5. Vision for our School
Our vision is to be the
school of choice for our
local community,
developing successful young
people with
high aspirations, who
show respect for all
and endeavour to become
the very best that they can
be.
Respect
Endeavour
Aspiration
We ARE a great school
6. What type of school are we?
…..one that has very high
aspirations
for each and every
student
..one that encourages all
our students to
endeavour to achieve
their potential
..one that will fully support
your child
..positive progress score
7. Igor Dasuzhau,
from Roding Valley
High School,
Loughton achieved
two A*s in Biology
and Chemistry and
three As in Maths,
Physics and
Extended Project
Qualification.
Studying Natural
Sciences at The
University of
Cambridge
8. Our GCSE results 2019 in English, Maths and Science were
significantly above the Essex and national averages
Roding Valley High School - % Students achieving Maths and English
Grade 4 will remain the level that students must achieve without needing to
resit English and Maths post-16.
Grade 5 will be known as a 'strong pass' and will be equivalent to a high C and
low B on the old grading system (school performance measure).
75%
65%
63%
48%
41% 42%
9. I am incredibly proud of all our students but some exceptional performances
included:
● Billy Roberts - nine grade 9s
● Eloise Booth - seven grade 9s
● Saskia Cushings - seven grade 9s
● Suzanna Cavadino - six grade 9s
● Yasmin Mushtaq - six grade 9s
● Daniel Gorgan - four grade 9s
● Florence New - four grade 9s
● Isobel Bonning -four grade 9s
● Eren Tyler - three grade 9s
● Rosie Stone - three grade 9s
● Keilan Long - three grade 9s
● Joshua Forrester - two grade 9s
● Leighton Brooks - two grade 9s
● Grace Conway - two grade 9s
● Patsy Stowe - two grade 9s
● Nick Norman - two grade 9s
● Ella Margetts - one grade 9
● Kate Willis - one grade 9
● Isabel Kimpton - one grade 9
● Callum HIlton - one grade 9
A record breaking 5 % of all
grades were awarded at Grade 9
- more than double the national
average. Grade 9 is the highest
GCSE grade with attainment
above an old A*.
Grade 7 is the equivalent of an A
on the old grading system
10. Many of our Year 13 students were also highly successful and secured
places at some of the best universities in the UK. To name a few:
● Jasmin Spall - Pharmacy at King's College, London
● Lilly Rowsell - Biomedical Science at King’s College London
● Emily Willis - Biomedical Science at Newcastle University
● George Gorak - Engineering at Queen Mary’s
● Celeste Radclyffe - Engineering at University of East London.
● Caprice Foster - Medicine at Southampton
● Jamie Henderson - Computer Science at Cardiff University
● Kai Warsame - Biomedical Science at Brunel
● Alice Redknap - Drama and English and American Literature at
University of Kent
Others secured Higher Level Apprenticeships
● Eliza Royce: Aon
● Sophie Ellicock-Williams: Schroders
● Ellie Russell and Matt Wright: Sponsored degrees with Hill
11. Key People Supporting Your Child
●Mr Mammen: Deputy Headteacher (Curriculum and Progress)
●Mr Cheema: Deputy Headteacher (Character and Culture)
●Ms Larkin: Assistant Headteacher (Teaching and Learning)
●Mr Vermaak: Assistant Headteacher (Raising Standards Leader)
●Miss Dyer: Assistant Headteacher (Student Wellbeing)
●Miss Williams : Year Progress Leader
13. Two main areas of focus:
1. Consistency
2. Differentiation, specifically ‘Teach to the top’
(TTTT)
14. We believe that using the ACED framework will support us to
be a great school with great outcomes. Three questions, I ask
every teacher to consider when planning and delivering
lessons are:
Are all pupils being challenged?
Are all pupils making progress?
Are all pupils at least engaged and at best inspired?
15. What can I do to help my
son/daughter help themselves
at this crucial time?
17. Key Dates
● Year 9 Exam starting 3rd December
● Parents Evening: 24th January
● Options Evening: 7th February
● Year 9 Assessment 2 starting 1st April 2019
● Year 9 Exam 2 starting 17th June 2019
(Core and Ebacc Subjects only)
18. • Grades 9 – 1 GCSE no more A* - G
• Reformed GCSEs: increased challenge, no coursework, SPAG
focus
• Reformed A levels: harder, no coursework, SPAG
• It is a 5 year curriculum.
• No quick catch up in Y11
New Curriculum
19. • Need to be independent learners
• Need to develop resilience
• Need to make use of the support
available in Subject Areas
• Must read widely
Key to be Successful
20.
21. CORE
Maths
English
Science
Geography or
History (for the
majority)
PE (non GCSE)
Triple
Science
MFL
compulsory
EBacc
Encouraged to
study EBacc
Additional
Maths, English
& Science if
appropriate
Two Different Option Pathways
22. • RED A – Triple Scientists – Nationally ‘top’ 25%
• RED B – More capable of ‘Traditional’ EBac route
through education – enabling future choices
• GREEN A – Opportunity to achieve the EBac but
with recognition of different learning styles
• GREEN B – Increased opportunity to achieve good
GCSE grades in Maths, English and Science
Which pathway is suitable for each student?
