activities.

I have long standing connections as a chair of governors in several schools across the city at primary and secondary stages and Ii believe strongly that the outreach work benefits the boys of mgs in the long term.

Other schools may provide a Christmas party for local people but that is for one afternoon a year – the mgs boys give a long term commitment when agreeing to visit a school and this is something that appears to be sustained as they move on to university and adulthood.

I would thoroughly endorse this work and hope that it continues as |I believe it as beneficial to the students of mgs as to the younger people they are supporting.


Partner organisation:
Old Moat Community Primary School Dated:
10/01/2018
Completed by:
Anne Hinds Position:
Lead Teaching Assistant and Head of Volunteers
The nature of the partnership and work done by MGS pupils and our staff:

MGS supports the regular day-to-day lessons in a variety of year groups through pupils and staff giving up their time to voluntarily aid members of the School’s staff in teaching. This may include helping children, many of whom have recently arrived in the country and so speak little English, read, and aid them with mathematical and scientific problems/questions. The MGS students also act as exceptional role models, given their mature and polite manner when on the school site and interacting with both Old Moat pupils and staff alike.

If relevant, roughly what proportion of your pupils would be classified Disadvantaged Pupils/Pupil Premium?

40%

What age groups within your organisation work with MGS and how many individuals are likely to work with MGS during the course of a typical academic year?

MGS volunteers aid the teaching of classes from all year groups (i.e. from Nursery to Year 6). As a result, they can help with the teaching of approximately 150 individuals in an academic year (as some work with the whole class, whilst others work purely on a one-to-one basis and so have a more concentrated impact).

Are the participants selected in any way? If so how?

The participants selected are often those who we know have less support from home, and thus benefit more from further intervention.

What do you observe to be the benefits to your participants as a result of working with the pupils and staff of MGS?

Are there any individuals that you believe clearly illustrate what the benefits can be and have they have been shown and how?

Are there any quotes or comments that might demonstrate the benefits?

Many children do not get one-to-one tuition/reading opportunities at home, and so MGS volunteers being able to offer personal help to pupils is extremely valuable. It also boosts their speaking and listening skills, as well as the confidence and morale of the participants. We have also noticed an improved focus in class from our pupils as a result of MGS’ support.

In particular, the older pupils of the school have had a more positive approach to lessons, being eager to learn in order to show the MGS volunteers how much they have improved in every session.

All staff members speak positively regarding the MGS students. Their support has proven extremely beneficial and the students have been flexible and enthusiastic. Teachers have commented on the students’ excellent ability to work both independently in one-to-one scenarios and in helping teachers in a larger class environment. The pupils themselves also often show clear signs of excitement on the days we have MGS pupils come in to the school, and are all eager to participate in the sessions with the volunteers. All feedback received has been extremely positive.


Partner organisation:
Rushbrook Primary Academy Dated:
20/12/17
Completed by:
Brenda Bell Position:
Reading Lead
The nature of the partnership and work done by MGS pupils and our staff:

MGS pupils visit for one afternoon, weekly, to support reading in KS1.

If relevant, roughly what proportion of your pupils would be classified Disadvantaged Pupils/Pupil Premium?

40%

What age groups within your organisation work with MGS and how many individuals are likely to work with MGS during the course of a typical academic year?

During the Autumn Term 2017, each MGS pupil has had a reading session with approximately three Year 2 pupils every time they visit. I expect that the sessions will continue in the same way for Spring Term 2018.


Are the participants selected in any way? If so how?

Participants are not formally selected, however children who do not have reading support at home are included. Some higher ability readers have been identified to work with MGS staff member for a more in-depth reading comprehension session using First News as a resource.

What do you observe to be the benefits to your participants as a result of working with the pupils and staff of MGS?
Are there any individuals that you believe clearly illustrate what the benefits can be and have they have been shown and how?

Are there any quotes or comments that might demonstrate the benefits?

