1. 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.

2. 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
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3. Key Dates – Year 12 Periodic – 25 November
Parents’ Evening – 12 December
Mock Week – January
HE Information Evening – 25 January
Report – 3 March
Study Leave – 6 May – 11 June
AS Exams begin from 15 May
Vulnerability

4. 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

5. 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

6. 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.
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7. 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
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8. 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
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9. 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
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10. 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) (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.
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11. 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.
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12. 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.
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13. Section Title
Mental Health
Awareness Session

14. 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.

16. 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

17. 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.

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

19. 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………..

21. 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.

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

23. Section Title
Thank You

24. 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.

25. 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.

26. 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.

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

28. 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.

29. 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.

30. 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.

31. 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.

32. 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.