I have worked for many years in schools especially with key stage 4 students, which is year’s 10 & 11 for those who would find this to be educationalist jargon. During this time, I have found a trend, which has been confusing to say the least, and counterintuitive, let me explain.

The trends I have noticed is students are being pushed hard, motivated, mentored, given additional classes, receive greater parental engagement but this was being done in year 11.

I understand that year 11 is so important on a number of levels for the school and students such as:

• It is the final GCSE exam year, which creates school results and benchmarks
• It is the finalisation of course work
• It is the year that some students take mock exams
• It is the year students choose their next course of action, i.e. sixth form, college or work
• It is their last year of mandatory education

So taking all of the above into account, why don’t schools knowing this is going to take place support students in a similar way from years 7,8 and 9 upwards instead of heavily end loading? This is an observation and I do understand the logistics and governmental expectations but there must be another way.

We also need to remember it is the students in the pressure cooker who have so much on so many crack, struggle, become depressed, experience anxiety and just feel flustered. Also many students gain the later additional support wish they received it a year or 2 earlier.

I know a lot of schools / academies have changed their models and are being more thoughtful concerning making sure their students are supported throughout school but the emphasis of the “year 11 C/D borderline” push is still there and a lot to deal with.

However, it is either you are a part of the problem or a part of the solution or I would like to be the latter. And from my conversations with school but here is my suggestion:

• There could be a more aspirant and heavier push in year 8 and 9 to help students to acclimatise to the expectations that they will definitely face
• Instead of the traditional academic mentoring programme that kicks in, in year 11 what about starting that programme in year 8?
• Focus on the biggest school transition of year 9 so children are more clued up and alert to the need for them to choose their options more wisely

These are just a few ideas and inspired by many conversations with staff and students who shared they wish they received mentoring support earlier in their schools career.

Imagine how you could transform your school culture, students, results and pupil engagement if this approach was given the time to be explored and delivered?