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Chairman’s IntroductionMoving into its second year after the pilot phase, the PSB has now provided its first cohort of Year 9 pupils for entry to senior schools for September 2014. Thechallenge this year includes integrating new schools and also working on the introduction of an 11+ model.

The visibility of the core skills and aptitudes that lie at the heart of the programme is evident when you speak to PSB pupils; the quality and consistency of thefeedback they receive enables them to understand what is required to improve in the fundamental elements of life at school. It has also focused the minds ofthose who teach PSB students, which ensures that each pupil is in an environment that allows them to grow and take more responsibility for their learning. AtYateley Manor by taking a different perspective on examinations, and focusing positively on educational priorities, we have been thrilled by the effect it has hadon our Common Entrance results and scholarships to senior schools; 2014 has been our best year ever.

As a group of schools, all of whom have strong reputations within our sector, we have made the most of sharing each other’s expertise and experiences. Themodel is constantly evolving as we discover, working with senior school colleagues from our Associate Schools, better ways to make the most of the time wespend together at our curriculum meetings. We welcome representatives of non PSB prep schools and senior schools to our curriculum development meetings,not only to enjoy high quality training, but so that they can also see what can be gained from being a part of such a pro-active school development model.

Through continuous dialogue with colleagues within IAPS, HMC, GSA and ISEB we are confident that the PSB offers the best opportunity to equip our pupilswith skills for life.

Rob WilliamsChairman of the Prep School Baccalaureate

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The Prep School Baccalaureate ProgrammeThe PSB is a programme of study for pupils in Prep Schools that aims to prepare pupils academically, personally, socially, culturally and spiritually. It does soby actively developing and tracking knowledge, skills and attitudes.

The PSB is not a part of the International Baccalaureate Organisation, and it is not a commercial enterprise. It offers a framework for assessment to provide amore complete record of a pupil's achievement and is the result of collaboration between a number of leading UK preparatory schools.

The PSB provides a powerful vehicle for prep schools intent on rigorous, high academic standards coupled with a broad and balanced curriculum. It helpsschools to promote actively vital skills in independent learning, in the appropriate use of technology, and in critical thinking. The PSB also promotes thedevelopment of leadership and team-working in pupils.

For senior schools the PSB provides an excellent means of assessment for pupils. The nature of the PSB means that senior schools are able to make decisionsabout who they offer places to (subject to final results) before the June of Year 8 without recourse to pre-testing.

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The CurriculumLike Common Entrance, the PSB follows a rigorous academic spine based upon the Key Stage 3 curriculum up to Level 7, plus necessary skills. PSB schoolshave the freedom to pick the best elements of both Common Entrance and National Curriculum programmes of study and models of assessment.

The academic spine is defined as follows:

Core SubjectsEnglish, Mathematics, The Sciences, a Modern Foreign Language.

Additional Subjects (Compulsory)The Humanities – History, Geography and RS, Creative and Performing Arts – Art, Design Technology, Music, Sports and Physical Education. PHSCE is also apart of the curriculum but is not formally assessed.

Additional Subjects (Optional)PSB schools have the freedom to suggest additional subjects. Examples include: Classical Languages and Study – Latin, Greek, Classical Civilisation, Drama,a second Modern Foreign Language, Food Technology, Philosophy.

Cross Curricular StudiesA single extended piece of cross curricular work will be required, with the subject chosen by the pupil with the agreement of the school. This is assessed withinthe PSB framework.

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PSB AssesssmentA single ten point scale is used for all PSB subject areas. These grades are combined after two years to give an overall level of achievement through the PSBprogramme. They are also used to report to pupils, parents and senior schools.

The PSB grade scale approximately correlates to total Common Entrance (CE) scores and to National Curriculum (NC) levels as follows:

Any individual aspect of the PSB can be awarded with Distinction if PSB grade 9 or betteris achieved. Final grades will be sent to senior schools at the end of Common Entranceweek. An example grade sheet is shown on page 14.

PSB ProfileA comprehensive Profile (final report) is produced at the end of Years 7 and 8 which outlinesthe contents of the Units of Work/exams and the grades achieved. A learning supportresumé, if appropriate, is part of the Profile.

This Profile is for pupils, parents and senior schools. The confidential Head’s Report is notpart of the Profile, but the pupil contributes with a self review.

