1. Welcome to KS4 2016 – 2017 8th September 2016
Presenters:
Mrs Cartwright
Mr Taylor
Mr Lloyd-Jones

2. This evening’s Aims
Chenderit’s vision and key priorities for
Governance
Parent and student voice
Curriculum, assessment and reporting changes
Supporting your child with his/her learning
Developing positive attitudes towards learning
Questions

3. Our Vision: To pursue excellence academically and in all other spheres of school life.
To continue to improve the quality of Leadership and Management at all levels.
To continue to improve the quality of Teaching and Learning:
Curriculum: by planning effective class and homework; by differentiating for all groups of students and by improving marking, assessment and feedback
Guidance: by planning effective tutorial programmes; by identifying potential underachievement early and putting in place interventions (e.g. summer holiday packs) and by supporting students in self-assessment, action planning and developing good learning habits

4. To continue to improve the quality of Behaviour for Learning:
Curriculum: by setting high expectations which inspire, motivate and challenge pupils and by managing behaviour effectively to ensure a good and safe learning environment for all;
Guidance: by leading “support plans” for students whose negative behaviour is impacting on themselves and/or other

5. Leadership and management: Governance
Governing boards are crucial to the success of the nation’s schools:
They set the strategic direction for a school
They monitor progress against the strategy using high-level performance indicators that go much further than just exam results
We have 1 vacancy for a school governor
Enthusiasm and an interest in the future of our school are crucial!
Contact Bev Martin (Clerk to the Governors, of you are interested)

6. good news: parent survey
Overall strongly agree/agree
1. My child is happy at school
91%
2. My child feels safe at this school
94%
3. My child makes good progress at this school
88%
4. My child is well looked after at this school
95%
5. My child is well taught at this school
85%
6. My child receives appropriate HW for their age
87%
7. This school makes sure its pupils are well behaved
80%
8. This school deals effectively with bullying
77%
9. This school is well led and managed
10. This school responds well to any concerns I raise
82%
11. I receive valuable info about my child's progress
Average % agree or strongly agree

7. More good news: student survey
34/40 questions highlighted a positive trend.
Questions about the quality of teaching standards were particularly positive and very rewarding for us
Leadership and Management was viewed very positively
Areas for improvement:
Listen to students
Celebrate their successes
Care for the environment (e.g. toilets)

8. Changes to the curriculum in KS4 2016 - 17
Mr Taylor

9. The world has changed
Expectations have been raised for students of all ages:
GCSEs and GCEs are tougher
Year 6 students have sat more demanding exams in literacy and numeracy
We no longer have the familiar end of key stage levels – no one yet knows how exactly target setting will work
In Key stage 4
Students in year 11 have the new English and maths GCSE
Students in year 9 and 10 will do the new GCSEs

10. However – one thing is constant
Schools, exam boards, Ofsted, parents and students want students to do their best
How do we know what is a reasonable expectation of different students, with different abilities?
What is a reasonable target – that seeks to avoids complacency or anxiety

11. Our assessment model

12. KS4 targets
Each student in KS3 and 4 has one target for maths and one for all their other subjects based on their KS2 score

13. FLightPath sticker – this is the y9 version

14. Flightpath sticker – year 10

15. TaRgets
Are not predictions, and are generalised, based on results across the whole country
They allow us to celebrate those who have exceeded expectations
… and identify those who might have fallen behind
They are the start of a conversation

16. Marking and reports Students in KS4 will see work marked against:
GCSE grades
GCSE markschemes
Our reports will summarise that information

17. A new measure – Progress 8
Schools will be evaluated against a “Progress 8” measure
This looks at the performance of students in 8 GCSEs, including English, maths, other Ebacc subjects and option subjects.
It gives one figure – for each student and for the school
It is one way of answering the question – where are they compared to where we think they should be?

18. reporting to Parents KS4 and 5 – little change: GCSE grades
Information about behaviour and attendance
Tutors will write written comments on the report once a year

19. We are playing a long game
Students will be assessed at the end of year 11
They will have many hours of timed assessment, working on their own in silence

20. Skills students need Reading and writing at a high level
Effective record-keeping; organising their work
Revision skills
Applying their knowledge, skills and understanding in unfamiliar contexts
Working under pressure, on their own

21. How will we prepare them?
Insist on high standards of presentation and organisation
Support them to become the best readers and writers they can be
Ensure they are used to writing at length, to time
Ensure they are used to dealing with the tyranny of the blank page – partly by using hot tasks (prepared as a class) and cold tasks (unprepared, unseen)

22. Recently we have asked staff to…
Have periods of silent, independent working
Assess students in the ways they will be assessed at the end of KS4 and 5, from year 7 onwards
Expect students to write and read more demanding texts

23. Our Spelling policy

24. What are we expecting of marking?
What will success look like?
Students writing more accurately, taking care, responding to marking, not making the same mistakes repeatedly
Not… Teachers correcting mistakes, circling multiple errors, writing in what should be there, telling the student they must do better next time … and the student writing, scruffily, “Okay miss”

25. How can parents Help
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 mock, it doesn’t matter” approach
Build resilience by praising effort and ability to cope with difficulties
Encouraging reading: fiction, non-fiction, journalism – in books, online…

26. Presentation of exercise books
Books are well organised and neat
The back is as tidy as the front
Target stickers on the front, curriculum maps etc stuck in
Spelling page at the back
Each piece has the classwork or homework, date and title
Why have a title?
Students worry without them
It should be possible to find work for revision purposes

27. Developing positive attitudes towards learning
Mr Lloyd-Jones

28. Parents, carers and families…
are by far the most important influences in a child's life. Their support can play a vital role at all stages of education.

29. Your support and involvement are crucial
“Parents who take on a supportive role in their children’s learning make a difference in improving achievement and behaviour.
The active involvement of parents can help promote a learning community in which young people can engage positively with practitioners and their peers.” (National Parenting Strategy 2012)

30. “For school aged children, two kinds of parental behaviour were shown to have positive associations with children’s school outcomes: home-school partnership and parental engagement in children’s academic activities.” (See and Gorard 2015)

31. The Benefits
It is easier for young people to learn when they are encouraged at home
They attain and achieve more when their parents are involved
Young people get access to more activities in and out of school when there are more adults to help
Any concerns in the school environment can be addressed more easily when parents and schools work together
Students are happier when their parents are enjoying events at school
Parents have more information about their children's education
Parents can contribute to school improvement and an enhanced curriculum as they understand it more
Young people’s attainment and behaviour improve when parents are involved in their learning

32. Your first school test of the year

33. Helping our Children
Being a parent can be difficult – getting the balance just right between support and ‘nagging’ can be tough….. If you can get it right, the rewards for your child are enormous.

34. At Chenderit School
Achievement and reward 5:1 ratio between achievement and BfL logs = a positive culture of learning.
Reporting developments: New for 2016 your child’s achievement and BfL logs will be published on student reports for your reference (and action?).
Rewards for those attaining well.
Staff will share their concerns if there are too many BfL logs.

35. Together we can make the difference
AIM HIGH
WORK HARD
BE NICE

36. Thank you Thank you for your attendance, time and consideration
Really pleased to see you helping us to make a really good start to our new academic year
Any questions?