Year 7 Information Evening 2020 - Bradon Forest School
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Year 7 Information Evening 2020
A big welcome to all our Y7 Parents. At this time of the year we normally hold an
information evening to inform you about some of our systems and procedures and to
make sure you are aware of key staff to contact if you have matters that you want to
discuss. As we are not currently able to hold a Parents’ Evening, we have prepared this
PowerPoint (with notes to explain each slide) as we thought you might find it useful and
informative.
1
A MESSAGE FROM MR JOHNSON
Welcome to Bradon Forest. It is unfortunate that I do not get to say that in
person but I look forward to the time when I will be able to meet you all.
First of all I want to say a huge well done to all of our new Year 7 students.
We have been incredibly impressed with how well they have managed to
cope with starting a new school in such unusual circumstances. The
transition to secondary school can be hard enough as it is and to do so with
all the new measures in place and to do it so smoothly and effectively is
testament to the cohort of students we have.
As Head of Year it makes me very proud to see my students entering the
school with such positivity and enthusiasm. As always there may be a few
teething troubles so please do not hesitate to get in touch with myself or
your child’s tutor.
2
A MESSAGE FROM MR JOHNSON
I also wanted to share with you the picture of the Year 7 Jigsaw that we
have been working on. This was the first time we have done this and I was
very pleased with the result and what it represents. As you can see we have
a few spaces left to fill but as soon as we are complete it will be displayed
in the school for all students to see.
3
A MESSAGE FROM MR JOHNSON
The idea of this presentation is to hopefully equip you with further
information to aid you and your child through their first term at Bradon
Forest but also to remind you of some important measures we have put in
place to ensure the safety of all our students and staff.
It can also be used in conjunction with the video I sent out over the
summer which you may have already seen.
https://www.youtube.com/watch?v=nrsZgdVQ2M8
Congratulations again to all of our new students on a successful first week
and wishing you the very best for your first year too.
Kieran Johnson – Transition Leader and Head of Year 7
4
Expectations
Outstanding effort in everything you do
Full school uniform
Good behaviour
Excellent attendance and punctuality
Full equipment every day
Mobile phones must be switched off and in bags or blazer
pockets.
Polite and respectful to staff and other students
Acceptance and tolerance of difference
Take opportunities to get involved in extra-curricular activities
Complete all Homework set on time
These expectations were shown to all students in assemblies on their first day in school.
These expectations are there so that every child can learn in a calm and orderly
environment. Clearly, in these current times, excellent attendance will depend on
whether a student is showing any symptoms of Covid or is isolating because members of
their household are showing symptoms and awaiting the results of a Covid test. In
normal circumstances, we expect students to have an attendance of at least 98%. The
mobile phone rule is very strictly adhered to. Students are not allowed to get their
phones out until they leave school site. If parents want to contact their child at school
for anurgent reason, please go throughthe school switchboard.
5
School Priorities 2020/21
Continued focus on good quality teaching and learning in all
classrooms and providing challenge for all students.
Making sure that students who may have fallen behind during
Lockdown catch up.
Focus on display in corridors and making the most of our site.
Embedding our Bradon Values
Marketing our school both locally in Wiltshire and in Swindon to
ensure a good uptake of places.
Maximising progress for all students including the most vulnerable and
the most able.
Providing a Sixth Form offer for our students in partnership with
Malmesbury School
Each year, the school focuses on the areas that it considers to be the most important.
For us, it is always to make sure we deliver the best possible quality of teaching and
learning to our students.. This year we will be additionally focusing on making sure
students who may have fallen behind because of the challenges of working from home,
receive support to catch up. The school’s Curriculum Intent and Action Plan can be found
on the website.
6
Sixth Form
Working with Malmesbury School (An Outstanding 11-18 School)
we have developed a Sixth Form Offer and now have some
Sixth Form students in Y12
Our Sixth Form students spend time at both Bradon Forest and
Malmesbury School following a common timetable
Transport arranged between Bradon Forest and Malmesbury
Common Room/Study Room at Bradon Forest
Bradon Forest Staff providing the teaching when students are
at Bradon
We are delighted, this academic year, to welcome our own Sixth Formers at Bradon
Forest School. WE have developed this provision in partnership with Malmesbury School
who are an Outstanding 11-18 school with an impressive history of excellent A level
provision and results. Our first Sixth Formers started with us this week and are already
enjoying the opportunity to use a Study Room/Common Room and to be taught by
Bradon Staff. We will be aiming to offer a Sixth Form provision to our current Y11 and all
future year groups.
