1. OUR VALUES

2. “The main thing is to keep the main thing the main thing”
Stephen R Covey- ‘The 7 habits of highly effective people’

3. “Education is not the learning of facts, but the training of the mind to think” Albert Einstein

4. Teaching and learning: Focus areas
Metacognition
Language for Learning
Responding to assessment – Aim Higher Time

5. Metacognition
Cognition - strategies which allow students to acquire knowledge and understanding, solve problems and perform tasks e.g. knowing how to give a six figure grid reference, how to solve simultaneous equations or to interpret a poem.
Metacognition - strategies which involve students consciously monitoring their learning i.e. controlling their cognition.
Motivation - the student’s willingness to use both cognitive and metacognitive strategies to support their growth as an effective learner.
To be a successful learner, students need to develop three inter-related components: cognition, motivation and metacognition.
In the Classroom:
A variety of different approaches to metacognition are currently being trialled across the school.
Why?
To develop their understanding, students need to be able to connect new knowledge with existing knowledge.

6. Aim Higher Time 
Students complete at least one formal assessment per Aiming High Cycle
Assessment is “deep marked” and used to inform the current grade given for Aiming High
As part of their feedback, students are given scores/levels/grades as appropriate to the subject area and key stage  
Detailed feedback is given through WWW (what went well) and EBI (even better if).  Where appropriate, this is linked to the grading criteria used to assess the piece of work
Students are given time to read and respond to the feedback

7. Focus: Reading & writing
Language for Learning
Explicitly developing students’ reading, writing, listening & talking skills
Why?
Vocabulary underpins subject knowledge – the ability to recognise, decode and understand the meaning of individual written words means better comprehension.
Progress and achievement should follow
Focus: Reading & writing
Subject reading homework
Tutor class read one morning per week
Introduce and develop the use and spelling of subject specific vocabulary
Provide learning opportunities to enable students to link subject vocabulary and present detailed responses
For Y9 upwards
To  develop student awareness of subject and exam based vocabulary and introduce students to strategies that allow them to make links  between the vocabulary and  their exam responses.

8. How can you support?
Talk to your child about the improvements they make to their work
Talk about what they are reading both at school and at home, encourage them to read and read widely
Help develop their vocabulary in your conversations
In your discussions, are they able to make links between the different subjects, how are they using the cognition strategies

9. Student planner guidance

10. Experience and Engagement
Tutor routines and expectations
E-safety
Emotional resilience
Behaviour and rewards

11. Am Registration structure
Year 7
Year 8
Year 9
Year 10
Year 11
Monday
Assembly
Planner set out
Wednesday
Topic
Thursday
Reading
Friday
Wk 1 Assembly Wk2 Current affairs.
Wk 2 Assembly Wk 1 Current affairs

12. Why do we need to record our homework?
To stop you from forgetting to complete homework
To encourage good organisational skills
To encourage you to take responsibility for your own learning
So tutors/teachers and parents can monitor the amount of homework you are receiving
Please get your planner signed every week by your parent or carer

13. E-Safety Parental controls Beware of forms of exploitation
Sexting and Snapchat
Assemblies and E-safety advice for students
Advice for parents…

14. Resilience – bouncing back
Treating young people like infants Spotlight on the individual Wrapping up in cotton wool Negative emotions are wrong Ignoring the importance of bad feelings The need to be perfect and a “perfect” parent

15. What can be done help young people bounce back?
Remember, bad feelings are normal, don’t last, have purpose and galvanise us to do things differently
Try to normalise young people's setbacks. Help them to see they are not abnormal in having difficult times in life
Help them see that problems can be solved/overcome
Remember that learning anything is often frustrating and difficult. Encourage young people to persist and believe that they can get there
Provide support. Help them to see there are people who care about them and can give them help and advice when needed

16. School rules –School expectations

17. Rewards and recognition
Star Performers for:
Teamwork, Resilience, Creativity, Respect, Independence, Excellence
Weekly tutor competition for Star Performers
Student of the Month
Rewards cards home
Attendance awards
ATL awards
We give 2.5 x more STP for good work than we do Cs for behaviour issues
Drive towards a positive language in behaviour management

18. Consequences During a period of One Week Friday-Thursday
1 x C1 = tutors/teachers
2 x C1s or 1 x C2 (2 incidents) = tutors/teachers see student
C3 or 3 x C1 (3 incidents)= Monday after school detention – 3.30 until 4.30 pm
4 x C1s (4 incidents)= C4 detention all day in C4 room
Significant single incident or behaviour issue = C4 day
Disruptive behaviour or defiance in C4 = fixed term exclusion then C4 on return
Failure to attend Monday detention = C4 detention

19. Results of our “Consequences system”
Calm orderly behaviour around school and less low level disruption – we want none.
Good progress in lessons for all
Improved behaviour from a number of the regular C4 students- we want even better
Reducing numbers of days in C4 over time –we want even less
Reduced number of after school C3 detentions- we want even less
Fewer challenging conversations with parents – we need 100% support from parents

20. 100% support- what does that mean?
For any behaviour system to work all the adults need to do their part all of the time
100% - not 90% or 99% support
Always back the school with everything we are trying to do
Never criticise the school in front of the child
Support - discipline what do these mean?

21. Three things to take away
For any behaviour system to work all the adults need to do their part all of the time
6-18, what are the significance of these numbers?
Help your child become independent and resilient learners and the best version of themselves

22. Noticeboard Information
September parent voice exercise re transition – please respond to help us improve
Year 7 individual interviews with Mrs Potter– starting November
Aiming High reports available – December and July
Aiming High grades are based on recent assessment scores
Year 7 Brittany visits –
Visit 1 7th - 12th June 2020
Visit 2 14th - 20th June 2020

23. OUR VALUES