Case Studies

We have a growing bank of case studies and news articles from subscribers. Read how other teachers are finding success with GCSEPod in all kinds of schools, academies, colleges and situations. If you would like to hear about schools in your area please do get in touch or take a look at our interactive Subscriber Feedback Map.

Revitalising students’ thirst for knowledge with GCSEPod

Manor Croft Academy, West Yorkshire

Overview

The Academy has a firm foundation of strong pastoral care and ensures a climate for learning which is calm, well ordered, secure and focused on achievement and success.

The results

"For us, GCSEPod perfectly fitted into everything we wanted to achieve."

Kion Nikoumaram, Vice Principal

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Using GCSEPod to impact revision and exam results

The Snaith School, Goole

Overview

The Snaith School aims to provide the best possible education and opportunities for each individual pupil.  They enable their pupils to enjoy life, grasp the opportunities it offers and be equipped to meet the complex challenges of the 21st century.

The results

"GCSEPod has become my baby, I absolutely love it and schools should have had it years ago."

Dave Nichols, Head of Geography

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Maximising impact and progress with GCSEPod

Marshalls Park Academy, Essex

Overview

Marshalls Park is part of the South West Essex Community Education Multi Academy Trust (MAT). The founding principles of such a partnership are focused on providing the very best educational opportunities for all students, drawing on the expertise across both educational phases.

The results

"I believe everybody deserves a decent education, and GCSEPod goes a long way to achieving that."

James Pickering, Assistant Headteacher

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Using GCSEPod to boost confidence with Pupil Premium students

Selby High School, North Yorkshire

Overview

Selby High School is a thriving, successful, vibrant and energetic community demonstrating a common purpose – to ensure the very best for each and every student.

The results

"GCSEPod backs up the work we are doing in school and helps us to get the best out of everyone."

Laura Stephenson, GCSEPod Lead

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Using GCSEPod to positively impact revision and exam results

School of Research Science, Dubai

Overview

The Schools of Research Science (SRS) was founded in 1998 to provide education for the children of local Emirati families. Since that time, the school has seen a dramatic expansion linked directly to its growth in popularity and now around one third of the school’s intake is from non-Emirati background.

The results

"Using GCSEPod as a revision resource had a positive impact on our 2018 GCSE results and it was noticeable that our subjects with the highest GCSE performance also had the highest GCSEPod usage."

Eloise Morgan, Assistant Head Teacher

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Building confidence in exams with GCSEPod

St Paul’s catholic school, Leicester

Overview

St Paul’s Catholic School subscribed to GCSEPod late in 2017 and rolled out the resource immediately to its Year 11 students to provide additional support for their pending mock examinations. Within days of launch most of the Year 11 students had logged on and started to download podcasts to their mobile devices.

The results

“In terms of supporting our pupil premium students across the board, we are easily able to evidence impact, and I can honestly say GCSEPod really is the best money we’ve ever spent.”

Nora Ward, Assistant Head

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Creating Independent Learners with GCSEPod

Whalley Range, South Manchester

Overview

Whalley Range performs significantly above average for Progress 8. This is in the context of 51% of its students qualifying for Pupil Premium, 29% students not having English as their first language and typically students joining the school in KS3 having KS2 scores which are significantly below the national average.

The results

“Without a doubt, GCSEPod supports our values and indeed there is a strong correlation between a student’s P8 score and the number of podcasts watched. "

Kate Wragg, Deputy Head

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Impact on Results is Staggering….. But Don’t Let The Students Hear Me Say This!

South Molton Community College, Devon

Overview

South Molton Community College in Devon is a PiXL partner school committed to raising standards through innovation. Back in 2012, as part of its ongoing pledge to support students with their learning outside of the classroom, the school subscribed to GCSEPod.

The results

"Looking for a source that will make a real difference? Then you need look no further than GCSEPod. On average, the best GCSEPod users achieved 1.20 higher Progress 8 scores than the lowest users and those best users achieved 66% more (+24.1) Attainment 8 Points on average than the lowest users."

Richard Uffendell, Senior Leader and Teaching and Learning Director

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Interactive learning opportunities for more diverse revision and learning

Xabia International College, Spain

Overview

We are a small international secondary school keen to add more interactive learning opportunities, especially at home. At KS4 we were also looking for more diverse revision and learning materials to suit the differing needs of our cohort, so GCSEPod provided a perfect match for us.

The results

Parents have been hugely gratified that the school has a resource which students can use at any time. Many students travel to other countries regularly to see family, and listen to the Pods on their mobile phones or tablets whilst traveling, helping them to keep up with their learning and revision (rather than using their weight allowance for heavy textbooks).

I have no hesitation in recommending GCSEPod to other international schools in Spain and elsewhere.

Fiona Philips, Head of Secondary

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GCSEPod: A Nice to Have Extra Becomes a Core Teaching and Learning Resource

Mount Grace School

Overview

When James McAleese joined Mount Grace School as Assistant Head in 2015 his challenge was to embed digital learning across the school.  Having regularly used GCSEPod at his previous school he knew that the resource could play a huge part in the digital transformation of the school.

The results

“GCSEPod has become a cross curriculum resource which every student has access to and is proactively encouraged to use both independently and to complete assigned tasks. Those who use it the most, benefit the greatest and I believe it is no coincidence that the highest using departments saw the biggest progress in last summer’s exams.”

James McAleese, Assistant Head

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