7
Site
Development
New toilets in both the
Library Block (Year 11 Hub)
and by Music (Year 9 Hub)
Tennis courts re-surfaced
New computers in the
Library and Music blocks
New taxi rank
Water Stations by Food
Textiles (Year 7 Hub),
outside Music (Year 9 Hub)
and by the Sports Pavilion
(Year 8 Hub)
We have over the last few years updated the site where possible to make a modern and
positive environment for our students. We have now replaced the toilets across the
school with the exception of one set which will updated this academic year. All
computers in the school have been updated over the last 12 months ensuring our
students have access to excellent technology. Our modern Sports Hall and Food/Textiles
Block offer fabulous facilities. We are continually assessing the rest of our site to make
sure it is adapted and changed where necessary. We are extremely lucky that we are
situated in a beautiful rural setting surrounded by fields and there is lots of space for
students to enjoy at social times.
8
Current GCSE grade
GCSE Examinations system
Old GCSE grade
9
A* 8
A 7
B 6
C+ 5 Strong Pass
C- 4 Standard Pass
D 3
E 2
F 1
G
Parents will be aware that the GCSE grading system has changed over the last few years.
Grades are now awarded from 9 – 1 in GCSE and at L1 or L2 Pass, Merit or Distinction for
BTEC (Music) or OCR National (PE and Health and Social Care) As this is still a fairly new
system, Parents have found it useful to see this information so they can understand the
grading system. Most GCSE exams are taken at the end of Y11. Some subjects might
have a small percentage of NEA on their course (Non Examined Assessment) BTEC and
OCR National exams have a combination of Exams and Assessed coursework which takes
place in both Y10 and Y11. At Bradon we have a 3 year KS3 and a 2 year KS4. Students
choose their Option Subjects in January of Year 9 in preparation for starting them in Year
10. Some core subjects may start some of the KS4 syllabus towards the end of Year 9.
9
GCSE Results 2020
These results were Centre Assessed Grades because Y11 were not able to take the normal GCSE Exams in
May/June.
We achieved Positive Progress 8
Five awards at 4+ 79%
Five awards at 4+ (inc. English and Maths) 70%
22% of results were at 7/8 or 9.
58% of results were at 5+
76% of results were at 4+
84% of students achieved a 4+ in English
78% of students obtained a 4+ in Maths
Another year of excellent attainment by Bradon Forest Students
Last year’s Y11 had a very challenging year and following the school closing on March
20th , they were not able to sit GCSE exams in May/June as normal. A Centre Assessed
Grade was provided by the school which ultimately became their final grade in the
majority of cases following the governments decision not to provide standardised
grades.
We are very proud of our Y11 students who had excellent results overall. Our attainment
remains consistently high year on year.
10Bradon Values
2020/21
o We challenge ourselves to be
great learners.
o We have aspiration for our
futures.
o We respect ourselves and
others and show resilience
when we falter.
o We strive for excellence in all
that we do both inside and
outside the classroom.
Bradon Values underpin the schools ethos. At Bradon we encourage students to CARE –
Challenge, Aspiration, Respect and Resilience and Excellence. We promote Bradon
Values at every opportunity and students who demonstrate them to staff can be
nominated for a Headteacher Award. As a school that CAREs, the strength of our
Pastoral care is integral to all we do. I encourage parents who would like further support
for their child to contact the school via their tutor in the first instance or Head of
Year/Student Support Advisor (non-teaching)
11Rewards
We have many opportunities for students to be rewarded in school. These range from
House Points for effort, good progress or attainment in classwork or homework, to rFilm
Assemblies for students who receive no behaviour points in a term. We also award
Student of the Term in each subject and each Year Group. At the end of the academic
year we award Students of the Year. In the past, we have offered reward trips to
adventure/theme parks at the end of the school year but we will have to wait to see if
that is an option this academic year.
