The school concentrated on getting the boys to reflect on their learning and its effectiveness; what strategies and teaching styles worked for them and how their learning style profile suggested they should work. They then shared the outcomes with the staff.

Clear messages such as "copying is boring and I learn nothing" were passed to staff, often with some deeper message about the need to excite boys in literacy situations.

Learning diaries were developed, allowing students to score their learning and reflect on effective and ineffective styles. Boys and girls were resourced to allow for multi-sensory and colourful learning, and strategies were shared with parents at special evenings.

The motivational speaker Gary Wilson presented to the whole staff on the need to do things differently with many boys, and then suggested some key strategies. This was followed up with summary sheets and resources and support for staff who wished to take a risk with something new.

A full training day concentrated on the improvement model and use of PDSA cycles and change principles as a structure for effective change, with all staff working in cross-curricular teams to plan and then implement and evaluate a small change. Staff had been asked to reflect prior to the meeting about what encourages learning and what restricts it, and there was significant common ground between the student and staff voices.

Coursework received intervention with ‘chunking' introduced for the first time. In Citizenship, PE and Geography, blocks of days were set aside for students to work through coursework to completion. Results were significantly higher and the process has now extended. Students out of normal lessons has not been a major issue as attitude and overall attainment evidence is collected and shared with all.

Other strategies, such as peer mentoring with younger students, and bringing in motivational experts to raise self belief and aspirations, have contributed to empowering the boys as more independent and responsible learners.