1. Year 7 Settling-In Evening
September 2016

2. 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.

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

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.

5. 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.

6. 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

7. 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.

8. 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.

10. How can I help my child succeed at high school?

11. Encourage a Growth Mindset

12. 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

13. 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.

14. 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?

15. 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

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

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

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

19. 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.