Newsletters

GHS Connect #2 Monday 15th September

Mia's notes

Thanks once again for such a positive start. Uniform is looking great in the main, and students appear to be very clear on broader expectations. We know we are, of course, in the honeymoon period, but if we and the students can all do it now, there’s no reason why this can’t continue - as long as we carry on applying consistency and all work together.

Thank you also to everyone for minimising toilet visits - there has certainly been a difference.

This week brings along a very early open evening - although it might feel like a rush, it will be good in other ways to get it out of the way early, so we can focus on other things in October.  Just a reminder that we don’t have an INSET day the next day as this has been moved to 3rd November 2025, the day after the October half term, so that we have a slightly easier lead into what is always a long, dark term. The November 3rd INSET day will also start a little later than normal, after 9am, to also allow for this. More details to follow.

Thank you to the staff who have submitted a form expressing interest in a change to their role. The opportunity to do so remains open until 22nd September.

Have a fantastic week!

Mia

The week ahead

Monday
Normal Day

Tuesday
No Meeting due to Open Evening on Thursday.

Wednesday
Briefing in the library – 8.15am

Thursday
Dept Time  before Open Evening
Open Evening 5pm - 8pm

Friday
Normal Day

Notes
Year 12 Information Evening - Tuesday

Learning and Teaching Tips and Strategies

This half term, we will be sharing Top Tips and strategies based on one of our Greenford High Five: Culture.

This week: Behaviour is a curriculum – what does this look like?

Rationale:

Norms at home and school can differ, so we can’t assume students know what it means to behave appropriately. We must teach this explicitly.

Top Tips:

• Share the why no matter how small.

E.g. “I really want to support your learning. By coming in quietly we maximise learning time.”

•  Use positive narration.

E.g. “X is working quietly with their partner.” “X is sitting in their assigned seat.”

•  Be specific- abstract descriptions can be unclear.

E.g. Avoid “Pay attention”; instead, say “Eyes on me” or “Nothing in your hands.”

• Check for behavioural understanding using questioning and retrieval.

E.g. “What are the three expectations for entering the classroom?”

• Be responsive and adapt instructions.

E.g. If students are unsettled after lunch, break instructions into smaller steps.

• Explicitly plan when you will revisit and reset expectations- especially at key times.

E.g. The start of every term.

Remember, success is the greatest motivator. These principles help students feel successful. When students feel good about themselves, they are more likely to engage positively and rise to challenges.

Want to know more? Here is Peps Mccrea’s take on how to Teach Behaviour.

Behaviour - 4 Cs 

It is great to see so many staff using the 4Cs in their lesson. Please remember that everyone needs to use this language so that we develop the system.
 

As mentioned in the INSET, there are a wide range of strategies you can use to support this system. Here are some of the strategies our staff use:

• Give a non-verbal or verbal cue to signal chance
• Reposition yourself in the room as a signal
• Help them refocus by offering some ‘take up time’
• Tap the table to remind them
• Providing equipment if they do not have it
• Rewarding students who are doing the right thing
• Pep talks
• By speaking to them at their desk.
• Reminder to the whole class about levels of volume - not targeted. 
• Chances can be adapted based on a child's needs - e.g, you make some students who suffer with short attention spans more than one chance. 
• Looking directly and questioningly at two students who are chatting can provide a signal to resume work. 
• Compliment a student who is doing the right thing, who is close by to the student who isn’t.
• Explain that there could be consequences if they do not take up this chance
• Moving their seat in the class
• Giving them a choice of seat (if you have space) but you direct this.
• Offer different questions or tasks
• Using a timer to support a task – or they can make up the time at break.
• Offering an ‘instant reward’ such as a postcard if they get back on task
• Ask the TA to support with certain individuals
• Head down for 3 mins, to calm and start again.
• Giving the option of working with a partner to complete tasks

Please also follow this general guidance to ensure behaviour is good in lessons:

• Start each lesson on time to set the tone – Meet and greet.
• Learn the pupils' names quickly so it's not so easy for them to ignore you.
• Remember to follow the 4 Cs.
• Be strict about each detail for the first term and by then you should have cracked it – e.g I am not letting students leave the lesson if a sheet isn’t glued into their book, they have quickly learned this!
• Listen to pupils. They love it, especially the worst behaved.
• Make sure you have a good seating plan – see Mr Chapman’s video for guidance on how to do this.
• Log serious incidents on SIMs in case there is any problem with parents later.
• Keep them in lessons – some students ask me to go to the toilet, 15 mins before break, which I say no to. If they have a medical pass I do, but I always ask them to wait if they possibly can before sending them off.
• Ring parents – Ringing parents and explaining that you are subject teacher who is concerned or impressed spreads quickly in the class and will help with forging a safe and calm learning environment.

Thank you,

Ajay and Rav

Pastoral Reminders

Child Protection

Please see below Inclusion Updates for this week.

Child Protection

SEN Updates

Please watch the 2-minute video on the benefits of retrieval practice, especially for our SEN pupils.  A summary of the video is outlined below:

Retrieval Practice

• How it helps SEN pupils: The strategy may be particularly useful for SEN pupils who might have a smaller working memory. By repeatedly retrieving information, it helps them move concepts into their long-term memory.
• How to implement it: Effective ways to use retrieval practice include using flashcards, mind maps, oral questioning, and practice problems through exam questions. The article also suggests making it a low-stakes activity, providing regular feedback, and spacing out practice sessions for better results.

Inclusion- Form Time Activities

Just a reminder that the Child Protection Team have organised a range of Form Time Activities that cover topical issues.  We will be expecting form tutors to deliver these on a weekly basis.  HOY’s will direct you to these shortly.

Next week is the first session, where we will be introducing a video about the support available at GHS, focussing on the safeguarding team.  I welcome your feedback throughout the year on these resources, so we can continue to improve our offering.

Thanks so much for all your support.

Gurvinder Nayyar

Assistant Head of Inclusion

Bright Spot

This week's Bright Spot is Jayne Ball, who has been nominated by Tam, who says:
 
Jayne does a huge amount of work around the Saka Uniform event. She liaised with GHS staff and external suppliers to ensure that we not only had everything needed but also to ensure there was a process and well informed staff for the event which took place in the holidays.  Jayne also came in on additional days to sort the uniform.  Thank you Jayne on behalf of all those families who have received an amazing gift from Bukayo and his family as without your organisation it just would not have happened.

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