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Moving forward by feeding back — Chichester College


This outstanding teaching, learning and assessment project in 2017/19 sought to prevent students new to vocational FE from developing self-limiting attitudes in the first few weeks of their courses because teachers knew that once established they often shaped students' experiences for the whole year. An important aspect of this was the lack of confidence and low expectations they frequently saw in students when they found out they needed to study maths and English again. Using coaching feedback, mindfulness, and growth mindset approaches Chichester, Basingstoke and Brockenhurst colleges worked to stop this happening. Reported outcomes include a 3% increase in lesson attendance in GCSE and Functional Skills maths and English in comparison to the previous academic year and evidence of coaching and more probing use of questioning in lessons. Unfortunately, this case study does not include any examples of the resources they developed for other providers to use.