12We have 3 houses at Bradon Forest: Battlewell, Peartree and Ringsbury. All students are
in one house and will remain in the vast majority of cases in that House for their time at
the school. Students accrue points for the whole house when they achieve individual
HPs. These are added up and go towards the overall total. We advertise House
competitions that students can take part in. Although, House Competitions in the past
have been across more than one year group, in present times, any competition will be
between students in the same Year Group Hub unless it can be entered virtually. Further
details will be made available about House Competitions as the term progresses.
13Our Behaviour for Learning system is geared around students being given chances to
improve or address their individual behaviour. Students are given a warning in class if
their behaviour or attitude does not meet expectations. If they do not change their
behaviour, the school’s consequence system is used. The vast majority of students have
excellent behaviour in school and there is a calm and purposeful learning environment in
classrooms and students are fully engaged in and enjoy their learning.
14Where students do not respond to a warning, a teacher will use the consequences
system. Students are very familiar with this system and learn to modify their behaviour
where necessary. Detentions are given for C2 or C3. This year, until the Covid regulations
can be relaxed, all detentions will be held in Year Group hubs. C2 (10 minutes) and C3
(25 Minutes) detentions will be held at lunchtimes in most instances on the same day.
Parents will be informed by email. This academic year we have added a section on
Covid-19 guidance which I have explained to all students. It is very important that all
students conform to our Covid rules and procedures so that we keep everyone in our
community as safe as reasonably possible.
15Equipment: IT is essential this academic year that all students come to school with the
right equipment so they are fully prepared for their lessons. It is difficult to lend
equipment to students and we have made it clear to students that they should not be
lending or borrowing equipment from friends. Please look at the information above and
provide your child with the requested items. Where necessary the school can help, so
please get in touch with your child’s Tutor if that is the case.
16Bradon Forest
Uniform
Compulsory Items:
Blazer
School tie
White shirt tucked in
School type Trouser/Pleated
Skirt
Black school shoes – not trainers
Visitors to the school often comment on how smart our students are. The full list or
required items is available on the website and information is published in your child’s
planner. I would ask that Parents support us in keeping our uniform smart by ensuring
that items purchased are permitted.
17Covid Procedures
The Y7 Hub is the Lower Floor of Main Block and E1 (which is on the Middle
Floor)
Y7 will have all their lessons in their Tutor Group in rooms within this Hub.
The only exception for this is for the followings lessons: PE, Art, Design and
Technology, Drama and Music: These lessons will be taught in specialist
rooms/workshops.
For specialist lessons, students will be collected from their hub and taken to
the specialist area and then returned to the Hub at the end of the lesson.
The social area for Y7 students to use at breaktime and lunchtime is the
playground outside Food/Textiles.
At Lunchtime we have set up a rota so that all KS3 years get an opportunity to
eat in the Hall, D2 and to bring a packed lunch.
The next 4 slides contain information on Covid Procedures that have been explained to
students in their initial assembly. I thought it would be helpful for parents to see what
information we have shared.
18Getting About the Site – Year 7
On arriving at school via the Textiles/Food gate if walking or getting a lift you
remain in playground outside Textiles.
If you arrive by bus you dismount (taking off your mask safely) and walk to
the Y7 Playground. You go across the Upper Hard Play and into the Main Block
through the Main Block and out onto the area by Textiles/Food.
When the bell goes you move towards your Tutor Base in Main Block going in
the entrance half way along the building.
If you need to go up to E1 you only use the stairs right by this classroom. You
go up and down the same staircase.
When you leave Main Block for break or lunch you leave by the door by the
stair case.
If the weather is really wet, we will give you the opportunity to have Break or
Lunch is an indoor area. Either the Hall, D2 or the Dance Studio.
See previous slide
19Hygiene
Year 7 students can use the toilets inside their Hub on the Lower Floor of
Main Block.
It is important you remember to wash your hands regularly with soap and dry
them thoroughly. Follow the advice on the posters about how you wash your
hands thoroughly.
We have given you opportunities to do this in between lessons
There is Hand Sanitiser and antibacterial wipes in each classroom for you to
use as you enter
Only 3 students are allowed in the toilets at any one time.
