Newsletters

GHS Connect #10 Monday 17th November 

{item_alt_tag}
GHS Connect #10 Monday 17th November

Mia's notes

I don’t know why the gloomy weather makes us all feel quite so bad, but I hope that the long weekend coming up will help everyone to indulge in a bit of self care, whether that be going into London and doing something you normally wouldn’t, heading off somewhere for a long weekend or simply just relaxing in bed!

Once we come back, we will have only just over 3 weeks to go, which should feel do-able!

I know it is very busy, what with the mock exams, everyone teaching like champions, supporting with pastoral care and giving all important feedback to students, but please remember that if we all just stick to our mantra of ‘Everyone an excellent teacher, ambitious for all,’ and follow the principles of the Greenford High 5, we will be doing everything that is required. 

Finally, another reminder about the staff social on 12th December now at Hanwell Town Football Club. Don’t forget to get your ticket through Parentpay.

Have a lovely (shorter!) week, everyone.

Mia


{item_alt_tag}

The week ahead

Monday
Normal Day

Tuesday
Department Time* 3.15pm - 4.30pm
*No year 7 tutors
ECT Mentors/Mentee Meeting 
3:15 - 3:45pm
Equality Working Party

Wednesday
Briefing in the library – 8.15am

Thursday
Normal Day

Friday
Occasional Day

Notes
Yr 7 Tutor Evening (Wednesday) 4.00pm - 7.30pm 


Learning and Teaching Tips and Strategies

This week, Sokina Mohamed’s strategy for live marking:

Use live feedback to make workbooks an effective revision tool by:

  • Asking students to annotate their work using whole-class feedback notes, with clear guidance on what to write.
  • Providing explicit instructions and feedback during circulation and live marking for students to record in their workbooks.
  • Showcasing an excellent piece of work under the visualiser for students to annotate their own work by using it as a model.
  • Encouraging students to refer back to their workbooks when answering future questions to develop effective revision habits.

This strategy helps students to actively engage with feedback and use their workbooks as a valuable learning resource.

{item_alt_tag}
{item_alt_tag}

New this term! The second episode of our Learning and Teaching podcast: Circulating and Live Marking with a Challenging Class with Rav Dhindsa. Listen here.


Supporting SEN Students' Book Work

One part of inclusive practice is ensuring that the books of disadvantaged students mirror those of their non-disadvantaged peers. These books are a journey of their learning and should be easy to navigate and use to recap, retrieve and revise from. 

The SEN Department have recently been carrying out book looks. It is great to see so many examples of good practice. I wanted to share a few things that you could consider in your books. 

  • Link praise to success so that it is replicable. If you reward students for their work and effort and are intentional with praise, they are able to replicate this in future so that they can continue to be successful and meet your expectations. This can be shown by stickers, stamps, smiley faces and a comment whilst live marking. 
  • Seating plans. A barrier for lots of our students with SEN is their executive functioning, particularly organisation. To support with this, carefully consider your seating plans. Can you sit students next to a more organised peer so that they can support with modelling good organisation? Can you sit students within easy reach of the teacher so that you can use their books as a model and do the sticking or tagging in for them. 
  • Consider the purpose of your activities and if they can be scaffolded to support disadvantaged learners. Do students need to copy down definitions or can they be provided with a word bank? Do they need to show their understanding in a written way or can they draw an image? This will ensure students have the information that is accessible for them to then use at a later date.

Fay

{item_alt_tag}
{item_alt_tag}
{item_alt_tag}
{item_alt_tag}

Retrieval Practice

As discussed in our INSET, retrieval practice boosts learning by pulling information out of students’ heads, rather than cramming information into students’ heads. However, it must be effortful. 

https://www.retrievalpractice.org/why-it-works 

What strategies have you tried since the INSET?

{item_alt_tag}

Top Tips for using retrieval strategies in lessons

  • Involve everyone:  Good techniques involve all students checking their knowledge, not just a few and not just one at a time as you might do when questioning.
  • Make checking accurate and easy:  it should be possible for all students to find out what they got right and wrong, what they know well and where they have gaps. 
  • Keep it generative: students need to explore their memory to check what they know and understand; this means removing cue-cards, prompts, scaffolds and cheat-sheets; it means closing the books and thinking for themselves. Here are our examples from the INSET.
  • Make it time efficient: The idea of each technique is that they can be used repeatedly in an efficient manner without dominating whole lessons.
  • Make it workload efficient: None of these methods involve the teacher checking the students’ answers, creating unsustainable workload.  A teacher might choose to check the occasional test but that’s no use for routine practice.

https://teacherhead.com/2019/03/03/10-techniques-for-retrieval-practice/

Andrea


Pastoral Reminders

Safeguarding

The ICT team has been working very hard behind the scenes to meet the DFE’s new IT skills audit.  In line with this, all students' information is being monitored and filtered continuously.  If any inappropriate information is being searched, typed etc this will be flagged to the CP team and Year Teams.  We will be sharing more information around this with pupils.  But in the first instance if you could share this information with your tutees, I would be grateful.

Ofsted and AI

Ofsted has set out how inspectors will consider artificial intelligence in schools and care settings. AI is not judged as a separate issue, but inspectors will look at how its use by staff, pupils and parents affects safeguarding, data protection, equality and children’s day to day experiences, both positive and negative.

Key points

  • Ofsted does not inspect AI tools themselves, only their impact on children and learning.

  • Providers are not required to use AI; decisions must be sensible and child focused.

  • Inspectors may check policies on pupils using AI for homework and coursework.

  • Risks considered include data protection, safeguarding, bias and discrimination.

  • Evaluation focuses on leaders’ decision making and the effect on children’s experiences.

For further information click on the link below:

https://www.gov.uk/government/publications/ofsteds-approach-to-ai/how-ofsted-looks-at-ai-during-inspection-and-regulation

Question of the Week

If the age of consent for sexual activity is 16, why do we still have safeguarding laws and expectations for 17 and 18 year olds particularly around:

  • relationships with adults in a position of trust
  • sexual exploitation
  • sexual images?

Answer

Even though the age of consent is 16, 16- and 17-year-olds are still children in safeguarding and child protection law.

Positions of trust: adults working in schools and similar settings have power, influence and authority. A sexual relationship between a member of staff and a student under 18 is a criminal offence because the power imbalance means the young person cannot genuinely give free consent. Other people in a position of trust include sports coaches, faith leaders and social workers. (See ‘The Sexual Offences Act 2003 (as amended in 2022)’)

Sexual exploitation: a young person can technically consent to sexual activity and still be groomed, coerced or exploited. The law recognises that 16- and 17-year-olds can be targeted and manipulated, so we still have a duty to see them as children who may need protection.

Sexual images: it is illegal to create, possess or share sexual images of anyone under 18.

In safeguarding, we do not think ‘they are basically adults now’. We remember they are still children in law, and that these extra protections are there for good reasons.

Hope you all had a lovely weekend,

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


14 Nov 2025
Cover & Room Displacements on VLE
Cover & Room Displacements Friday 14th November
Read more