Receiving your exam results is something we all remember. Whether on a screen or opening an envelope and scanning for our scores, it is a seminal moment. But if the results are not what you hoped it can be a deflating one, too.
This is why, for the last eight years at Bishop Stopford School, we run what we call our “white envelope” activity - whereby a cohort of around 40 students are invited to a meeting with two senior staff and asked to re-open their mock results as if it is the big day itself.
The students chosen to take part are selected based on data analysis of both mock exam results but also wider progress since Year 10 - which means they can be chosen for a raft of reasons.
Some are making excellent progress; some have “turned it around” from Year 10. Others have struggled in the mocks and are deemed at risk.
How would you feel if this was the real deal?
The premise of the meeting is simple: if the mock results were those obtained in the summer, how would the student feel? And would they be able to access their chosen post-16 pathway?
The meeting starts lightheartedly. Staff frame the discussion as if it were results day in August (“Have you missed us?” “What have you been doing since the exams?” “Have you been away?”).
It takes a minute or two for some students to lock into the scenario, but many play along: “Yes. Just back from Spain!” Importantly, it creates a good atmosphere: a meeting with 2 adults can be a challenge for the student.
After the introduction, students are asked what their post-16 pathway is, and the grades they need for that choice. They are then given a white envelope that contains their mock results.
They open it and read out the grades, working out whether or not they’d be “in” to their choice - and say how this makes them feel.
From there, the discussion moves on to what they need to do to ensure they either match this outcome for the exams proper, or up their game, informed by additional data such as teachers’ targets for effort, attendance and behaviour.
The unintended outcomes have often been as important as those planned, though.
Acting on insights
For example, even though students already know their mock results before the meeting, having them presented formally as if for the first time has a significant impact in terms of the reality of what those results would mean if their final grades: opening doors to the next stage or firmly shutting them.
Our core values of ‘Truth’ and ‘Responsibility’ work in tandem here: students need to recognise if they are doing superbly or if change is needed. Clarity truly is kindness: they must understand if their options are looking unlikely - and what we can do to help them.
This means careers meetings are arranged for those significantly underperforming in relation to their post-16 choices and students are always asked if they have a “plan B” - a genuine alternative.
Those who don’t are the priority, as we strive to ensure that no one ends up not in education, employment or training (NEET), and our figure on this is minuscule as a result - in fact, this year we had no NEETs for last year’s Year 11.
Actions may include developing more effective revision, increasing subject knowledge or joining the school’s mentoring programme. Teachers are notified when a student has concerns about areas of a specification and will follow that up.
In a few cases, adjustments may even be made to the whole of a student’s curriculum. Or more generic skills may be needed. Group work has been set up on areas such as managing perfectionism or metacognition.
Ensuring happy memories are made
All this work helps students see staff take responsibility for providing responsive intervention and shows students they are cared for. Follow-up check-ins are vital: students can make commitments to please staff, but the impact will wane unless actions are followed up consistently.
The logistics around all this are tight - from the time to mark the mocks, analyse data and select the student we want to see, and then hosting the white envelope meetings.
Yet, the exercise has had a huge impact on students. Many clearly act on what they learn in the meeting and either turn things around or continue on their strong trajectory, so that on the day itself strong scores are achieved and happy memories made.
Jill Silverthorne is headteacher at Bishop Stopford School
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