Remember to “Catch it, Bin it, Kill it” Use a tissue or if necessary cover you
mouth and nose with your sleeve. There are tissues in all classrooms.
Some classrooms have sinks where you can also wash your hands
Please remind your child that it is important that they take the opportunity to wash their
hands regularly. In addition, hand sanitiser is available in all classrooms. As I have
stressed in all recent communications home, it is essential that you do not send your
child to school if they have any of the well publicised symptoms of Covid. If we are
concerned that your child has any symptoms, we will contact you and ask you to collect
you child. It is likely that we will advise you that you will need to book a Covid test for
your child. We will be communicating with Public Health England SW on a regular basis
and following any advice we are given.
20Face Masks
We are strongly recommending all students to wear a mask in corridors and in indoor
communal areas. This is to reduce the chances of transmission from student to student,
student to staff member (or vice versa) or staff member to staff member
Masks are mandatory on buses. This is in line with the governments policy on Face Masks on
public and school transport.
Example
On arriving to school on a bus, take your mask off and store it securely in a bag/container (or
dispose of it in the bin provided if it is disposable). Walk to your Social Hub using the route that
has been described to you. When the bell sounds, put your mask on and enter your hub and go to
your tutor base. Masks do not need to be worn once seated. When the bell sounds for Period 1,
put on your face mask and move to your Period 1 classroom.
By indoor communal areas, we are referring to D2, the Hall or the Dance Studio. You will not
need to wear a face mask whilst seated in the hall or when eating.
We are suggesting to students so that it is easier to remember “If you are walking, you should
be wearing” This only applies indoors
Please bring a plastic bag which can be sealed or container to carry your face mask
It is mandatory for all students to wear a face mask on a school bus or on public
transport. We have sent out bus passes from our bus provider Ellison’s with a seat
number. Wiltshire County Council (BE10 and BE12) have not issued seat numbers but the
school are asking students to sit in Year Group order.
In school, following discussion with my Leadership Team and Governors, I decided that I
would strongly recommend that students and staff wear face masks inside in corridors
and communal areas. The support has been overwhelming and I am very pleased that
parents have been so supportive in ensuring that their child has a Face Mask/Masks for
school. I have explained to students the procedures for putting masks on and off safely
and for storing or disposing of them.
21Reports to Parents
We will report home 3 times per year for each year group at KS3.
Year group Report 1 Report 2 Report 3
Year 7 October 2020 March 2021 July 2021
Year 8 December 2020 March 2021 July 2021
Year 9 October 2020 February 2021 July 2021
These reports will show Attitude to Learning for each subject, Attendance, House
Points and Behaviour Points.
When progress data is available, we will share how well your child is doing
compared to others of a similar ability for each subject. This will be reported as
‘working above’, ‘working at’ or ‘working towards’ the standard of students at a
similar ability.
22Bradon Forest School Attitudes to Learning
Attitudes to Learning Attitude to quality of work (including homework)
Outstanding o Very highly motivated and displays exceptional levels of effort, o Frequently goes above and beyond (including completion of appropriate
concentration and commitment challenge tasks) when working in class and at home
o Makes a thoughtful contribution in lessons eg asking and answering o Shows exceptional engagement when completing all homework including
questions and taking an active role in group work flipped learning
A o Thrives on facing and overcoming learning challenges - shows a o Will often choose to extend their learning (additional research, reading,
high level of resilience practice of skills etc). They will often choose their own optional reading eg.
reading outside of the classroom
o Always able to work independently and take responsibility for their
own learning – engages actively with feedback and able to critically o Will be meticulously organised and take exceptional pride in their work
evaluate their own work and set meaningful targets
Very Good o Highly motivated and displays very high levels of effort, o Can go above and beyond when completing all work (including appropriate
concentration and commitment challenge tasks) when working in class and at home
o Participates well in class eg asking and answering questions and o Shows high levels of effort when completing all homework including flipped
works well as part of a group learning
B o Enjoys learning challenges – shows a reasonable level of resilience o Will sometimes choose to extend their learning (additional research,
o Able to work independently and take responsibility for their own reading, practice of skills etc). They will begin to choose their own optional
learning – engages actively with feedback and able to evaluate reading eg reading outside of the classroom
their own work and set meaningful targets
o Will be very well organised and take great pride in what they produce
Good o Motivated and displays a good level of effort, concentration and o Completes all work (including appropriate challenge tasks) in class and at
commitment home and does so at an acceptable standard
o Participates in class eg asking and answering questions with a little o Shows effort when completing most homework including flipped learning o
encouragement; is able to work as part of a group Will sometimes choose to extend their learning (additional research,
C o Will attempt learning challenges - may need some encouragement
reading, practice etc). They may choose some optional reading eg reading
outside of the classroom o Will be organised and take pride in the work
and support
they produce
o Usually able to work independently and take responsibility for their
own learning – does engage with feedback (although may need
prompting) and able to set reasonable targets.
