Newsletters

GHS Connect #31 Monday 1st June

Mia's notes

I really hope that everyone has had a lovely break and a rest from work.  Thank you so much if you did come in for intervention as I know it is a commitment and it really is very much appreciated.

It was lovely to welcome Jeremy back before half term to present us with the first ever Learnus award to be given to a school.  For those of you who don’t know, Jeremy was an AHT and our previous Head of 6th form, and had a strong educational interest in the development of the teenage brain and the impact of neuroscience in education. His work has had a big impact on some of the ways we consider learning, and we look forward to continuing to work with him in the future.

This half term will see us advertising a few opportunities in school and is also a time for any existing TLR holders to let us know if they wish to step down from any responsibilities, so that appropriate notice is served. Do look out for any opportunities that may arise.

Mia

The week ahead

Monday
Normal Day

Tuesday
Meetings - all 3.15pm - 4.30 pm
HOD Meeting
HOY/DHOY
Teacher Mark, Plan & Collab
SEND Focus Group 
ECT CPD

Wednesday
Briefing in the library – 8.15am
Department Time - 3.15pm - 4.15pm

Thursday
Normal Day

Friday
Normal Day

Notes
Year 7 Interim 3 due

Learning and Teaching Tips and Strategies

This term, we will be sharing top tips and strategies on ‘challenge’.

Are students working hard, or thinking hard?

Week 1: What do we mean by ‘challenge’?

Challenge is not about making students work harder or getting through more. Challenge is about thinking deeply and making connections so that students can understand more complex concepts.

Top Tips:

• Focus on depth rather than volume by prioritising deep thinking.
• Set the same ambitious goals for all students and scaffold to support them.
• Avoid reducing challenge too quickly if students are struggling.
• Create opportunities for students to explain and justify their thinking aloud.
• Normalise productive struggle as it is part of the process of learning.

Is ‘teaching to the top’ compatible with ‘teaching inclusively’? Read Tom Sherrington’s view here.

Careers and Personal Development

We are incredibly proud of the ongoing success of our Personal Development Programme. By delivering this enriched curriculum, GHS is bridging the gap for our students—giving them valuable access to new industries, skills, and experiences outside their everyday lives.

Here is an update of what has been taking place just this term:

WEX (Work Experience) 2026 (29^th June-3^rd July).

Currently we have 135 self-found placements, which is excellent.

EDT have placements that we will allocate to students. They will be allocated to ECHP/SEN then 50% PP and 50% non-PP.

All students have been informed that if they do not find their own placement, they risk being in school following their usual timetable.

During this week, any students not on WEX are expected to be in school, in full school uniform and will follow their usual timetable.

There will be a WEX Parents and students evening on Tuesday 23^rd June where we will hand out booklets to parents and go through how students must conduct themselves and expectations of absences etc. This will be from 3:30-4:00 (Directed time so that form tutors and year team can support).

Personal Development:

As part of our Personal Development Programme, we have a range of activities that have taken place.

Just this term we have had the following:

Year 7:

‘Stop wasting food’ workshop led by Chartwells

Human Rights Talk led by Southall Alliance

Year 8:

Selected Year 8s boys – Coach Bright mentoring

Extremism workshop led by our very own Year 12 students

Racism in Southall - Southall Alliance led a talk about Southall Riots.

Year 9:

PHSCE workshop on Gangs

A selected group who are going on the St Mary’s residential had a session about university

Year 10:

Continue to find their WEX

PHSCE workshop on Gangs

‘Get into the Army talk’ led by the army

A selected group who went on the St Mary’s residential had a session about their Post 16 options.

Year 11:

All year 11 students had a 1:1 45minute meeting with Clare Rodway to talk about their options.

Every week, students take part in their weekly Personal Development Form time programme where they discuss what it means to be a good leader and how to build self-esteem.

All year groups have access to UNIFROG and Years 8–13 have all taken part in a careers fair to support their future options and support them meeting the Gatsby Benchmarks.

What’s next?

• All Year 7–10 students will take part in a workshop led by ‘MIND’ on mental health.
• Year 9s will have an ‘Education Taster’ about how they can get into teaching.
• RAV will be working with staff to launch Virtual Enrichment during Enrichment week (29^th June-3^rd July) - there has been some exciting work taking place so that we can remove barriers for students, and they can access Enrichment from wherever they are! If this is something that excites you, do get in touch!
• A group of selected Year 9s will be going off to university for 3 days to get the ‘real’ experience of student life.
• Year 10s will have an Enrichment Day on Friday 17^th July where they will take part in workshops led by Nationwide and various universities as well as small table talks with Year 12s so they are ready for Year 11.
• As well as the above, there are some PHSCE workshops taking place (see VLE for the specific dates).

If you have a passion or would like to lead a workshop/talk with either a small group of students or whole year groups, please do let me know: aphull@greenford.ealing.sch.uk

Thank you to all the staff whose hard work and dedication make these opportunities a reality for our students.

Amandeep

Inclusion Messages

CPOMS

Writing a long, detailed CPOMS (Child Protection Online Monitoring System) entry requires balancing thoroughness with objectivity. Because these entries are legal documents that may be used by social care, police, or court proceedings, what you write—and how you write it—matters immensely.

Here is a step-by-step guide on how to structure a comprehensive CPOMS entry effectively.

To make a long entry easy to read for Designated Safeguarding Leads (DSLs), break it down into clear, chronological sections. You can use headers or bullet points within the text box.

• The Trigger / Context: Why are you writing this now? (e.g., “At approximately 14:15 during quiet reading, [Child’s Name] approached me...”).
• The Observation / Disclosure: What exactly did you see or hear?
• The Child’s Voice: Use exact quotes wherever possible.
• Actions Taken: What did you do immediately after? (e.g., comforted the child, spoke to the DSL, checked for physical injuries without removing clothing).
• Next Steps / Recommendations: (e.g., “Passed to DSL immediately. Students are being monitored at break time.”).

Please note it is very important that when you log information on CPOMS to assign this to a year team/CP team.  If this report is not assigned, no team will be notified to look into this immediately.

Governors' Intervention Panel

On Monday 1st June 2026, I will be running the Governors' Intervention Panel with the Chair Of Governors.  We have a list of 11 students that we are speaking with and their families to relay the school's expectations on behaviour.

I just wanted to thank you all for your continued support over the last half-term and hope you had a lovely half-term break.

Gurvinder

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