Sixth Form Parents’ Information Evening 2016 Trained to run specific courses over 6 to 8 week periods usually focussing on one key area at a time. These can be for individuals but often work better in groups, where children can support each other. Rainbows training – specialist loss and bereavement training. Single intervention sessions – one off counselling sessions.

Academic Tracking We value each student as an individual We want each student to be academically successful To ensure this we will: Set each student individual targets Track their progress against these targets Support them to achieve or exceed these targets Vulnerability

Key Dates – Year 12 Periodic – 25 November Parents’ Evening – 12 December Mock Week – 16-20 January HE Information Evening – 25 January Report – 3 March Study Leave – 6 May – 11 June AS Exams begin from 15 May Vulnerability

Key Dates – Year 13 Periodic – 11 November Mock Week – 16-20 January Report – 17 February Last Day of School – 10 May A level Exams begin from 15 May Vulnerability

Tracking Data Alps target grades for AS and A2 Internal target grades (in Y13 these are UCAS predicted grades) Current grades Likely to Achieve grades Learner Profile scores Attendance data BASICs reports Vulnerability

Alps Targets Based on achievement in the GCSEs. Targets, not predictions. Minimum Target Grades (MTGs). Aspirational but achievable. One of several ways that your academic achievement is tracked. Vulnerability

How Alps Targets Are Calculated Each of your GCSEs is given a score … A* = 8 A = 7 B = 6 C = 5 D = 4 E = 3 F = 2 G = 1 U = 0 Add up the total score and divide by the number of GCSEs This gives your GCSE points score Vulnerability

Example A student gained the following grades: Maths A English Lang B English Lit B Double Science BB Geography B Art A French C Design Technology D Drama A Score for each subject is 7 6 6 + 6 5 4 Add up all ten scores = 60, divide by the number of GCSEs GCSE points score = 6.0 Vulnerability

How Alps Targets Are Calculated Take the GCSE Point Score Compare to the performance of tens of thousands of students nationally with the same points score to see what they have most often achieved at AS and A2 in the past Set target grades at the 75th percentile These are Minimum Target Grades (MTG) They are aspirational but achievable Vulnerability

The Class of 2016 In the JCG Class of 2016 there were 103 students with GCSE points scores from 5.1 (targeting C/Ds at A2) - 8.0 (targeting all A/A*s at A2) They achieved 313 grades including A2s, EPQs and the Diploma of Finance 219 (70%) of these were on or above their Alps target. Vulnerability

Support for Students We will help students to develop their study skills through the tutor and enrichment programmes. Teachers will provide support clinics and revision sessions as necessary. Student progress against their internal and Alps targets is tracked throughout Year 12 and Year 13 and concerns are followed up on by form tutors, subject teachers and the Head of Sixth Form/SLT. Vulnerability

Is academic achievement the only thing that is important? No! We want each of our students to get the best grades that they possibly can so that they have as many doors open to them as possible when they leave JCG. We also want them to be happy, well-rounded individuals who are confident and able to deal with life’s challenges. That’s why we provide them with so many extra-curricular opportunities. Vulnerability

Section Title Mental Health Awareness Session

We promote and encourage mental wellbeing for all. We are a small and independent local charity affiliated to Mind in the UK. Our vision is of a society that promotes and protects good mental health for all and treats people with experience of mental illness, fairly, positively and with respect. We actively employ people with mental health problems and 50% of our committee members have experience of mental health problems. We promote and encourage mental wellbeing for all.

Definition of mental health "The capacity to live a full, productive life as well as the flexibility to deal with its ups and downs. In children and young people it is especially about the capacity to learn, enjoy friendships, to meet challenges, to develop talents and capabilities.” Source: Young Minds 1999

Mental Health All of us have mental health and, like our bodies, our minds can become unwell. 1 in 10 young people will experience a mental health problem. These include depression, anxiety disorder, eating disorders, psychosis or bipolar disorder. It’s important to talk about mental health and get help early if things don’t feel right, just like we would for our physical health.

Three key tips for parents….. Keep communication constant, open & honest Mental health disorders are treatable Be mindful of your teenagers behaviour

Warning signs…. Decrease in enjoyment & time spent with friends and family Resistance to attending school or absenteeism Problems with memory, concentration or attention Big changes in energy levels, eating or sleeping patterns Physical symptoms (stomach aches, head or backaches) Feelings of hopelessness, sadness, anxiety and tearfulness Neglect of personal hygiene or appearance Dangerous or illegal thrill-seeking behaviours And………..

