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.

Addressing the gender gap with GCSEPod

Gwernyfed High School, Wales

Overview

Gwernyfed High School is a small rural school in Wales. Just like many schools across the UK, girls’ attainment at Gwenyfed outstrips that of boys, but the school has now made addressing the gender gap a key priority. Steve Williams, Deputy Headteacher explains how GCSEPod has proved an effective tool in narrowing the gender gap and engaging boys at the school.

The results

"We've seen boys who have been particularly difficult to engage with downloading a large volume of Pods - not only on the instructions of their teachers but totally independently too. Their aspirations have been raised and they are responding well.”

Steve Williams, Deputy Headteacher

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Students’ progress levels are remarkable with GCSEPod

Great Barr School, Birmingham

Overview

Great Barr School is a larger than average co-education secondary school in Birmingham. Jenny Bashford, Director of Learning, recently took over GCSEPod at the school and is already reporting remarkable progress.

The results

"We can see that students who have used GCSEPod on a regular basis have made up to 4 levels of progress in a given subject. We are able to track usage vs progress and without a shadow of a doubt students who use GCSEPod make better progress.”

Jenny Bashford, Director of Learning

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Rednock School’s guide to the perfect GCSEPod launch

Rednock School, Gloucestershire

Overview

Rednock School in Gloucestershire launched GCSEPod in November 2015. Within two weeks every year 11 student had logged on and more than 11,000 Pods had been streamed, making it the most successful GCSEPod launch to date. We spoke to Assistant Head Ben Cheeseman to find out how they engaged students so quickly. Here are his top 8 tips to a successful launch.

The results

"Once the students started to play around with the resource it came pretty much as second nature to them, as the site echoes the feel of popular music sharing sites they are already so familiar with."

Ben Cheeseman, Assistant Head

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Stretch, challenge and support students of all abilities

Markethill High School, Nothern Ireland

Overview

Students at this school achiever higher than average exam results, but staff at the school are always looking at ways to build on its success and ensure it is supporting and stretching its students. Principal James Maxwell explains how GCSEPod has become embedded into the school and how it is supporting students across the board, regardless of academic ability.

The results

"GCSEPod has turned out to be not the product we initially invested in, but rather something with far greater potential. Our download figures show that students are using it independently of their teachers, and interestingly it is often the hardest to engage students who access the content most frequently.”

James Maxwell, Principal

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How to develop independent learning in pupil premium students

St John Fisher Catholic College, Staffordshire

Overview

St John Fisher Catholic College looked into the best ways to develop independent learning amongst their Pupil Premium students. In particular, they wanted to stretch the most able students whilst also developing their use of digital technology. Assistant Head Teacher Garrett Murray shares his school’s experiences of using GCSEPod to do just that:

The results

“Within 3 days of the launch, 80% of our students entitled to Pupil Premium had logged on and accessed podcasts. Within 7 days, all Pupil Premium students had logged on. Pupil Premium students who accessed GCSEPod regularly achieved 82% 5A*-C incl. E&M, compared with 23% of Pupil Premium students who did not access it regularly. ”

Garrett Murray, Assistant Head Teacher

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Using technology in everyday school life

Chichester High School, West Sussex

Overview

Teachers and parents at Chichester High School for Girls claim the growing use of technology within the school played a major role in securing this summer’s best ever set of exam results and its recent outstanding OFSTED inspection.

The results

“The problem isn’t the devices, but it is schools’ understanding of how to use them. Using technology effectively in schools requires good teaching and clear instruction. The opportunities technology presents our students are huge if driven correctly."

Robin Barclay, Head of Geography and E-Learning

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Strict ‘no mobiles in school’ policy

Hamstead Hall Academy, Birmingham

Overview

Hamstead Hall Academy in operates a strict no mobile policy yet firmly believes that the controlled use of mobile technology has a significant role to play in education today and credits it a major contributor to its pupils’ recent exam success.

The results

“Mobile phones can be a distraction for everyone but we need to recognise that our students are digital natives, teach them how to use the devices responsibly and make the most of the technology available to support their learning. We saw a direct correlation between GCSEPod usage and exam success."

Jonathan Mortimer, Head of School

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How to support the individual needs of learners

Ormiston Sudbury Academy, Suffolk

Overview

Ormiston Sudbury Academy is a co-educational academy in Suffolk for students from year 7 to year 11. Part of the Ormiston Academy Trust, after converting to academy status in 2012 results have improved year on year with the aim of providing every student with the support and confidence to achieve their very best and fully prepare them as individual for the adult world. Vice Principal Dom Howkins tells us how the school is using GCSEPod to support the individual needs of the school’s learners.

The results

“Without a doubt the most important thing to us was the quality and breadth of the content and GCSEPod doesn’t fail to deliver. GCSEPod has been written by teachers who clearly understand the curriculum and is narrated very well; it has clearly been produced by professionals who undertstand how and why teenagers learn and retain information.”

Dom Howkins, Vice Principal

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Use GCSEPod for flipped learning

Salesian College, Farnborough

Overview

Salesian College in Farnborough is an independent Catholic grammar school and is proud of its oustanding achievements, last year boasting a 100% GCSE pass rate, including 97% 10 A*-C grades. It operates a strict no mobile policy, and earlier this year introduced GCSEPod after seeing the product at Bett.

The results

“I made a beeline for the GCSEPod stand at Bett earlier this year. I could immediately see how it could work for us in our school. Despite operating a no mobile policy, we were keen to look at ways of utilising mobile technology to enhance learning. We steer our students to GCSEPod as the content has been written by teachers and we can be confident that what the students are learning is indeed correct and relevant to their studies."

Paul Garner, Head of ICT

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GCSEPod helps enhance student learning

Kings Priory School, Tynemouth

Overview

Kings Priory School in Tynemouth use GCSEPod across all their curriculum subjects, and introduce it to students from year 9. Curriculum Team Leader Jeanette Patterson explains how the school uses GCSEPod to enhance student learning.

The results

“We have introduced a BYOD policy into school and GCSEPod provides the quality, easily accessible content we need to encourage further use of mobile technology amongst our students and staff. We have reduced the need to always use our ICT suites and equally we are able to incorporate technology across all subjects.”

Jeanette Patterson, Curriculum Team Leader

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