Year 7 Settling-In Evening September 2016

Purpose of the Evening To explain our setting process. To explain how we use the information we have been given about your child. To highlight some key dates when you should receive more information from us. To give you some advice about how you can help your child succeed in Year 7 and beyond. To explain the pastoral care and initiatives which been introduced.

How are the sets arranged in Year 7? There are two populations in Year 7: A and B. A B 1 2 3 4

Setting July 2016 KS2 standardised scores used to initially set all pupils (a mean score from English and maths is used). September 2016 CAT (Cognitive Ability Tests) results allow us to look more closely at the accuracy of the sets and discuss any anomalies. There may be some set changes in the next few days. You will be informed. December 2016 All pupils have completed a full term of work . All subject areas submit data for each pupil. We now use KS2 scores, CAT scores and subject data to review all the sets. It is inevitable that there will be changes. April 2017 Using subject assessments and professional judgements, sets are reviewed again and pupils may move groups. June 2017 and beyond Setting is reviewed after a full year of work and sets are altered for September 2017. Set moves also take place in January, April and July for Year 8 and 9.

Why do we review sets? All classes cover the same curriculum and have the same curriculum opportunities, it is just delivered at a different PACE. Some pupils may need to work on more challenging tasks or at a faster pace. Some pupils may not be coping with the pace and difficulty of the set they are in. This can damage confidence and slow down progress. Some pupils may need the additional support that can be provided in a smaller class. We try very hard to refine sets and ensure that the learning experience is positive for every pupil. Mrs Black, Head of Year, is the first point of contact for any queries including setting issues.

Cognitive Ability Tests (CATs) These are taken by all Year 7 pupils early in their first term. There are four areas – Verbal, Quantitative, Non Verbal and Spatial which roughly relate to Literacy, Numeracy and Flexibility of Thinking. We use the separate scores to help us identify any potential barriers to learning. You will have received your child’s CAT scores this evening

How do we ensure your child is making the expected Level of Progress? The processes for assessment are changing. In 2020 when your child receives their GCSE results the grades will be numbers (grades 1-9) We are in the process of adapting our school target-setting system to fit with the new assessment guidelines. We will use Reading and Maths standardised scores (KS2) and CATs data to help us set aspirational targets for your child.

How will I be informed about my child’s progress in school? Every year there will be a Guidance Evening. We will report to you three times a year. Reports tell you how an individual is progressing towards their targets but not whether they are in the right set. Interim Report - w/c 28 November 2016. Full reports - w/c 12 June 2017 are presented as both grades and a written explanation of progress towards EY7 Target Grade. Parents Evening - Thursday 2 February 2017.

How can I help my child succeed at high school?

Encourage a Growth Mindset

VS Fixed mind-set Growth mind-set Leads to a desire to learn and therefore a tendency to: EMBRACE CHALLENGES PERSIST IN THE FACE OF SET BACKS SEE EFFORT AS A PATH TO MASTERY LEARN FROM CRITICISM FIND LESSONS AND INSPIRATION IN THE SUCCESS OF OTHERS Leads to a desire to look smart and therefore a tendency to: AVOID CHALLENGES GIVE UP EASILY SEE EFFORT AS FRUITLESS OR WORSE IGNORE USEFUL FEEDBACK FEEL THREATENED BY THE SUCCESS OF OTHERS CHALLENGES OBSTACLES EFFORT CRITICISM SUCCESS OF OTHERS

Impact on the students Pupil progress data shows that those students who demonstrate growth mind-set characteristics radically out-perform other students by as much as 4 grades, even though their CAT tests show they have similar raw intelligence.

Growth mind-set in action Reading regularly Arriving to lessons well-prepared Maintaining excellent attendance Home learning completed on time and to a high standard Asking questions to improve understanding Sharing ideas with others Respond to teacher’s feedback in books and lessons Never waste time talking in lessons Find out how other people have achieved high marks Reflect on success: What was it that made you succeed?

Contributing Factors to Success Behaviour in class Quiet environment for homework Set times for home learning Organisation/use of homework planner Good attendance (Av.97%) Holidays during set holiday periods Diet Involvement in extra-curricular activities Positive friendship groups Balanced social life Leisure time Healthy lifestyle/Exercise Sensible sleep patterns Parental support of pupil’s learning Parental support of school

Our continued partnership Well being, spiritual growth and academic progress of each child Parents/Carers Child Teachers/ Staff

Initiatives and events since September Year 7 Retreats Holy Cross Feast Day & Mass Extra-curricular activities Tutor Representative elections Collective Worship

Coming up soon….. Open Evening Tutor group led assemblies School Council elections School Council meeting Interim Reports Parents’ Evening February 2* 2017

Thank you for attending. We trust the evening has been useful. Holy Cross Settling-In Evening 2016 Thank you for attending. We trust the evening has been useful.