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GHS Connect #8 Monday 4th November

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GHS Connect #8 Monday 4th November

Mia's notes

Welcome back after half term - I hope everyone has had a wonderful break.

It will feel a bit gloomy and difficult now that the nights are drawing in, but this is a crucial half term in relation to teaching and learning and really getting our students into their subjects.  My advice is to pace yourself.  Think about the long term view. Where do I want my class to be by January?  How can I plan the next few weeks to build up to this in a manageable but impactful way?  What independent learning and assessment opportunities can I take to maximise learning and ensure that I’m not doing all of the work, but that the students are doing lots of it too?

That approach combined with our continued focus on the basics - meet and greet, do now, circulating with purpose, targeted praise and end and send - should mean that we have another successful half term which will make life easier, not only for the students but for us, as the nights draw in, as well.

Have a great first week back,

Mia

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The week ahead

Monday
Normal Day

Tuesday
Department Time - 3.15pm - 4.30pm

Wednesday
Briefing 8.15am in the library.

Thursday
Normal Day

Friday
Normal Day

NotesNotes
Year 7 A2L Interim
Years 8 & 9 Interim 1
Year 11 Mocks 1 Start (Friday)

Learning and Teaching - Pride in our Classrooms

Imagine a gripping book with an amazing plot, but a disappointing ending. How does it leave you feeling?

A good ending rewards our effort, makes us connect different threads of the story together, and most importantly makes us want to read the story again.

The same can be said for our End and Send in a lesson.

Staff taking pride in their classroom through End and Send:

Deborrah Smith shows care for her students by circulating as part of the lesson close.

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Noor Al-Musawi incorporates equipment organisation as part of his End and Send dismissal routine.

Jen Williams gives final messages while her students are standing behind their desk. She checks the classroom is tidy, students have packed away and then moves to the door for end and send.

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Joe Wilcox shows enthusiasm and warmth to all of his students which provides a positive end to the lesson.

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Kathryn Thomas takes five minutes at the end of lesson to get students standing behind desks and ready end and send in the doorway.

Pupil Premium - Strategies and Updates

Year 7 data has been added and we have an increase in the percentage of PP students in every year group since September.

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PP Teacher prompt card

A digital version of the Pupil Premium teacher prompt card can be located here. All 12 steps are important to implement within your teaching but please ensure that the following steps are evident in every lesson to help support the progress and achievement of PP students.

Step 1

Meet & greet  

Meet all your learners at the door and check-in with those students who are disadvantaged. “How was your evening” or “Are you having a good day” or “Have you got everything that you need for today’s lesson”.

Step 2

Seating Plan (MINT)

Ensure that you have seated disadvantaged students at the front of the class amongst other able students.

Step 4

Demonstrate & model

It is important to model what a great performance looks like in your subject & even more important that you model the process (meta-cognition) of how to approach problems or tasks.

Step 7

Wait time

Do not allow the disadvantaged to simply say “I don’t know”. Give them wait time, let them look at their books before attempting an answer. Circle back to them to ensure they have understood (ABC).

Step 10

Circulating the room with purpose

Target the disadvantaged students in your lesson first to check that they understand and are “on task”. Offer positive feedback where possible (PIP).

Step 12

End & send

Stand at the door as you dismiss all students. Try to celebrate any positives with disadvantaged students or stop them for a quick restorative conversation if needed.

Breakfast club

We will be starting a breakfast club for students that will run before school. A letter will be sent home to parents and carers and further information will be available to staff shortly.

Year 11 PP Boys Group (Yet to be named).

I am working with a group of 41 Year 11 PP boys (picture above). We meet once a fortnight, on a Friday registration in BG11. The boys have visited the post-16 centre and have had a Q&A session with post-16 students. Please email me if you would like to get involved with this group of students.

If you require any of the above or have any questions or suggestions, please email me – mharvey@greenford.ealing.sch.uk

Inclusion Updates

Dear all,
I wanted to thank you all for your incredible support this half-term.

CP Information

The Healthy Relationship Triangle - Get Real Sessions 
Our relationships affect every area of our life and wellbeing. It is important that young people develop a strong understanding of what a healthy relationship looks like and that they learn how to assess their own relationships.
The Healthy Relationship Triangle is a free resource that schools can use with their students to develop understanding and positive behaviours around healthier relationships. The animation provides a clear visual image, with an acronym that is easy to remember. RTC stands for Respect, Trust and Communication and forms the 3 sides of the triangle, encouraging young people to look for these qualities in their own real life relationships.
You can use 'The Healthy Relationship Triangle' animation in an assembly, tutor time, 1 to 1 or lesson with KS3/4.

SEN Update

I wanted to share with you some of the support available from the SEN department and the ongoing work that continues…

  • EHCP students - TA’s are allocated to lessons based on their allocated funding
  • Dyslexia Screener - highlights traits of dyslexia
  • EBSA - Emotionally based school avoidance- Educational Psychologists will be training the department shortly
  • ELSA - Emotional literacy support assistants-programme to support students with their emotional well-being https://www.elsa-support.co.uk/about-elsa-support/
  • CAMHS referrals - neurodevelopmental concerns
  • ASD Questionnaire - Focus on the key areas that students struggle with
  • Speech & Language - Specialist therapist that works with families and students to screen student needs and provides strategies to support students in school.
  • Educational Psychologists(EP) - Write reports on students' learning and developmental needs as well as running focus groups for staff
  • SEN team - Conducting a number of learning walks and observations around the school to improve students' experience and develop appropriate staff training for departments
  • Centre of ASD/ADHD external organisation - Help conduct observations, work with parents, produce staff training  and support our CAMHS applications.

Next half term we will be launching our boxing club and Teens and Toddlers programme for a select number of students.

Gurvinder

If there are any concerns about Equality and Diversity (staff)  at GHS please contact A Johal (DHT)

For the latest X feed from @ghsofficial, click here. For Threads, click here.

For the latest Instagram feed from @greenford_high_official, click here

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