All of our pupils benefit from having regular contact with an adult to support and share their reading experience. This contact increases the pupils’ confidence not only for reading but also develops their speaking and listening skills. The varied backgrounds of MGS pupils and of our Rushbrook pupils presents opportunities to broaden their understanding of the world generally. Conversations using an image as a stimulus last year proved very successful. In particular, one such discussion, relating to The Amazon, elicited lots of ideas and opinions from our Y2 children, who were keen to share what they knew. Interestingly, when it came to write the word Amazon they children knew instantly – relating it to their experience of the world - knowledge of Amazon the company.

On a more general note, our children are very happy to read to the MGS Boys, their visits create a buzz!
Class teachers are always appreciative of more opportunities for our children to share a reading experience with a supportive adult.

Partner organisation:
Manchester Creative and Media Academy Dated:
12th January
Completed by:
Jane Loughman and Tracy Welsh Position:
HLTA’s (Literacy)
The nature of the partnership and work done by MGS pupils and our staff:

Reading mentors x10.
To work with struggling readers in KS3.

If relevant, roughly what proportion of your pupils would be classified Disadvantaged Pupils/Pupil Premium?

90% were Pupil Premium.

What age groups within your organisation work with MGS and how many individuals are likely to work with MGS during the course of a typical academic year?

10-12 students from age 11-13 years.

Are the participants selected in any way? If so how?

The criteria used was:
Below chronological reading age.
Pupil Premium.

What do you observe to be the benefits to your participants as a result of working with the pupils and staff of MGS?

Are there any individuals that you believe clearly illustrate what the benefits can be and have they have been shown and how?

Are there any quotes or comments that might demonstrate the benefits?

The majority of our students on the reading programme gained confidence, self-esteem and a significant visible difference in their social skills. There were some vulnerable students who accessed the programme remarkably well. This was a pleasure for us to witness each week.

Overall, it was an extremely heart-warming experience to hear the ‘buzz’ of the readers, fantastic atmosphere and friendly interactions taking place.

Partner organisation:
St James’ C of E Primary School Dated:
4th January 2018
Completed by:
Yuko Yamawaki Position:
Administration Officer
The nature of the partnership and work done by MGS pupils and our staff:

We are located right next door to each other. Our pupils have opportunities to visit MGS for different workshops and enrichment programmes. MGS 6th form boys may benefit from coming to our school and working with children from variety of family back ground.

If relevant, roughly what proportion of your pupils would be classified Disadvantaged Pupils/Pupil Premium?

Approximately 27%, according to school record.

What age groups within your organisation work with MGS and how many individuals are likely to work with MGS during the course of a typical academic year?

MGS Outreach boys come to help any class between Y1 and Y6. This academic year, it has been Y1, Y2, and Y3 children. They either help the class teacher or work with specific children as a “reader”.

Are the participants selected in any way? If so how?

Class teachers are asked if they would like MGS outreach boys to support in class. They would then use them to support children according to need.

What do you observe to be the benefits to your participants as a result of working with the pupils and staff of MGS?

Are there any individuals that you believe clearly illustrate what the benefits can be and have they have been shown and how?

Are there any quotes or comments that might demonstrate the benefits?

I am certain that the children at St James’ would benefit from having older children/young adult role model come into school and work closely with them.

There have been opportunities where MGS 6th form boys offered music lessons for year 6 children, which were extra music lessons for year 6. The year 6 class teacher was very impressed by the 6th form students’ confidence and how they delivered the lessons each week for the term.

I am told about a boy who asked “How do I sharpen the pencils? What do I use? ” to about a boy who worked above and beyond the teacher’s expectations. One of the teachers at St James’ last year, asked me to send a message to the boys who helped her. She would write a letter of recommendation for them if they ever needed one as she was so impressed by the enthusiasm and initiative they took. She said both boys were truly helpful young adults in the classroom and she started to take into their presence in her lesson plan. That probably set very high bar for this year’s boys. But I am certain that boys’ confidence will grow as they keep coming and what they can offer will increase.

Find out about this school's scholarships and bursaries here.

  • Sibling discounts
  • Bursaries for new entrants
  • Hardship awards for existing pupils