Training & Support
At New Cairo British International School (NCBIS), we pride ourselves on being a diverse and inclusive learning community. Our vibrant student body represents 64 nationalities, with 95% of our students identified as EAL learners. Among these, 31 students require specialised intervention to effectively engage with the curriculum. Adhering to the British National Curriculum, we also follow the High-Performance Framework and are committed to tailoring education to meet the unique needs of every learner, regardless of their starting point.
Understanding GL Education’s Assessments
To support our diverse student population, we utilise a robust system of assessments, including GL Education’s assessments such as the PASS (Pupil Attitudes to Self and School), CAT4 (Cognitive Abilities Test 4), PTE (Progress Test in English), PTM (Progress Test in Maths), PTS (Progress Test in Science), and NGRT (New Group Reading Test). These tools provide essential insights into our students' capabilities, attitudes, and academic progress, enabling us to deliver the best possible education and help all students reach their highest potential.
At the beginning of each academic year, we administer the PASS, CAT4, and NGRT to establish baseline data for every student. Each assessment offers a comprehensive understanding of a child's abilities:
- PASS focuses on emotional and attitudinal factors, revealing how students feel about school and their self-confidence as learners.
- CAT4 measures cognitive abilities across four key areas: verbal, non-verbal, quantitative, and spatial reasoning.
- NGRT evaluates reading and comprehension skills, providing insights into students' literacy levels.
Identifying Fragile Learners
Fragile learners are students who may have a low perceived learning capability (via the PASS survey) but demonstrate an above-average mean CAT4 score. At NCBIS, we recognise that students with negative attitudes towards learning often conceal their struggles, making it essential for us to closely monitor these individuals and implement appropriate interventions. By identifying these students and analysing their PASS and CAT4 data, we gain a comprehensive understanding of each child's unique needs.
For instance, some students can feel overwhelmed by academic demands, and this then leads to being easily distracted. These frustrations are then sometimes displayed through antisocial behaviour, which can include low-level disruptions in class and occasional conflicts during break times.
Additionally, students with significant verbal deficit (a high non-verbal reasoning SAS - Standardised Age Score - and a low verbal reasoning SAS) may face underlying challenges, such as language processing difficulties, which hinder their ability to access the curriculum effectively. These issues can have a profound impact on their overall academic performance and engagement in the classroom. By recognising and addressing these challenges, we can better support our learners and foster a positive educational environment.
Addressing Verbal Deficits
Students exhibiting a high verbal deficit often face significant challenges in accessing the curriculum. This can adversely affect their academic performance and classroom engagement. For instance, while they may excel in subjects like mathematics or science due to their strong non-verbal skills, they might struggle in language-heavy subjects such as English and PSHE.
Recognising this gap allows us to adapt our teaching strategies to better serve these learners. We incorporate visual aids, hands-on activities, and practical applications to help bridge the divide between verbal and non-verbal skills.
Tailored Interventions for Support
To effectively support students with verbal deficits, we implement several pastoral interventions:
- Individualised Learning Plans: Tailored plans focus on specific needs, incorporating targeted interventions in verbal reasoning, such as pre-teaching vocabulary and using translated resources.
- Mentoring Programs: Pairing students with peers fosters guidance and practice, boosting confidence and verbal skills.
- Social Skills Groups: Small sessions enhance social communication skills in a safe environment, encouraging interaction and language use.
- Parental Involvement: Engaging parents in the learning process helps reinforce verbal development at home through reading and discussions.
- Regular Monitoring and Feedback: Ongoing assessments ensure continuous evaluation and necessary adjustments to interventions.
Continuous Improvement
Throughout the year, we monitor the effectiveness of these interventions. In the spring term, we repeat the NGRT and PASS assessments to measure progress and evaluate the impact of our strategies. A second round of Pupil Progress Meetings (PPMs), with a stronger academic focus, allows us to reassess and continue supporting our students effectively.
At NCBIS, we firmly believe that every child, regardless of their background, can achieve great things. By utilising GL Education’s assessments and maintaining a structured progress monitoring approach, we celebrate successes and address challenges, ensuring that no student is left behind. Our commitment to inclusive education empowers every learner to fulfil their potential, making GL Education assessments an invaluable tool in our mission.
