1. Welcome to KS3 2018 – 2019 September 2018
Presenters:
Mrs Cartwright
Mr Taylor
Mr Lloyd-Jones

2. This evening’s Aims A year in the life of Chenderit
Our vision and key priorities for 2018
Other news
Teaching, learning: doing our best
Pastoral Care and Guidance
Questions

3. R:\Staff\Celebration Evening\Celebration Evening 2018\Film for 2018

4. 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

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

6. How will we achieve our vision?
By focusing on our curriculum, teaching and learning, good behaviour and plentiful opportunities for students.
We continue to improve teaching and learning
The more and most able students, including those who are disadvantaged, boys…
We continue to focus on our PSHE and tutor time programmes
We continue to encourage our “harder to reach" parents to engage with us (e.g. in connection with bullying and safeguarding issues).

7. How well are we doing? student survey
Each year students across the school complete a student survey
The student satisfaction score remains in line with previous 3 years - GOOD
Headlines
Over all students believe they make good progress
With the top comments being –
My teachers expect me to work hard, and encourage me to do my best (score 75.1)
My parents encourage me to work hard and achieve my school targets (score 83.3)
I have not been bullied at school by other pupils, in the last 2-3 weeks (score 74.3)
This school teaches me about the dangers of alcohol/drug/solvent abuse (score 73.6)
Next steps:
Further improve facilities
Students need to feel more confident to talk to staff if they have a problem or issue
All students need to treat each other with respect and allow each other to feel safe around school

8. Other good news: parent survey
Average % agree or strongly agree
1. My child is happy at school
93 (89)
2. My child feels safe at this school
94 (94)
3. My child makes good progress at this school
91 (91)
4. My child is well looked after at this school
5. My child is well taught at this school
90 (88)
6. My child receives appropriate homework for their age
84 (88)
7. This school makes sure its pupils are well behaved
77 (78)
8. This school deals effectively with bullying
78 (71)
9. This school is well led and managed
90 (85)
10. This school responds well to any concerns I raise
85 (84)
11. I receive valuable information from the school about my child's progress
83 (92)
87 (87)
Average % agree or strongly agree (exc blanks and don't know)
89%
94%
91%
88%
78%
71%
85%
84%
92%
87%

9. Other good news New build… Condition Improvement Fund (CIF) bid£
For roofing repairs and replacement
Healthy Pupils Capital Fund (HPCF) bid £
A one off bid opportunity available from the Soft Drinks Industry Levy
For the refurbishment of our PE changing rooms.

10. Uniform consultation Do we want a new uniform for 2019?
In summer term 2018, students were representing our school in Northamptonshire. They reported back that they felt:
out of place
old fashioned
unkempt
every other student body wore smarter uniform including blazers rather than sweatshirts.
Staff comment negatively about our uniform, including how sixth formers present themselves
Parents, especially at the Y6 into 7 recruitment evenings, have commented on how Chenderit students seem messy in comparison to student in other schools
What do you think?

11. Teaching, learning: doing our best
Mr Taylor

12. So much has changed over the past few years…
Staff and students have worked hard on the new exams at A level and GCSE
There has been concern across the country – and relief
The new exams are more demanding: we are delighted with our student successes

13. What have we learned?
Students who work hard over time have been successful
Students need to know lots of things: it is no longer possible to have some good skills and trust your native wit – “It’ll be all right on the night…”
Students need to cope with the unexpected

14. What do Ofsted say? It is very clear that there is a new
focus nationally
Ofsted are very interested in what students are learning – the curriculum – and how deep knowledge and understanding builds up over time
In primary schools and in maths we have heard a lot about “mastery” and “mastery at greater depth”
What is disappearing is the rush to get students to pile up lots of certificates in qualifications that are of low value

15. Raising our expectations throughout the school
Ever since the changes to the curriculum were announced (phasing out of the national curriculum and the use of levels) we have been working on our new forms of assessment and schemes of work
Our aim is to build on the more demanding primary curriculum and expect more in KS3 – for all students

16. Sharing examples of good work
To help students succeed we want to share examples of good work – from the exam boards, or from past or present students
It will take us time to build up these resources
We refer to them as “What a good one looks like” or Wagolls
Our aim is that every student will be able to ask to see an example of what they are aiming for
This year – as we build up more evidence - I hope to share with parents too – taking care to avoid the dangers of plagiarism or slavish imitation

17. Mastery and extension
Our aim is that every student achieves the best they can: as parents all of us will say to our children, “We will be happy if you work hard and do your best.”
But what do we mean be “your best”?
A concern we sometimes get from parents is that teachers will have unrealistic expectations – too high or too low.
How do we decide what to expect?

18. Expectations of all students
Age-related expectations define what we want children at a certain age or stage to achieve
They are not a “national average” – but challenging expectations
We know the government want each student to achieve a grade 5 in GCSE English, maths and a range of other subjects
Teachers are now working out – “What does that mean students should be doing in year 7, or year 8…?” and so on.