Final grades are sent to senior schools at the end of CE week, normallythe first week in June.

PSB Grade CEE % NC Levels10 More than 80 Working above Level 7

7a – High Level 7– Exceptional performance

9 70-79 7b – Solid Level 77c – Low Level 7

8 60-69 6a – High Level 66b – Solid Level 6

7 55-59 6c – Low Level 66 50-54 5a – High Level 55 45-49 5b – Solid Level 54 40-44 5c – Low Level 53 35-39 4a – High Level 42 30-34 4b – Solid Level 41 Less than 30 4c – Low Level 4

Working below Level 4

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PSB Skills Grid OverviewSkills are tracked and monitored throughout the course. Pupils are required to self assess, with grades being discussed and agreed with tutorstwice yearly. Grading is between “never” (0) and “always” (5). A full explanation of how these skills translate into grading is available upon request.

THINKING AND LEARNING

1. I ask relevant and open-ended questionsand build on previous answers

2. I come up with creative ideas tocomplete a task or solve a problem

3. I make connections between differentareas of my learning

4. I think of things that I want to learn formyself and find out about thingsindependently

5. I am a self-motivated learner and strivefor excellence even when the going getstough

1. I discuss my views with my peers andthink of ways to help my group solveproblems

2. I work productively in a group andremain committed even if I don’t agreewith the consensus

3. By working with others, I recognise aproblem as a challenge and find asolution

1. I set an example to others through myapproach to thinking and learning

2. I take the initiative by identifying keyissues, anticipating problems anddevising a plan

REVIEWING AND IMPROVING

1. I appreciate and identify ways in which Ican improve as a learner

2. I respond positively to constructivecriticism and advice

3. I set my own clear objectives withsuccess criteria and timescales

4. I use success criteria or scales to reviewand assess my own work

5. I cope well when the situation changes,and I ask for help when I need it

1. Through discussion with my peers Irefine my ideas and in doing so come toan agreement

2. I work with others to find the best way ofworking to suit the whole team

3. After discussion, I review progress andplan ways to improve

1. I identify ways in which my team canwork more productively

2. I can review my own and other people’sstrengths and weaknesses and lead thegroup towards a solution makingnecessary changes

COMMUNICATING

1. I express myself clearly and effectivelyVERBALLY.

2. I express myself clearly and effectively INWRITING.

3. I express myself clearly and effectivelyUSING ICT.

4. I choose the most appropriate mediumto present my work to suit a particularaudience or need

1. I take part in group discussion, listeningrespectfully and responding sensitively

2. I build on the contributions of others indiscussion and help move the taskforward

3. I help my peers to find common groundand bring others into the conversation

1. I organise and delegate effectively,responsibly and with empathy

2. I persuade and inspire others through myactions and words

3. I clearly inform and instruct even underpressureLE

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Curriculum development through shared best practiceA powerful and essential component of the PSB model, shared Best Practice between member schools, alongside their senior school colleagues, has provedto be the cornerstone and key catalyst in enabling schools to achieve excellence in curriculum delivery and pupil development.

Subject leaders from participating schools meet annually, to provide evidence of their Best Practice and to ensure that standards are consistent against theestablished 10 point scale, benchmarked against the National Curriculum or Common Entrance.

Senior School subject leaders provide INSET as part of the programme.

Meetings are an ideal opportunity to engage in debate about recent developments in each subject; they also enable both Prep Schools and Senior Schools tounderstand each other’s perspective.

Non-member schools can participate in these meetings for a fee of £75 and, in doing so, understand what makes the PSB such a distinctive model.

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PSB Final Grades Sheet This summary sheet is supported by a sheet for eachsubject and skill area, outlining the detailedachievements and scores in the various Units of Work.

A full explanation of how these calculations translateinto grading is available upon request.