23. Things to consider………………
❑ What subjects does your child enjoy?
❑ What subjects are they doing well in?
❑ How do they like to learn?
❑ What do they want to be when they are older?
❑ If my child is given one of their reserve choices, does it all still
work?
❑ What do my child’s teachers think?
❑ What do my parents/guardians think?
24. How much Homework?
• Students are set two or three pieces of
homework per night.
• They should spend approximately 1 – 2 hours
(40-60 minutes per subject)
26. Progress towards Y11 Target Descriptors
Mastered I have mastered all the skills required at this stage of the
curriculum and will most likely exceed my target grade in
the end of year 11 exams
Secure I am secure in all the skills required at this stage of the
curriculum and am on track to reach my target grade in the
end of year 11 exams
Insecure I am insecure in the skills required at this stage of the
curriculum. I am not on track to meet my target grade in the
end of year 11 exams. I need to take greater responsibility
to seek specific support and guidance from my teacher to
improve.
Concern My progress is cause for concern. This will lead to me
significantly underperforming in my end of year 11 exams.
27. Attitude to Learning Descriptors
Outstanding I am highly motivated and able to work effectively in a
wide variety of situations. I take responsibility for my
own learning, often doing more than is expected .
Good I am usually well motivated and able to work effectively
with support and guidance in a wide variety of
situations. I generally do what is expected of me. I am
doing everything I can to try and achieve or exceed my
target grade.
Requires Improvement I am not highly motivated and need considerable support
and guidance in order to work effectively. I do less than
what is expected of me and as a result, I am not likely to
achieve my target grade
Concern I am not motivated and need considerable teacher input
and control in order to work effectively. As a result, I am
unlikely to achieve my target grades. I can be disruptive to
the learning of others.
30. Well-being
● Healthy Balanced Diet
● Students to be active - exercising regularly
● A healthy work life balance
● Social Media / Phones / Video Games
● My door is always open...
31. • Encourage them to keep their goals
visible – e.g. printed and displayed on
their bedroom wall
• Help focus them and talk to them
about their goals regularly
• Give positive reinforcement
• Connect with them about ‘why’ and
‘what’ they want to achieve
Goal
Setting
32. Belief
• Give them positive reinforcement
• Boost their confidence daily
• Celebrate any successes and
reward them e.g. if they have
achieved their mini-goals
• Try not to set your expectations
too high
• Show them how proud of them
you are
• Highlight things to make them feel
good
• Give them the belief in themselves
to help them achieve
33. ● 96% Attendance
- Student will achieve on
average 1 grade above
their target grade in their
best 8 subjects
● 90% Attendance
- Student will achieve on average 1 grade below
their target grade in their best 8 subjects
34. Why, Culture and Character?
Why?
• To promote our core values of ARE;
• Aspiration
• Respect
• Endeavour
• Help prepare young people to the next part of their journey,
(Sixth Form, apprenticeships, college, work)
• Reinforcement of building character and good citizens for the
future, ready for life.
Aspiration, Respect, Endeavour
35. • Through the character and culture programme
we promote the development of young people
through building 3C’s;
– Currency (attainment and their qualifications)
– Culture (individuals share the schools values ie.
ARE)
– Character (building young people’s skills and
attributes through LORIC)
•Period 1 is vital and incorporates teaching and
learning.
Aspiration, Respect, Endeavour
Why Culture and Character?
36. • Facebook
• Instagram
• Snapchat…………
Social Media and Cyberspace
● Do you know if your child’s account is open or closed
● Are you their Friend
● Are they using computer in room where you can walk past
and view what they are doing
● Are you keeping the communication channels about these
social networking sites open
37. Other Areas of Support
● CEOP - https://www.thinkuknow.co.uk/
● Child net Digital Leaders Programme - http://www.childnet.com/
● Anti-bullying Alliance - http://www.anti-bullyingalliance.org.uk/
● The Big Award - http://www.bullyinginterventiongroup.co.uk/
● Kidscape -
https://www.kidscape.org.uk/media/245638/cyber_bullying_and_online_safety.pdf
● Diana, Anti-bullying Ambassadors - http://diana-
award.org.uk/programmes/anti-bullying/
● ESCB - http://www.escb.co.uk/en-
gb/safeguardingtopics/childsexualexploitation.aspx
39. Who should parents contact?
• Individual subject problem
• Subject Teacher/Head of Faculty
• General issues – Form Tutor
• Progress issues – Mr Mammen, Mr Vermaak, Miss Reed,
Miss Dyer
• Careers/Further Education – Mrs Mason
• Attendance concerns – Mrs Low
• Stress/Anxiety – Miss Reed/Miss Dyer/Anyone!!!
• KEEP IN TOUCH - do we have the correct email for you?