As well as reporting to you at regular points in the term on your child’s
progress/Attainment, we also report on your Child’s Attitude to Learning. This is split into
two areas. The information on the this slide and the one following it, gives you an
indication of the Attitudes we expect and encourage from all our students. Any student
who is demonstrating attitudes below a C can expect intervention. There is a strong
correlation between positive attitudes to learning and successful outcomes and
therefore we consider it important that we make this a focus.
23Attitudes to Learning Attitude to quality of work (including homework)
Improvement o Sometimes does not complete all work and is not always o Produces work that is incomplete or below the acceptable
Required focussed, occasionally disrupts the learning of others standard for their
ability
o Reluctant to participate in class discussion and struggles to
engage in group tasks o Often fails to complete homework including flipped learning on
o Reluctant to attempt learning challenges - may need a lot time o Shows little sign of extending their own learning (additional
D o
of teacher encouragement and support
Struggles to work independently and does not take
research, reading, practice of skills etc). Is not prepared to
complete optional reading (including reading outside of the
responsibility for their own learning – does not willingly classroom)
engage with feedback or setting of targets o Is not organised, this may include forgetting books and
equipment, there is a lack of pride in what they produce o Needs
frequent reminders about basic expectations for work
Major o Often does not complete all work and will frequently disrupt o Nearly always produces work that is incomplete or below the
Improvement the learning of others acceptable standard for their ability
Required Will not participate in class discussions or engage in group
o o Nearly always fails to complete homework including flipped
tasks o Will not attempt learning challenges. Needs a lot of
learning on time o Shows no signs of extending their own learning
teacher encouragement and support o Is disorganised, this includes forgetting books and other
E o Does not work independently and take responsibility for
their own learning – does not engage with feedback or
setting of targets
equipment, there is little pride in what they produce o Needs
constant reminders about basic expectations for work
See previous slide notes.
24We use Satchell’s ShowMyHomework for H/W tasks. Teachers load tasks which will vary
with subjects onto this site. Students/Parents can download the app or access via their
website. It allows teaching staff to explain in detail what the task entails and to provide a
hand in date. We used this platform throughout lockdown to set work for students. It is
very important that students are ale to access it. If you need support in downloading or
accessing the app, please contact Mrs Griggs at the school at
griggss@bradonforest.wilts.sch.uk
25In the classroom there is a focus on…
Meta Cognition= learners become aware of their thought processes and are
able to direct their learning – see slide example
Self Regulation= The way learners manage and organise their thoughts and
then use this information to plan their next steps in learning
Disciplinary Literacy= Including etymology and Tier 1 2 3 vocabulary see slide
example.
Retrieval = Use of techniques which research shows as being effective – see
slide example
Lessons are planned to include these elements
We have focussed cognition and metacognition in order to build on student self
regulation. Lessons include tasks and ways of thinking to ensure this takes place – see
example on the next slide. Literacy in the classroom is explicitly taught with Tier 2 and 3
words being explored and understood by students. Reading in class and study of word
etymology is becoming common place in lessons.
26An example of In this extract, Hagrid is presented as a
gargantuan character. This is shown when
metacognitive JK Rowling writes, “The giant squeezed his
way into the hut”. This suggests Hagrid is
modelling in a too big for the place he has just entered.
Perhaps it was a struggle for him. The fact
Key Stage 3 that he did it anyway might suggest he is
determined.
English lesson:
27This is an example
from a Year 9 lesson
where students are
An example of Tier 2 vocabulary studying Martin
Luther King’s ‘I have a
dream speech’. This
Example of use: is a Tier 2 word taken
directly from his
speech.
