Welcome to KS3 2019 – 2020 September 2019 Presenters: Mrs Cartwright Mr Taylor Mr Lloyd-Jones

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 – supporting effective learning in Key Stage 3 Mr Lloyd-Jones – pastoral care and careers guidance Questions

Chenderit school Our plans…

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

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

How will we achieve our vision? By focussing 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.

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

Supporting effective learning in KS3 Mr Taylor

The challenge and excitement of KS3 Year 7 students are enthusiastic about KS3 They like new subjects, new facilities, specialist teachers But several years ago Ofsted and the government identified weaknesses nationally in KS3 teaching. One Ofsted report in September 2015 asked whether they were “The Wasted Years?”

What were the areas of concern? Staff had expectations that were too low They did not give credit for, or build on, the achievements of students at KS2 Secondary teachers tend to be passionate about their subject, and were often more focused on GCSE and A level exams In some schools, KS3 was seen as less important than KS4 and 5 Teachers thought of year 7s as the young ones – lacking skills, whereas only a few months ago they were the top of their schools – doing the most difficult work

How have we addressed this over the years? We have carried out many staff training exercises to show secondary staff how demanding the KS2 curriculum is Transfer activities: we ask students to complete pieces of writing in year 6 (one in the primary school and one in transfer week) to show year 7 teachers – this what this student can do These will start appearing as stickers in exercise books in year 7

recently the whole curriculum has been revised Over the past few years we have had a new KS2 curriculum – with increased expectations of literacy and numeracy We have more rigorous GCSE, A level and equivalent courses And now the focus is turning back to KS3 – and to some extent KS2

What was the impact of changes to KS2 curriculum? Staff and pupils have worked very hard Pupils have developed high level skills in English and maths (or literacy and numeracy) Some would argue that other aspects of the curriculum have been somewhat ignored – and this is now a focus for schools and Ofsted

Next steps: A new emphasis on the whole curriculum Ofsted, led by the HMCI Amanda Spielman, is keen to see that all students have access to an ambitious, broad and balanced curriculum They want to see students engaging with the arts and humanities, the sciences and practical subjects

A new way of thinking about the curriculum After years of focusing on new exams, schools are being asked to think about what students learn, particularly in key stage 3 One key phrase keeps coming up: the curriculum is about students knowing more and remembering more

What does this mean for us and our pupils? We need to think of students gradually building up their knowledge They are able to learn new things, because they can link what they are learning to what they have learned before One writer has used the idea of learning as like Velcro – we attach new ideas to what we already know

Pupils arriving in year 7 know a lot about English and maths As an English teacher, I have been very impressed by what they know about nouns, verbs, adjectives, subordinate clauses and fronted adverbials They now know much more than our current GCSE pupils did at the time We need to ensure that pupils actively build on this learning and do not forget it I am sure the same is true in maths

But there are may be other gaps… The KS3 geography curriculum should build on what pupils already know, and last year they carried out a test to assess what new year 7 knew This is an example from a student who is good at reading (107 in the year 6 test) They know what a county is …. But cannot identify the countries of the United Kingdom on a map This kind of answer was not unusual

Helping students know more and remember more Teachers are now being asked to plan their curriculum carefully in KS3 to help students know more and remember more There is more emphasis on the building blocks of knowledge There is regular testing – short tests of factual recall Work is regularly revisited Staff interleave – returning to a subject – which, experts suggest, helps memory develop

How can parents help? By reinforcing straightforward messages: Students who are most successful work consistently all through KS3 and 4 They do not rely on making up ground at the last moment They keep notes well-organised and learn from them They accept that what they are learning now are the building blocks of future success

It’s good to Talk Some pupils love to talk about what they have done at school, others do not Talking helps recall, making connections, seeing how learning links with life Later this term we will put up on the school website a curriculum map, showing what students study over the course of KS3 – to help you put what they are doing in context

WHAT can parents DO? Look at books and ask your son or daughter to talk about their work Expect and encourage well-organised, well-presented work Encourage good study habits over time – not the “It’s only a practice, it doesn’t matter” approach Build resilience by praising effort and ability to cope with difficulties. Encourage students to build up general knowledge and take part in a wide range of activities in school and outside Encouraging reading: fiction, non-fiction, journalism – in books, online…

What should my son or Daughter be reading? As much as possible Reading that builds stamina A variety of fiction and non-fiction Something build on an interest – if they love sport then literature about sport… Some classics

Where can I find recommendations?

Recommendations (2)

Year 9 reading list

Year 10 and 11 reading list

Please feel confident to be proactive If the work your son or daughter is doing is not of the standard we should expect from them – get them to do it again, writing a note to the teacher if necessary.

What to so if your son or daughter is stuck? You will know if they are trying hard and are genuinely stuck. If they are genuinely struggling please write a note in the exercise book or email the teacher, for example: “Dear Ms X, Sam has tried to do this work, but after 20 minutes …”

I have found this book a help!

Pastoral Care and Guidance Mr Lloyd-Jones

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.”

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

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.

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

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

Parental communication Who best to refer to PASTORAL WELLBEING Form Tutor – first instance Head of Learning Inclusion Team Associated Leadership Team Yr Deputy Headteacher SUBJECT Subject Teacher Head/Deputy of Department Associated Leadership Team Deputy Headteacher Curriculum SUPPORT Attendance Medical SENDCO Inclusion team Exams Reporting Associated Leadership Team Explain best routes and preferences A few examples

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

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 List all the agencies available via the inclusion team – to be completed Do we also want SENCO Contact can be made through the school switchboard – email addresses can be found on the school website

Child protection and safeguarding If you have an urgent safeguarding concern about a child eg: If a child is in immediate danger Contact the Multi Agency Safeguarding Hub: 0300 126 1000 Option 1 Option 3 Contact the police: 999 / 101 OR fire / ambulance: 999 If you have a non urgent safeguarding concern and would like to talk to someone Contact the safeguarding team at Chenderit School Designated safeguarding staff: Roddy Lloyd Jones Jan Hooper Allison Smith 01295 711567 mob: 07866284698 If you have a concern or would like some advice about a childs mental health Visit: www.nhft.nhs.uk/camhslive Contact the school nurse team: 01280 704336 In the event of a high level concern information being published to support parents and carers

What we provide to students Unifrog is the one-stop-shop for destinations, allowing students to explore every university course, apprenticeship and college course in the UK plus other around the world opportunities such as European and US undergraduate courses They can make applications using Unifrog and receive feedback from teachers along the way. This includes create their personal statement and CV, plus more!

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

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

Complete a MOOC to develop interests and explore subjects in depth

Search our database of guides to help you across multiple applications

Search Unifrog to find the most suitable university courses for you

Students build effective applications with personal career goals Emphasise that for other qualification types this will be adjusted on Unifrog accordingly.

Smart ranking and filtering tools enable you to make informed choices

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

Unifrog’s Oxbridge tool de-mystifies the application process

Compare colleges and sixth form courses, all from one place

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

Students build effective, personal applications Emphasise that for other qualification types this will be adjusted on Unifrog accordingly.

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

Supporting Careers Education at Chenderit School Meaningful experiences for students: Contact career staff if your able to offer: Employer opportunities Apprenticeship offers Enterprise contacts Work experience availability Job/Career/Training – speakers/literature

Thank you for listening Any questions?