15th December 2023
HEADLINES
By James Saunders
BACK TO FULL ATTENDANCE Thank you everyone for your support this term. Learners have embraced our drive to achieve excellent attendance which has resulted in a marked improvement compared to the last few autumn terms. Excellent attendance is the cornerstone of successful outcomes. Our data is clear that for those learners who are in the building more than 95% of the time, they achieve excellent gcse grades and make well above national average progress. Excellent attendance allows us to focus firmly on supporting our learners to achieve their very best this year. For C11’s, next term is the final furlong that will take them to their gcse exams, whilst for C7’s they will be well on their way to the end of their first year at Honywood. Each cohort will have its own milestone to reach: C8 will be choosing their GCSE programme; C9 will be completing the first year of theirs; C10 will be looking ahead to their first round of mocks. At Honywood we have a simple strategy - to support our teachers to deliver the best lessons they can and then support them further to constantly evolve and develop their craft as professionals. We use this approach because above all else the one thing that makes a difference is excellent teaching. It is the one thing that will ensure when our learners hit their respective milestones, they are where they should be. This is only possible with excellent attendance. I will leave you with the words of Dylan William as a reminder that it is the individual that has the greatest impact not the structure or the system. For many years, it has been known that there are large differences in the achievements of students attending different schools, and for many years, the main policy thrust has been to try to emulate the features of the most successful schools. However, as we have managed to collect better data, it turns out that the biggest difference between so called
“good” schools and “bad” schools is the difference in the students attending the schools. Some schools get all their students five good grades at GCSE including English and Mathematics, and some get hardly any, but only 7% of the variation between schools on this standard benchmark is due to the effect of the school. The other 93% is due to factors over which the school has no control[i]. This is why schools make much less difference than is commonly supposed. In the average school, 15 out of a class of 30 will achieve five good grades at GCSE (including English and mathematics). If those same students went to a so-called “good” school, then 17 out of 30 would reach the same standard, and in a so-called “bad” school, then only 13 out of 30 would do so. It turns out that it doesn’t matter very much which school you go to, but it matters very much which classrooms in that school you are in. And it’s not class size that makes the difference, nor is it the presence or absence of setting by ability—these have only marginal effects. The only thing that really matters is the quality of the teacher[ii]. [i] Wiliam, D. (To appear, 2010). Standardized testing and school accountability. Educational Psychologist, 45. [ii] Wiliam, D. (2009). Assessment for learning: why, what and how? London: Institute of Education, University of London. Looking ahead, we begin the year with learning reviews for cohort’s 7 and 8. Learners should have already begun the process of preparing for these review meetings. Should you ever have any questions or concerns about your child’s progress please don’t wait until a learning review or parent’s evening. Our teachers are available all year to discuss, on a one to one level, the progress your children are making. Should you have concerns at any time or would like to
know more about how your child is getting on then I would encourage you to contact their subject teacher directly. If you have flagged up any concerns with learning groups leaders these would have been passed onto teachers, Subject Leaders or Cohort Leaders who will be in touch. TEACHING AWARDS The 2024 Pearson National Teaching Awards are open to every school across the UK. The awards were established by Lord Puttnam CBE in 1998 and are managed by the Teaching Awards Trust, an independent charity. The vision of the charity is to recognise and celebrate the work and impact of schools, teachers and colleges across the UK. If ever there is a time to recognise the hard work of our school staff, now is the time. Click here to access a youtube link highlighting this year’s awards - https:// www.youtube.com/watch?v=dU3pvZsWyqA For Schools who take part, entering the awards has a really positive impact on the wider staff and school community, far beyond the individual nominated. Please do take this opportunity to thank our staff. You can nominate them here: https://www.teachingawards.com/parents-page-theunsung-hero-award/
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To take ownership and responsibility for learning. Engage parental cooperation and support. Create channels for home/school dialogue.
Communication of Independent Study All Independent Study should be communicated to learners via Google Classroom and, where appropriate, feedback will be given using Google Classroom. Not all Independent Study will require the use of Google Classroom, however there is an expectation that this is consistently used to communicate it. Independent Study should be labelled as ‘Independent Study’ in the post heading with a due date and time set. Parents are able to receive a weekly summary of all work set in Google Classroom. Responsibilities: The role of the Learner • • • •
To listen to Independent Study instructions in class. To check Google Classroom each day after 3.30pm noting the Independent Study set and deadline To ensure that Independent Study is completed and marked on Google Classroom as ‘handed in’ prior to the deadline. To attempt all Independent Study to the best of their effort. To inform the class teacher of any difficulties before the deadline.
The entry process has been simplified this year to make it even easier to enter.
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Now let’s all switch off for the weekend.
Responsibilities: The role of the Class Teacher
I wish you all a happy weekend
The class teacher controls the direction of Independent Study and the nature of tasks undertaken which will broadly fit into one of the following three categories – Consolidation, Application, Preparation. The teacher will:
James Saunders
INDEPENDENT STUDY “Independent Study is not an optional extra, but an essential part of a good education”. -1999 White Paper, Excellence in Schools I would like to take the opportunity this week to update you on Independent Study (IS) so that expectations and requirements are clear. The aims of Independent study, or homework, are as follows: Independent Study enables learners to: • • • • • •
Consolidate, apply and extend work covered in learning sessions or prepare for new learning activities. Access resources beyond the classroom. Develop research skills. Have an opportunity for independent work. Demonstrate progress and understanding. To enhance their study skills e.g. planning, time management and self-discipline.
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Set Independent Study according to their timetable. Provide the stimulus. Give full and comprehensive instructions. Set reasonable deadlines for completed Independent Study and ensure that they are met. Provide feedback where appropriate (for consolidation and application work) within a reasonable timeframe. Provide help and support.
Inform the Subject Leader, Cohort Leader, and Learning Group Leader as appropriate, when problems arise. If you are not set up to receive a weekly summary of work set in Google Classroom please contact the school so that we may set this up for you.
A combination of C9 and C10 DofE participants held a bake sale during lunchtime this week, in aid of CRISIS homeless charity. They produced some fantastic creations and managed to raise an incredible £145.65. I’m so proud of their commitment towards this event, which began with a session of research and debate. Each team then had to ‘pitch’ their chosen charity to the rest of the group, who then voted and agreed on an overall winner. This commitment then continued outside of school time by baking the products to sell at the fundraising event. We shall be presenting the funds raised to a representative of the charity in the new year. Mr M Ramsay Duke of Edinburgh Award Manager
On Thursday 21st December, our Lead Learners and Prefects are holding a movie afternoon for C7 and C8 to raise money for Prom during LS4 and 5. The film on show is The Grinch and tickets to come along and watch are priced at £2.00. They can be purchased from the Lead Learners and Prefects at lunchtime outside the Main Hall. Refreshments will be on sale during the showing so learners will need to bring along some change. (Any C7 and C8 learners who chose not to attend will have normal lessons).
Dates for the Diary Fri 22 Dec
End of term - early finish 12.55pm
Mon 8 Jan 2024
Non Learner Day
Mon 8 Jan 2024
C7 & C8 Learning Reviews
Tues 9 Jan 2024
All learners return to school
Tues 16 Jan 2024
C7 & C8 Learning Reviews - 3.30 to 6.15
Thurs 18 Jan 2024
C7 & C8 Learning Reviews - 3.30 to 6.15
Tues 23 Jan 2024
Ski Trip Parent Meeting 6pm
Thurs 25 Jan 2024
C11 Parent Evening 3.30 - 6.30