1. Academic Monitoring
and
Support

3. Ongoing assessment
Subject staff provide feedback on how to improve. This might be through
Comments on work
Oral feedback
Student use of subject specific criteria about what individual pieces of work should include

4. Termly reports

7. Date
Item
Wb 9th December
Autumn Term Report (with Subject Comments)
6th March
Tutor Day
Wb 5th April
Spring Term Report (with Form Tutor Comment)
27th April
Parents’ Evening 4.15 pm – 7.15 pm
Wb 15th May
End of year exams
Wb 13th July
Examination Report issued (with exam comments from subject staff)

8. Schoolcomms – School Gateway
Achievements
Behaviour incidents
Attendance
Assessment Grades
Curriculum Timetable
Details (including medical information)
General school details

9. Please collect a flyer when you leave for more information

10. “Moving to Year 7 was easier than I thought
“Moving to Year 7 was easier than I thought. Everyone makes sure you are ok and its not too hard to start with”
“Older girls are really helpful when you are stuck!”
“I’m getting used to the daily routines and learning to stay on top of my homework”
“When we received our marks, we would discuss them and how we could improve”
YEAR 8
“The transition to KS3 can be both an exciting event and a challenge. At Camp Hill we aim to ensure every student has the chance to maximise their potential and lay the foundations for future learning.”

11. Teaching , Learning and the Curriculum
Opps. we provide to enrich the learning experience of our students.
The girls here achieve extremely well
Results at the end of their examination courses are outstanding.
Despite this – belief in importance of helping them to become genuinely independent - both in their thinking and their approach to their work
Worked extremely hard over recent years to move towards this goal.

12. MODES OF LEARNING DIAGRAM
“The highest grades can be achieved through these, but is it the right way?”
“This is just about ‘dipping toes into the water’ and to encourage this would be a disservice to the students”
“This is knowing what to do when you don’t know what to do”
“Has nothing to do with ability or being the most able”
Diagram shows 3 different types of learning - defined as Shallow, Deep and Profound.
Our Aim: for students use the qualities in the ‘Profound learning’ column, more often.
In order for them to challenge ideas, make connections and be genuinely inspired by the subject they’re working on.
NOTE: It is possible to achieve A* grade as a shallow learner – by memorising & reproducing information, & being motivated by a high grade or reward.
Sometimes we face difficulty with this – We have v. bright girls, who are good at memorising information for an exam.
They sometimes feel they haven’t time to take risks and make mistakes.
This only teaches them to pass exams –not how to cope with the rigour of independent learning at University, or how to be resourceful and resilient in the workplace.
“High achieving girls are actually the most challenged learners. Able girls are more interested in knowledge and retention”

13. WHAT ARE WE DOING TO HELP?
Sharing good practice between teachers
Keeping abreast of new teaching and learning strategies
Continual improvements to Schemes of Work
Twice yearly Learning Walks
Incorporating Independent Projects into the Curriculum
Development of technology as a tool to support teaching and learning
Teachers share good practice and new ideas
Core group of staff who meet regularly to discuss new strategies to develop quality of Teaching and Learning in school.
Staff training on the Profound Learning Habits, to develop ability to question, work as part of a team and to start to understand how they learn as individuals – among other things.
Made changes to the way topics are delivered, and indeed the content of topics are also looked at regularly in all subject areas.
LEARNING WALKS
Since a series of Learning walks on a number of different themes, to help us identify areas of strength and areas for further development.
The LWs also allow staff to share ideas and get a better understanding of what happens in other subject areas
Independent Learning, Pupil Progress, Literacy and Social, Moral, Spiritual and Cultural development have been just some of the areas we have looked at

15. Is horse racing ethical?

16. Reforms?

18. What can you do to help?
Share your own learning experiences with your daughter, and learn together
Draw attention to your mistakes
Encourage risk-taking
Reassure your daughter that the experience of failing can be a positive one if used to do things differently next time
You might be asking yourselves ‘what can I do a parent?’
I think probably the best answer is to say if you can, model good learning yourselves - show your daughter that it’s ok to make mistakes, encourage risk-taking and help them reflect so they can do things differently next time.
As a school we are v. passionate about offering a complete learning experience - both in and out of the classroom.
An extensive range of extra-curricular opps and trips on offer (yr 7 numerous visits already this term)
To finish, we’d like to show you a short video put together this summer to celebrate the achievements of our students in Years 7-10 last year. It captures the ethos of our school community, and gives you a flavour of the kind of experiences your daughter can look forward to during her time here.