Welcome to KS4 2019 – 2020 September 2019

1. Welcome to KS42019 – 2020September 2019 Presenters: Mr Lloyd-Jones Mr Taylor

2. This evening’s Aims • A year in the life of Chenderit • Celebrating 40 years • Our vision and key priorities for 2019 • Other news • Mr Taylor - preparing for the challenge of GCSEs • Mr Lloyd-Jones – pastoral care and careers guidance • Questions

3. R:\Staff\Celebration Evening\Celebration Evening 2019

4. Chenderit school Our plans…

7. Our vision “To pursue excellence academically and in all other spheres of school life” • inspireall students to engage in learning in the widest possible sense • support one another to become resilient, independent, curious, adaptable and resourceful learners and leaders • developambitious students, staff and governors • fostercommunity-wide respectful, trusting, compassionate, empathetic relationships • developa culture in which skilled and passionate staff draw on best local, national and global practice

8. In other words… Aim High, Work Hard, Be Nice

9. How will we achieve our vision? • By focusing on the quality of education: • Intent • Implementation • Impact, for all, but especially for the more and most able students, including those who are disadvantaged, boys, students with SEND… • By ensuring our PSHE and tutor time programmes are excellent • By continuing to work with parents and carers, especially some of our “harder to reach" parents.

10. How well are we doing? parent survey

11. How well are we doing?staff survey

12. Student voice • School council • Focus groups with staff • Uniform survey • Canteen survey • Annual survey Largely positive results, especially around bullying, with some good suggestions for further improvement…

13. Our new build • Our £1 300 000 new build is underway • Please ensure you remind your children to follow all staff guidance regarding health and safety, pathways into and away from school

14. Preparing for the challenge of GCSEs Mr Taylor

15. New GCSEs • Revised GCSE courses are now in place for all subjects • Designed to be more demanding • Students sit more exam papers • There is less coursework • Modules and re-sits have gone • There is more content

16. Success in the new exams • We have been very pleased, last year, and this, with the overall results • In a wide range of subjects we saw a significant increase in the numbers of students achieving the headline figures of grade 4 and 5: in English, maths, science, humanities and other “option” subjects

17. What contributed to this success? • Year 11 last year were very calm, and very sensible in their approach to exams • On exam days, before an exam, students were revising – they had notes and cards, they were supporting one another – they had a very mature attitude.

18. Crossing the threshold - getting grades 4 and 5 • Large numbers of students achieved grade 4 and 5 (standard pass and strong pass) • Grade 4 is the equivalent of the GCSE grade C • This is probably the result of hard work, and the support of teachers and families. • Five grade 4s allow students to access our sixth form and do A level courses or their equivalent

19. Going one step further • We had a number of students who excelled, meeting their targets with a raft of high grades in all their subjects • They have many options open to them – they can apply to competitive courses, in work and training • These are students who did not just work hard in the run-up to exams, but had good study habits from the start of their KS4 courses and before.

20. What do experts recommend for KS4 success? • The curriculum we have now is all about students knowing more and remembering more • There has been a shift away from thinking that skills were more important than knowledge • Teachers now are encouraged to structure their lessons so there is an emphasis of helping students remember more

21. Students now have to know a lot – across a range of subjects • Last minute revision – cramming – is too late What works? • Keeping notes well-organised, detailed and clearly labelled • Expecting to learn and recall information all through the course • Taking every opportunity to revise and consolidate knowledge • Not expecting everything to fall into place at the last moment

22. Key advice • Treat every test (no matter how small) as a chance to learn and test your memory • Expecting the teacher to ask you about things you learned earlier in the course • Using the notes teachers give you – revision guides on their own are not good enough (they are often too general) • Learn vocabulary lists, case studies, quotations and so on

23. How can parents help? • Reminding students that success is not simply down to luck: the students who do best work hard all year • Encouraging students to accept that hard work is good work: scientific studies have shown that having to think hard to remember something helps that memory stick • Encouraging good habits – focusing on work/having a break: not mixing the two up • Asking your son or daughter to talk about their work – which can be hard!

