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

South Molton Community College, Devon

GCSE Learning and Revision

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

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.

Whilst Richard Uffendell, Senior Leader and Teaching and Learning Director has long since been an advocate of GCSEPod in line with the school’s other strategies, little did he know exactly what impact the resource was having until the summer of 2017.

Richard said: “Student feedback has always been positive and GCSEPod has always been a well-used resource with high usage figures so we have continued to subscribe. However this year, we worked with GCSEPod to carry out a detailed impact report and even for a loyal supporter like myself, the results were staggering.

“In all honesty, we hadn’t realised just what impact GCSEPod has amongst our students but without a doubt there is a direct correlation between usage, attainment and progress. While GCSEPod does not operate in isolation and indeed forms part of our wider strategies, it is difficult to argue with the findings.”

On average, the best GCSEPod users over the whole of last year achieved 1.20 higher Progress 8 scores than the lowest users and those best users over the whole year achieved 66% more (+24.1) Attainment 8 Points on average than the lowest users.

Richard added: “We could see from our data that usage was high and that it was increasing year on year but last year, following the introduction of the assignment feature, usage increased significantly. What was initially introduced as an independent study resource began to find its place within the classroom with more teachers using the resource to set homework, trigger classroom discussion and used as part of our intervention work.

GCSEPod aligns perfectly with some of our PiXL strategies; as a school we have heavily adopted PiXL’s DTT (Diagnose, Therapy and Test) and are now able to utilise GCSEPod to complement these efforts. The new assignment feature allows teachers to set a podcast with associated questions and provides feedback, identifies areas of weakness and provides tailored study recommendations on how to fill the knowledge gap.

“Unlike some resources, it really is curriculum wide so can be used across all subject areas and whilst usage is particularly high in subjects such as English, where some of our biggest gains were made, we can see from our data it is being used across a wide range of subjects and is proving a particularly useful resource for our PE students.”

Despite his obvious support for GCSEPod, Richard is wary of being too vocal in front of students. He added: “It’s such a fine line to tread; getting the staff and teachers on board has helped to truly embed GCSEPod into school life, however, there is a small part of me that wants us teachers to step back. I think one of the reasons that GCSEPod is so well loved is because the students have taken ownership of it; the product has been designed to function like many of the social platforms they engage with regularly and allows them to access content at any time and through any device….. which for this Netflix and Spotify generation has come to be expected. If they realise that us teachers approve too, it might lose its cool!

“However, it’s difficult, even for our Year 10 and 11 students, to argue with the findings of the latest report. If they are looking for a source that will make a real difference then they need look no further than GCSEPod.

For more information on how GCSEPod can make an impact in your school please contact us >>

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“100% of our year 11 students achieved at least 5 GCSEs at grades A*-C.

82% achieved at least 5 GCSEs including Maths, English and/or Welsh at grades A*-C. An impressive 27% of grades were at A* or A compared to the national average of 19.4%.

We strongly believe that GCSEPod has played an important role in improving the outcomes for some of our pupils. Indeed, some of our top users exceeded their target grades in many areas and have now returned to the sixth form to continue their studies at A level.”

Diane Evans - Assistant Head Teacher,
Ysgol Uwchradd Aberteif

There is a very clear correlation between the subjects with the most pronounced raises in attainment (English Literature, Chemistry, Biology and Physics) and those that had the highest GCSEPod usage.

In addition, the student with the highest GCSEPod usage was also our highest achiever.

Because there has so clearly been an impact on the departments that utilised GCSEPod effectively, we will be looking to increase the use of GCSEPod across the school in coming years.”

Andrew Ost - Deputy Head,
Fort Pitt Grammar School

“We’ve used GCSEPod for a year and the results speak for themselves!

Not only did we see a rise in headline measures across the board with our highest user of GCSEPod gaining 7A* – but the students and their parents love it!

It’s fun, user friendly, and easy to use in a variety of ways – on a mobile device, in school, at the heart of our mentoring and intervention strategies, for flipping learning, and to deliver positive engagement that parents can see. Plus we’ve only just scratched the surface!”

Dominic Howkins - Vice Principal,
Ormiston Sudbury Academy

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