1. Welcome to KS4 2019 – 2020 September 2019
Presenters:
Mr Lloyd-Jones
Mr Taylor

2. 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 - preparing for the challenge of GCSEs
Mr Lloyd-Jones – pastoral care and careers guidance
Questions

3. R:\Staff\Celebration Evening\Celebration Evening 2019

4. Chenderit school
Our plans…

7. 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

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

9. How will we achieve our vision?
By focusing 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.

10. How well are we doing? parent survey
Overall % agree or strongly agree (Oct 2018)
1. My child is happy at school
92%
2. My child feels safe at this school
90%
3. My child makes good progress at this school
89%
4. My child is well looked after at this school
5. My child is well taught at this school
88%
6. My child receives age appropriate homework
83%
7. This school makes sure its pupils are well behaved
72%
8. This school deals effectively with bullying
78%
9. This school is well led and managed
10. This school responds well to any concerns I raise
11. I receive valuable information about my child's progress

11. How well are we doing? staff survey
Overall % agree or strongly agree (Oct 18)
I am proud to be a member of staff at this school
95%
Children are safe at this school.
Behaviour is good in this school
85%
The behaviour of pupils is consistently well-managed
75%
The school deals with any cases of bullying effectively
87%
Leaders do all they can to improve teaching
The school makes appropriate provision for my professional development
80%
I know what we are trying to achieve as a school
92%
The school is well led and managed
90%

12. Student voice School council Focus groups with staff Uniform survey
Canteen survey
Annual survey
Largely positive results, especially around bullying, with some good suggestions for further improvement…

13. 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

14. Preparing for the challenge of GCSEs
Mr Taylor

15. New GCSEs Revised GCSE courses are now in place for all subjects
Designed to be more demanding
Students sit more exam papers
There is less coursework
Modules and re-sits have gone
There is more content

16. Success in the new exams
We have been very pleased, last year, and this, with the overall results
In a wide range of subjects we saw a significant increase in the numbers of students achieving the headline figures of grade 4 and 5: in English, maths, science, humanities and other “option” subjects

17. What contributed to this success?
Year 11 last year were very calm, and very sensible in their approach to exams
On exam days, before an exam, students were revising – they had notes and cards, they were supporting one another – they had a very mature attitude.

18. Crossing the threshold - getting grades 4 and 5
Large numbers of students achieved grade 4 and 5 (standard pass and strong pass)
Grade 4 is the equivalent of the GCSE grade C
This is probably the result of hard work, and the support of teachers and families.
Five grade 4s allow students to access our sixth form and do A level courses or their equivalent

19. Going one step further
We had a number of students who excelled, meeting their targets with a raft of high grades in all their subjects
They have many options open to them – they can apply to competitive courses, in work and training
These are students who did not just work hard in the run-up to exams, but had good study habits from the start of their KS4 courses and before.

20. What do experts recommend for KS4 success?
The curriculum we have now is all about students knowing more and remembering more
There has been a shift away from thinking that skills were more important than knowledge
Teachers now are encouraged to structure their lessons so there is an emphasis of helping students remember more

21. Students now have to know a lot – across a range of subjects
Last minute revision – cramming – is too late
What works?
Keeping notes well-organised, detailed and clearly labelled
Expecting to learn and recall information all through the course
Taking every opportunity to revise and consolidate knowledge
Not expecting everything to fall into place at the last moment

22. Key advice
Treat every test (no matter how small) as a chance to learn and test your memory
Expecting the teacher to ask you about things you learned earlier in the course
Using the notes teachers give you – revision guides on their own are not good enough (they are often too general)
Learn vocabulary lists, case studies, quotations and so on

23. How can parents help?
Reminding students that success is not simply down to luck: the students who do best work hard all year
Encouraging students to accept that hard work is good work: scientific studies have shown that having to think hard to remember something helps that memory stick
Encouraging good habits – focusing on work/having a break: not mixing the two up
Asking your son or daughter to talk about their work – which can be hard!

24. Importance of reading
Evidence shows that regular reading improves literacy and numeracy at age 16
It supports vocabulary, comprehension, spelling, grammar, and feeds the imagination
Reading aloud is very beneficial – and it can be done with teenagers!

25. Cultural capital
Many exam subjects, for example English, RE, history, geography, science, will have aspects and questions that are easier for students who have general knowledge – who know what words mean, or where places are, or when things happened
Accessing good websites, watching educational films (online etc), listening to podcasts, discussing current affairs – the more you can encourage these things, the better

26. Pastoral Care and Guidance
Mr Lloyd-Jones

27. 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.”

28. 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

29. 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.

30. 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

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

32. 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

33. 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

34. 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

35. 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

37. 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 creating their personal statement and CV, plus more!

38. 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

39. 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

40. Complete a MOOC to develop interests and explore subjects in depth

41. Search our database of guides to help you across multiple applications

42. Search Unifrog to find the most suitable university courses for you

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

44. Smart ranking and filtering tools enable you to make informed choices

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

46. Unifrog’s Oxbridge tool de-mystifies the application process

47. Compare colleges and sixth form courses, all from one place

48. 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

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

50. 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

51. Supporting Careers Education at Chenderit School
New Careers Coordinator – Mrs Emma Campbell
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

52. Thank you for listening
Any questions?