Teach Secondary Issue 13.6

WHAT WE DO... BURNAGE ACADEMY FOR BOYS Needto know Anew report fromtheNational Foundation for Educational Research has found that post-16 students are opting to studya significantlynarrower range of subjects thanwas the case 20 years ago. Researchers identified a sharp reduction in the range of subjects taken atALevel starting in 2015/16, coincidingwith reforms that sawAS Levels no longer counting towards overall ALevel grades.At that time,56%ofAS or ALevel studentswere studying at least one humanities subject; by2021/22, that proportionwas down to 38%. The report also highlights a growing homogeneityamong students’KS5 subject choices, withmore students taking AS andALevels froma single subject group, such as social sciences or STEM. It estimates that the proportion of students making‘single subject group’ course selections rose from21% in 2015/16 to 36% in 2021/22. As forwhythis is happening, the report points to a gradual narrowing of the subject choices available to students as a key factor.Virtuallyall post-16 providers offer courses under the banners of humanities, social sciences, the arts and so forth, butmultiple individual subjects have seen precipitous declines in entries – particularlyFrench. The report can be accessed in full via bit.ly/ts136-LL2 25% of disadvantaged pupils achieved grade 5 or above in their English and maths GCSEs in 2022/23, compared to 52% among those not known to be disadvantaged Source: ‘Improvingeducational outcomes fordisadvantagedchildren’reportbythe NationalAuditOffice Burnage Academy for Boys is unique, yet not in the ways youmay expect. OurManchester school is impacted by a range of social issues tied to the inner-city, andwe navigate a moving landscape on a daily basis. With over 40 languages spoken by our 1,000 boys, we’re diverse andwe’re vibrant. Like somany other schools, staff here work tirelessly tomake sure that pupils reach their potential. So far, not so different. Aside fromrelative rarity of being a non-selective school for boys, whatmakes Burnage Academy for Boys stand out? CARING FORALL We don’t claimto have all of the answers. What we do works for our context and for our boys, and right now they need support, given the gap in performance between themand girls. Why do we believe we were named Tes Secondary School of the Year?Whatmade us go frombeing ratedRequires Improvement by Ofsted in 2016, to Outstanding in 2018 and again in 2024? One of our school values is ‘care,’ which applies to our staff, pupils and families. It’s crucial that staff feel valued and that they’re given the tools they need. Termly ‘wellbeing days’ are given to all teaching staff, where they can take a day out of school, providing themajority of their lessons can be voluntarily covered from within their department. Staff are happy to cover for each other, as they know the favour will be returned. This way, they can attend those important family occasions, or simply take some time for themselves. Planning time is furthermore protected, team-teaching is the norm, resources are shared and feedback policies are devisedwith a focus on efficiency for both staff and pupils. This all fosters a teamethic that has been described as being like a family, andwhich filters through to pupils, who see that their teachers work closely together and are being supported. In terms of howwe extend care to the pupils, we’re proud to have been awarded the Educate NorthAward formental health and wellbeing. Our pastoral structure –with ‘Houses’ rather than year groups –means that pupils have the sameHouse Leader for their five years with us, creating strong relationships between the school, our pupils and their families. A teamofmentors, therapists and counsellors, as well as regular collaborations with experts, mean that all aspects of wellbeing are covered, which the boys can talk about openly during their weekly ‘personal development’ lessons. FOCUSINGONTHE BOYS’ NEEDS Putting this together and focusing on each pupil as an individual results in incredible outcomes. Staff have developed superb relationships with pupils, and the boys know they can trust their teachers. The progress of boys at Burnage is consistently amongst the highest in the country, demonstrating that nomatter the starting point, boys here will reach their potential.We recognise the fact thatmany pupils don’t have the chance to develop their cultural capital outside of school, so we devote significant curriculumtime to taking pupils out and broadening their horizons. This activity includes visits to the countryside, museums and local historical sites, and further afield, courtesy of our partner school in France. Our extra- curricular offer gives pupils the chance to try a wide range of activities outside of class too, which does just asmuch to support their academic development as excellent teaching. A school community that feels cared for. Pupils that trust their teachers. A curriculumthat looks outwards, and not just to examresults. These all combine to give boys at Burnage the passport to future success. GREG MORRISON IS ASSOCIATE ASSISTANT HEADTEACHER AT BURNAGE ACADEMY FOR BOYS, WINNER OF SECONDARY SCHOOL OF THE YEAR AT THE TES SCHOOLS AWARDS 2024; FOR MORE INFORMATION, VISIT BURNAGE.MANCHESTER.SCH.UK 86 teachwire.net/secondary