D6

D6

Making a difference to disadvantage using existing resource.

D6 is a simple innovation, involving schools opening on Saturday mornings for elective, academic peer-coaching sessions. It is invitational, popular, cost-effective (demanding less than 3% of participating schools’ Pupil Premium funding) and highly-impactful, especially in improving the academic performance of disadvantaged pupils.

Starting over a decade ago at Matthew Moss High School in Rochdale, the initiative has now rolled out to nine schools serving the locality of Rochdale, one of only three Lower-layer Super Output areas ranking within the most deprived 100 areas from 2004 to 2025.

Table 2: Lower-layer Super Output Areas that rank within the most deprived 100 areas on all 6 iterations of the Indices of Multiple Deprivation from 2004 to 2025.

English indices of deprivation statistical release 2025

Within Secondary D6, A Level students are employed for four hours per week as academic coaches. Within Primary Yr 9 students are employed, under Local Authority licence, for two hours per week as academic coaches.

We know that in secondary schools:

• Disadvantaged learners on average improve their performance by between half and a whole grade in every subject by attending D6.

• In some cohorts learners supported by the Pupil Premium outperform their advantaged peers, reversing the disadvantage gap.

Matthew Moss High School URN: 147369

Over half the learners who begin attending D6 on Saturday mornings also improve their school attendance during the week.

The Henrietta Barnett School

9 – Very Good Overall Deprivation Decile

Hampstead Garden Suburb

• Free School Meals 4.6%
• EHCP 0.1%
• 104
• 2023 Progress 8 Maths 0.9

3 – Bad Overall Deprivation Decile

Rochdale

• Free School Meals 38.9%
• EHCP 4%
• 47 D6 (Saturday AM)
• 2023 Progress 8 Maths 1.02

I enjoy being able to revise with my friends.

If I’m not sure how to answer a question I can ask a learning coach to help me.

It gives me a routine.

I wouldn’t get out of bed in the morning if I didn’t come to this.

I have nowhere quiet at home.

D6 was a huge help to my success as it put me around smart college students who were able to support me. It helped me have a deeper understanding of my subjects as I could spend more time studying them.

Zain Mahmood

Level 6 Digital Activation Degree Apprentice at L’Oreal Groupe

We know that in primary schools

Learners who attend D6 improve their academic achievement.

SAT’s average scaled score (100 meets the expected standard).

Transition to secondary school for D6 attendees, even for very vulnerable learners, is enhanced.

Our daughter has grown in confidence whilst attending the sessions. Not only has she made progress academically but she is also now looking forward to going to high school having visited the site and after meeting older pupils.

Parent voice is very positive.

Case Studies

Case studies, including the enabling impact of D6 for a child returning to mainstream schooling from a Pupil Referral, are compelling.

Context

Female / SEND / EHCP / FSM

Child R joined our primary school in January in Year 5. She had been in the PRU (Pupil Referral Unit) since part way through Year 2. The child had an EHCP and we were informed that attendance, engagement and relationships were a significant issue. We were also told that the child struggles with any changes to routines so we were apprehensive that any transitions would need to be managed carefully.

The child had not been in mainstream education for a number of years and had limited exposure to curriculum areas.

An Invitation to D6

In the Spring Term, when R was in Y6, the innovative Trust initiative of D6 (Day 6) was extended to primary schools. The invitation was for pupils in Y5 and Y6 to attend the local secondary school (Wardle Academy) on a Saturday morning (9.30-11.30am). This would be an opportunity for learners to work with peer coaches from Year 9s on areas identified by the learner. A safe environment, range of educational resources and food are provided. Regular attendance is encouraged but not mandatory.

D6 provides an experience where learners meet other learners from Trust primary schools plus start to make links with older pupils (Year 9 coaches). It is also a valuable opportunity for them to get to know their new school building and navigate their new surroundings. Regular attendees receive a D6 hoodie to enhance their feeling of community and belonging. This is optional attire and D6 is very much about learner led choices.

Impact

When R arrived at our primary school her attendance was poor but this increased to 100% in both Year 5 and Year 6. Attendance at D6 was 100% (9/9 sessions completed).

Quality first teaching, interventions and D6 all contributed to closing the gap for the learner. There had been significant lost learning during her time in the PRU.

Scaled scored increased.

The progress and academic achievement is significant but so is the fact that this pupil is now in Year 7 and is continuing to thrive. Attendance at school continues to be a strength (96.4%) and she is able to navigate her new school with an increased ease due to the relationships established with other learners who attended D6.

Our aim is to create a network of schools that share the same values, motivation and excitement in implementing the D6 model. Together we will develop, expand and improve the offer to benefit the most important stakeholders in our schools, the students.

What do our learners think about D6?

What do our parents think about D6?

What do our alumni think about D6?