19. Setting targets for individual students
For years Ofsted and parents have been concerned that students’ achievements in KS2 are not built on in KS3
Like many schools we take account of this by setting targets for our students
Targets mean, “Based on what you have achieved in the past, this is what you should aim to achieve in the future”

20. Our assessment model

21. 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

22. These targets are based on the best data we had available last year
They are aspirational: if 30% or more of students achieved a certain grade, based on their KS2 scores that was the grade we chose for the target. We use these targets to help us track the progress of our students: are they where they should be?

23. How can we help our students Build good habits?
Students have a wealth of information available:
School websites
Exam board websites
Revision and general websites – on Shakespeare, Victorian novels….
Students need to be well-organised, to access and manage all the information available

24. 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

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 practice, 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. 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

27. Where can I find recommendations?

28. Recommendations (2)

29. Year 9 reading list

30. Year 10 and 11 reading list

31. Presentation of exercise books
Books are well organised and neat
The back is as tidy as 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

32. 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.

33. What to so if your son or daughter is stuck? (1)
Build good learning habits:
If they are really working hard, praise their perseverance.
Remind them that some things are tough – but persistence pays off.
Try to build good learning strategies, by saying things like:
Have you done anything like this before?
What strategies did you use then?
Is there anything in your book (or online – eg Bitesize KS3) that can help?

34. What to so if your son or daughter is stuck? (2)
Build good learning habits:
Let’s read the question carefully again.
Have we missed anything?
Let’s write out what we know – setting it out clearly.
If you were to ask the teacher, what specific question would you ask?

35. 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, for example: “Dear Ms X, Sam has tried to do this work, but after 20 minutes …”

36. I have found this book a help!

37. Pastoral Care and Guidance
Mr Lloyd-Jones

38. 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.”

39. The benefits
It is easier for young people to learn when they get encouragement at home
They attain and achieve more when their parents are involved
Any concerns in the school environment can be addressed more easily when parents and schools work together
Young people 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
Many real and tangible benefits
Often obvious and clear -It is easier for young people to learn when they get encouragement at home
Some subtle highly effective - Young people’s attainment and behaviour improve when parents re involved in their learning

40. At Chenderit School
Achievement and Reward 10:1 ratio between Achievement and BfL logs.
“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.
Staff sharing concerns for too many BfL logs (initially with the tutor – parental support)
Supporting detentions.
Understanding bullying, banter, taunting
5:1 ratio – stats show we smash this –
Staff moving to “Over and above” and verbal praise. A feel good factor / recognition boards. 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 emphasis on rewarding effort and achievement.
When too many BfL logs system introduced to meet with tutors for a discussion
New Detention system –piloted, now introduced. Really successful, students far more clear, communication to parents direct and more straight forward

41. BEING NICE
Bullying- “the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online” Banter- “the playful and friendly exchange of teasing remarks” Taunting - “to intentionally make a person angry by saying or doing things to annoy them”
Another clear feature is our ethos
At times this goes wrong for young people – especially in – KS ….
If we all become clearer on behaviours we can support one another in determining the correct actions
Restorative justice
A conversation/agreement
Consequences for their actions
All can banter = happy then one level outcome – on another occasion – all goes wrong so quickly – the complexity of communities

42. ‘This is How we do it At Chenderit School’
How our staff speak to our students:
Conveys our expectations.
Builds consistency
Builds expectations
= respect
Together it builds partnership
AIM HIGH / WORK HARD / BE NICE
Each year concentrate on specific emphasis – builds consistency
This year - this is how………
Staff to students Staff to parents
Our request 0 Parents to Students

43. PSHE Tutor Time review Tutor time activities Assemblies – themes
Life in Modern Britain (LiMB) and spiritual, moral, social and cultural education (SMSC)
Personal Achievement record
Expectations of students
Expectations of parents/carers
Social media platform
Engaging with your child and their personal interests/opinions and developments

44. The PSHE/tutor programme

45. Child protection and safeguarding (young people’s mental health)
Communication is key:
Who to report to?
Where to get support?
Supporting the school
What the school has to offer?
Chenderit School website

46. 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
Contact can be made through the school switchboard – addresses can be found on the school website

47. 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

48. School website -
Various leaflets offer advice and support services available to families and children.

49. CAMHS LIVE
Chenderit are promoting CAMHS Live, a new initiative in Northamptonshire. This provides a safe and confidential live online chat service for young people aged years old or their parent/carer. The service is available weekdays from 10am to 4.30pm and any emotional wellbeing or mental health issue can be discussed and then appropriate signposting and information is provided, or a referral made to the relevant mental health service. Find them at

50. 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:
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
mob:
If you have a concern or would like some advice about a childs mental health
Visit:
Contact the school nurse team:
In the event of a high level concern information being published to support parents and carers

51. Thank you
Any questions?