As a class, we would
construct a student
friendly definition as
well as discussing its
etymology, correct
usage and incorrect
usage.
Students would
then be encouraged
to use this word
within their own
writing as well as
being tested on its
meaning later on in
the term
28An example of Retrieval in the
classroom.
This is an example of a
retrieval starter.
Students are expected to
recall information from any of
the texts they study during
their academic year.
29Effectiveness of 10 learning techniques from Dunlosky et al (2013)
Practice Testing Self-testing to test knowledge, especially
HIGH flash cards
UTILITY Distributed (spaced) Spreading out study over time
practice
Elaborative interrogation Being able to explain a point or fact
MODERATE
UTILITY Self-explanation How a problem was solved
Interleaved practice Switching between different kinds of
problems
Summarisation Writing summaries of texts
Highlighting Highlighting portions of text while reading
LOW
UTILITY Keyword mnemonic Choosing a word to associate with
information
Imagery use for text Forming mental pictures while reading or
learning listening
Re-reading Reading material again after an initial reading
Students explore ways of revision which are ‘effective’ and may be guided to them by
their teacher. For example: creation of mind maps, completion of test questions or self
testing. This is completed in class or at home. Parental support in this area, particularly
at exam time, is appreciated.
30‘Parents play a crucial role in supporting their children’s learning, and
levels of parental engagement are consistently associated with
children’s academic outcomes’ – Educational Endowment Foundation.
Be a partner with school –equip your child for learning, and contacting school
when you have issues or concerns regarding their learning – the tutor is your first
port of call.
Provide tools your child needs to complete homework- including helping them to
establish a routine – especially given current circumstances - provide them with a
quiet place to work at home.
Be a Study Buddy – show an interest in the subjects they study, you do not need to
be an expert in them. Support with homework don’t do it for them. Testing is a big
help as is the importance of reading together.
Entertainment officer – find out about TV programmes, on line theatre productions
etc relevant to your child’s learning.
Project Manager – agree the rules e.g. homework routines, bed times and revision
schedules.
Parental support is very important to us and we appreciate contact with you. Here are
some of the ways you can help us to help our students.
31Catching Up 2020- 21
We are mapping our curriculum to minimise the impact of school closure and
ensuring we revisit key areas students may not have fully understood during
the lockdown period. We are keeping our curriculum broad and ambitious and
ensuring students are not disadvantaged in any way.
Students will be assessed through: formative assessment, quizzes, looking at
their work and talking to them.
Gaps in key understanding will be highlighted and addressed through: in
lesson support – going over a key topic students may have missed during lock
down, targeted homework which may include reading or completing a specific
knowledge question, small group work including extra support and tutoring
sessions.
Remote learning will continue to play an important role with catch up as on
line resources are used to support student learning – a blended approach.
We want our students to enjoy and be engaged in their learning and have started to look
at areas they may not be so confident in due to lockdown. Their teachers will be
ensuring key knowledge is re visited during this academic year as well as offering in
school support and remote learning opportunities for them.
32Coping Well?
Catch up on lessons missed, get into good working habits – do homework when you
get in from school etc
Challenge yourself and complete the Challenge Tasks – they help your
understanding
Start early with notes and revision- give yourself a long lead in period
Put effort into PPEs all the way through Bradon so you know the material well
Reward yourself after working hard , try and make it fun– it's all about trying
Be motivated intrinsically - I want to do well so I can go on holiday in the summer
and relax!
If stressed talk to parents and or friends and don’t bottle things up – let it all out
Don’t work when you are tired do something different or revise by watching
something
Have a positive mindset!
From our own research we found that those who did well and achieved gave us these
handy hints and tips for student learning.
33Harvest Festival
As of next week, each
tutor group is collecting
non-perishable items
that will be donated to
the Swindon Food
Collective (food bank).
We thank you in advance
for helping with this
project.
Details in Parent Bulletin
34Mrs Chappell
Assistant Head
KS3
Mrs Davies
Head of KS3
Mr Johnson –
Head of Year 7
Miss Brown
Student Support Advisor
TUTORS – Peer Mentors
Key Staff for Year 7 students
35You can also read
