Case Studies

Teacher Feedback and Evaluation Notes

Student A


Some teacher’s view student A’s behaviour as excellent. Generally good behaviour but has recently been very easily distracted in lessons. Tends to get caught up with conversations but does respond positively to any intervention



Two of student A’s teachers have described her motivation as variable. They explained that, “Student A can be as easily off task as on task and that is a concern.”On a more positive side, most of student A’s teachers have portrayed her as an extremely positive student who is well motivated.Most importantly, student As English teacher has noticed an immense difference in student As attitude between teaching her last year and this year. Ms Reynolds said, I can see the benefits that the ACD programme she attended in the summer has had.”

Home Learning & Class Work:

No KS2 results; KS3: E – 6A, M – 6C, S – 6 Student A’s teachers have commented on her hard work in class. Also, her teachers are pleased with her home learning. With regards to course work, she is completely up to date on all that she has started. In spite of this very good feedback from the teachers, student A still has potential to do even better, by attempting extended tasks and using revision guides where necessary.

Progress & Attainment:

Student A’s progress is consistent across all subjects that is being studied.Student A is currently on course to achieve, if not exceed, her target grades in all subjects.In spite of the good feedback from teachers, Student A is recognised as a G&T student and is underachieving as an A grade student and is not achieving or predicted A grade in all subjects.

By doing the ACD program hopefully Student A will eventually demonstrate and achieve her full/true potential.


From Year 7 to 9 Student A’s parents has been attending meetings at School X, in support of improving Student A’s poor behaviour, eg. bullying, rudeness towards stuff and truanting. Since Student A started the ACD programme last summer her behaviour has improved tremendously. They are finally behaving appropriately, with high esteem and high motivation. As a result of joining the ACD programme, Student A’s new behavioural pattern has meant that the mother has not been invited to any more meetings to discuss Student A’s behaviour. Instead Student A’s mother has been enjoying a number of good phone calls and positive feedback from teachers and SPL.


Student A’s mother is very grateful for the intervention of the ACD mentors as her daughter is much more focused, more respectful and as a result is achieving much more than ever before. Her mother believes her child has found new inspiration.