Your Way to Wellbeing Section Title Then ask them to pair up again and share the one way to wellbeing they are choosing to try. The aim is to set a simple goal they can achieve by this time next week which will get them on the road to this way of wellbeing. E.g. if they chose creating, and they would like to try art for the first time, the one goal they could achieve by next week is to buy themselves a pencil. Or if they chose calming, and they want to try meditation, the one goal they could achieve by next week is to download a meditation app. The idea is to take the first small step. To break down the broader goal into small chunks. They will need to report back to the group next week on how they got on with their goal.

Five ways to Wellbeing Connect Be Active Take Notice Keep Learning Give

Section Title Thank You

Support Within School Sixth Form Tutors Head of Sixth Form and Assistant Head of Sixth Form Student Support Team Youth Mental Health First Aiders ELSA School Counsellor Children who don’t understand emotions, can’t understand how they feel, or why they feel the way they do.

ELSA Emotional Literacy Support Assistant Emotional literacy a definition: Emotional literacy is the ability of people to recognise, understand, handle and appropriately express their own emotions and to recognise, understand and respond appropriately to the expressed emotions of others. Children who don’t understand emotions, can’t understand how they feel, or why they feel the way they do.

Personal and Emotional Wellbeing Mental and emotional health is fundamental to good general health and wellbeing and impacts greatly on how well children do at school. At JCG we provide a healthy, supportive, stimulating environment in which pupils can grow and develop.

We all have coping strategies; some are positive, some are negative The Worry Bucket Sleep Well, Eat Well Have Fun Exercise Try Something New Vulnerability Talk to somebody Keep it in Perspective We all have coping strategies; some are positive, some are negative

What we offer… A listening ear Single intervention session 6 weekly sessions exploring Emotional awareness Coping when angry Understanding Self-esteem Social and communication skills Friendship skills Separation/loss/bereavement The Decider course Trained to run specific courses over 6 to 8 week periods usually focussing on one key area at a time. These can be for individuals but often work better in groups, where children can support each other. Rainbows training – specialist loss and bereavement training. Single intervention sessions – one off counselling sessions.

How can school counsellors help? School counsellors are carefully selected for their experience and counselling qualifications. Counsellors are good at relating to children and are trained to listen without judging. They can help people sort out their thoughts and feelings about what is worrying them. Counsellors usually provide short-term counselling, up to six sessions, on school premises, and usually in school time. The length of the sessions varies. With younger children, the sessions may involve play materials. What is discussed during the sessions is confidential, but the child is told that the counsellor may discuss their problems with other people and agencies and get help from them if he or she thinks the child is at risk or in danger. The counsellor is independent from the school staff but understands the school and works with teachers and other staff to help your child, while at the same time keeping confidentiality. Sometimes the counsellor, with the child's knowledge and agreement, may refer the child to other agencies who can give more help. Trained to run specific courses over 6 to 8 week periods usually focussing on one key area at a time. These can be for individuals but often work better in groups, where children can support each other. Rainbows training – specialist loss and bereavement training. Single intervention sessions – one off counselling sessions.

How does my daughter get to see a school counsellor? Your child may ask to see the counsellor, or you or a teacher may recommend it. Counselling needs to be a voluntary process. When counselling is offered to younger children, you will be asked to sign a form to say that you agree to your child having counselling. Older children who ask for counselling and are capable of fully understanding what is involved may get counselling in their own right, without permission from a parent. Trained to run specific courses over 6 to 8 week periods usually focussing on one key area at a time. These can be for individuals but often work better in groups, where children can support each other. Rainbows training – specialist loss and bereavement training. Single intervention sessions – one off counselling sessions.

What issues can school counsellors help with? There can be lots of pressures on young people growing up, for example friendships; teasing and bullying; exams and school work; family relationships, separations and changes; as well as illness, loss or death of someone close. Young people also have to cope with adolescence and the strong feelings and physical changes that go with it. Even quite young children can find that the time and space they get from counselling helps them feel better, and cope better at home and in school. Trained to run specific courses over 6 to 8 week periods usually focussing on one key area at a time. These can be for individuals but often work better in groups, where children can support each other. Rainbows training – specialist loss and bereavement training. Single intervention sessions – one off counselling sessions.

Any Questions? Trained to run specific courses over 6 to 8 week periods usually focussing on one key area at a time. These can be for individuals but often work better in groups, where children can support each other. Rainbows training – specialist loss and bereavement training. Single intervention sessions – one off counselling sessions.