24. Importance of reading • Evidence shows that regular reading improves literacy and numeracy at age 16 • It supports vocabulary, comprehension, spelling, grammar, and feeds the imagination • Reading aloud is very beneficial – and it can be done with teenagers!

25. Cultural capital • Many exam subjects, for example English, RE, history, geography, science, will have aspects and questions that are easier for students who have general knowledge – who know what words mean, or where places are, or when things happened • Accessing good websites, watching educational films (online etc), listening to podcasts, discussing current affairs – the more you can encourage these things, the better

26. Mr Lloyd-Jones Pastoral Care and Guidance

27. Partnership “For school aged children, two kinds of parental behaviour are shown to have really positive associations with children’s school outcomes: Home-school partnership and Parental engagement in children’s academic activities.”

28. The role of the form tutor • Parents and Guardians • Understanding the routines of the school • Engaging with the school • Growing independence and resilience in your children • The Form Tutor • 1st point of contact • Overview of your child interest and ambitions • Link to subject staff • Welfare and wellbeing Student – organised – on-time – ambitious – forward looking – hard working BEING NICE

29. Form tutor – parents • Achievement and Reward 10:1 ratio • “Over and above” brings further praise • A positive culture of learning • Weekly reporting to each child of their achievements and BfL logs for reference (published on student reports) • Rewards for those doing well and external achievements – what can they bring to the community • Staff sharing concerns for too many BfL logs (initially with the tutor – parental support) • Supporting detentions.

30. Tutor Time and PSHE curriculum • Tutor time activities – each week, every week • Assemblies – Themes/National Awareness weeks • Life in Modern Britain (LiMB) and spiritual, moral, social and cultural education (SMSC) • Career of the week – researching creative opportunities • Community projects – what did your child do? • Linking with the PSHE curriculum and RSE • Expectations of parents/carers – ask questions • Social media platform – insight into what is going on • Engaging with your child and their personal interests/opinions and futures

31. The tutor time programme Links with PSHE Links with Careers and destinations

32. Parental communicationWho best to refer to PASTORAL WELLBEING SUBJECT SUPPORT Form Tutor – first instance Head of Learning Inclusion Team Associated Leadership Team Yr Deputy Headteacher Attendance Medical SENDCO Inclusion team Exams Reporting Associated Leadership Team Subject Teacher Head/Deputy of Department Associated Leadership Team Deputy HeadteacherCurriculum

33. Child protection and safeguarding (young people’s mental health) • Early communication is key: Who to report to? Where to get support? Supporting the school What the school has to offer? Chenderit School website http://www.chenderit.northants.sch.uk/safeguarding

34. Safeguarding and Child protection at chenderit Roddy Lloyd-Jones Deputy Headteacher - DSL Jan Hooper Inclusion Team / Deputy DSL Safeguarding, Student Welfare & Parent Support Managers Allison Smith Inclusion Team / Deputy DSL Contact can be made through the school switchboard – email addresses can be found on the school website

35. Child protection and safeguarding

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38. Students Exploring Pathways Our Tools: Careers library Research future careers Explore subject profiles Make considered choices De-mystify applications Broaden their interests Learn new things Subjects library MOOC Know-how library

39. Read profiles on over 900 different careers and learn how to get in to them Explore potential university subjects suited to your interests and skills

40. Complete a MOOC to develop interests and explore subjects in depth

41. Search our database of guides to help you across multiple applications

42. Search Unifrog to find the most suitable university courses for you

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44. Smart ranking and filtering tools enable you to make informed choices

45. Updated every 24hrs, use Unifrog to find the best apprenticeships

46. Unifrog’s Oxbridge tool de-mystifies the application process

47. Compare colleges and sixth form courses, all from one place

48. Students creating applications Our Tools: UK Top 5 Manage everything from one dashboard Guidance and examples Nothing gets lost Easy feedback on personal statements and references CV/Resume Activities Competencies Interactions UK Personal Statement Teacher References Post 18 Intentions

49. Students build effective, personal applications

50. Supporting teachers to manage students Track progression Contact staff and students Assess students’ interests Support at every stage Parents can also login and use as if a student/for themselves – give it a go! Form code = parentschenderit