James Smith A PSB School, June 2015Core Subjects Final Grade/10 DistinctionEnglish 7Mathematics 7Science 6Language (French) 9

Additional Subjects Final Grade/10 DistinctionHumanities

History 6Geography 7RS 9

Creative & Performing ArtsArt 9 Drama 5Music 6

Physical Development 6Cross Curricular Study 7

Learning Skills Final Score/5 DistinctionThinking and Learning 4Reviewing and Improving 4 Communicating 4 Independence 3Collaboration 4Leadership 3

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Becoming a PSB SchoolTo join the PSB, a prep school must apply for membership of the group. Applications consist of a completed application form which must be signed by theHead and the Chairman of Governors. Applications are considered by the PSB Committee at a termly meeting, in conjuction with the school’s most recentinspection report. Successful applicant schools will normally have inspection reports that reflect excellent or very good practice, particularly in the areas ofteaching, learning and leadership. They will be financially stable schools, and they will show a strong commitment to the collaborative nature of the PSB project.

A school wishing to leave the PSB is expected to give a full year’s notice.

PSB Partner SchoolsPSB Partner Schools are prep schools that are serious about becoming full PSB schools in due course. Partner Schools have full access to on-line PSBmaterials, and receive support from PSB schools and the Communications Director in explaining the scheme to parents, staff, pupils and governors if required.Heads are invited to join PSB Heads for some of their meetings. Partner school status comes to an end after two years. At that point the school is expectedto move to full PSB School status.

FeesThe PSB is a not for profit organization. Subscription levels are set annually in order to support its effective administration and development.

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PSB Associate SchoolsA number of senior schools are directly involved in supporting the PSB project as Associate Schools. These schools agree to have a senior member of staffwho is their single PSB representative. There is an annual meeting for Associate Schools. Associate Schools also provide senior academic staff to attend theregular Curriculum Development meetings.

During the pilot phase senior schools have welcomed transfer via the PSB.

How does the PSB support transfer to senior school?Senior independent schools need to know the following in order to feel secure in offering places to pupils.

• the level of attainment in core subjects • the skills and attitudes that a pupil exhibits • a pupil’s ability profile

The PSB includes a mix of both formative and summative assessments, especially in core subjects. PSB schools can draw from a bank of nationally accreditedtests, such as PIPS, CAT tests and so on.

Senior schools are encouraged to rely on the PSB profile with the school’s report, but may also require their own assessment papers. Some senior schoolsmay require some Common Entrance papers.

This information will be made available to senior schools in the two year period before entry is due, enabling them to make offers whenthey choose in that period, either firm or conditional on final gradings.

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Structural organisation of the Prep School BaccalaureateThe PSB is a not-for-profit organisation, run by its members and overseen by trustees. The Heads of PSB schools elect from amongst themselves the PSBcommittee, which in turn selects from its number a chairman. PSB Committee members normally serve for a three year term, and for no more than two termsof office. The chairman from 1st September 2013 has been Rob Williams, Headmaster of Yateley Manor.

A Communications Director, James Barnes, is employed by the PSB committee; he supports schools following the model but also advises and assists schoolswishing to be part of the PSB.

The management of the PSB is overseen by a Board of Trustees, who are leaders drawn from various parts of the independent sector.

PSB Associate Schools are senior schools that work with the PSB group to advise and support, and in particular, to enable curriculum development andconsistency in standards across the group.

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www.psbacc.orgThe Prep School Baccalaureate One Stonehenge Road Amesbury Wiltshire SP4 7BA

What are they saying about the PSB?“We see this programme as a very positive step forward in Prep School education.” – Craig Considine (Millfield School, Somerset)

“We endorse your desire for a rigorous and well-balanced academic curriculum and your vision of the PSB Learner. In addition, it should be useful tous to see the end of Year 8 pupil profile you propose in terms of assessing the development of our prospective pupils in all areas of school life.”– Dr John Cox (Royal Grammar School, Guildford)

“We are very happy to endorse the Prep School Baccalaureate as a framework for entry to Malvern College and, indeed, to regard it as a stand-alonequalification for matriculation to us.” – Antony Clark (Malvern College)

“We strongly support the PSB.” – Anthony Seldon (Wellington College, Berkshire)

“Today, you need social skills, leadership skills and teamwork skills. You need to be able to communicate well and listen to the needs of others.”– PSB Pupil

“The PSB provides you with the opportunity to learn and develop skills. The PSB makes you think and question subjects, discuss them and listen toother people’s views” – PSB Pupil

“The PSB is a true picture of a child in Year 7 and Year 8 rather than grades given over 3 days of exams, which tell you about a young person’smemory not about what that person is really like and capable of.” – PSB Pupil

“The PSB lets you go to your senior school as a more confident person.” – PSB Pupil

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