Frequently Asked Questions
Welcome to our FAQ page. Please feel free to browse the content. If you do not find the answer you are looking for, please contact us directly and we will do our very best to answer your query.
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Information for Parents
Use Parent Gateway to report absences: https://parentgateway.strschool.co.uk or call 01452 338400 if you are unable to use Parent Gateway. Before submitting the form, parents should ensure that the correct category (ie Covid-related / Other Illness / Appointment etc) is selected. You must report the absence for EVERY day that they are absent.
Please see the updated Welcome Back Guide for the most up to date information on attendance and sickness reporting and Covid-19: https://strschool.co.uk/about/2020-09-26-Welcome-Back-Guide.pdf
In general, however, Target Grades are not predictions, but the basis for an on-going discussion with the pupil, focusing on the question: “How are you doing?”
Sir Thomas Rich’s school has devised a new set of grades to reflect a pupil’s approach to their learning. These will be awarded with each Order grade and replace the effort grades which were formerly used.
The grades are based on what the school believes to be the ten most important elements of effective learning behaviour. The grade awarded will be based upon how often a teacher perceives that a pupil has exhibited these good habits during the order period; the qualifiers: Always, Mostly, Sometimes and Rarely are used to complete the following ten statements to describe how the pupil routinely approaches his/her learning.
... reflects on and takes responsibility for their progress; actively involved in their learning.
... responds to verbal and written feedback from teachers and peers.
... experiments with new and existing knowledge and skills, understands the value of learning from mistakes.
... perseveres with tasks regardless of difficulty.
... takes opportunities to deepen learning, e.g. through independent research or questioning.
... uses homework as an opportunity to consolidate understanding and apply new and existing knowledge and skills.
... works productively on their own and with peers.
... organised and ready to learn, arriving to lessons on time and with the correct equipment.
... has a conscientious approach to meeting deadlines and catches up any work missed due to absence from lessons.
... aware of the impact of behaviour on their own learning and that of others, respecting the Classroom Code of Conduct.
On pupils reports, the AtL grade will be represented by codes as follows: Al (Always); Mo (Mostly); So (Sometimes) and Ra (Rarely).
At Sir Thomas Rich’s we use our own system of Attainment Grades in order to measure the progress and performance of pupils in Key Stage 3. These have been carefully devised by the school based on academic research, with input from staff, pupils and parents. (They replace the previous system which was reliant on National Curriculum levels which have been removed from the new National Curriculum; each school has been tasked with the job of designing an assessment scheme suited to the needs of their own pupils). These grades will be used for the first time in 2016-17 for Year 7 Order grades – they will be rolled out to the whole of Key Stage 3 in the following two years (subject to ongoing reviews).
For each year group, there is an ascending scale of grades which are associated with descriptors of a pupil’s knowledge and skills of the curriculum in that year. Each descriptor represents a level of knowledge and understanding which is broader and deeper than the next descriptor down. The grades available in Year 7, for example, range from 1 to 5 and the associated generic descriptors for Year 7 can be seen in this table:
Example - Year 7 Attainment Grades:
Grade 5 - Mastered
Pupils demonstrate a deep understanding of the work taught and are able to select from a range of different approaches. They are able to generalise their knowledge and apply it to new areas. They demonstrate a mastery of all skills taught.
Grade 4 - Confident
Pupils demonstrate a deepening understanding of the work taught and are able to combine different strands of the curriculum. They can select and apply skills and apply most skills correctly.
Grade 3 - Secure
Pupils demonstrate a secure knowledge and understanding of the work taught and can identify connections between different areas. They can apply most of the skills covered.
Grade 2 - Developing
Pupils have a basic knowledge and understanding of the work taught and are starting to make simple links. They can apply some skills independently.
Grade 1 - Emerging
Pupils can recall basic facts from the work taught. They are aware of the skills needed and are beginning to use these in some areas with support.
Grades awarded before the end of the year are only judged against content covered up to that point so a grade 5 could still be awarded in Order 1. However, for most pupils, the expectation would be that there would be some improvement over the year as ideas and metacognitive techniques are reinforced (even in topic based subjects).
In Year 7, pupils will be set individual targets which will be published with the second Order grade. These targets will be based on Key Stage 2 entry data, Grammar school entry test results and assessments carried out in every subject at start of Year 7. These would be highlighted using a traffic light system with green indicating on or above target, amber one grade below target and red two or more grades below target.
The grades awarded in subsequent years will be based on a scale which moves up as shown in the table. The changes to the numbers used in Year 8 and Year 9 reflect the increase in how demanding the content of the curricula are in these years.
|Year 7||Year 8||Year 9|
Targets in Years 8 and 9 should usually be one grade above that of the previous year but these can be adjusted by subject teachers following the final Order grade during the previous year (i.e. by the previous year’s subject teacher).
For Years 10 - 11, approximately 1½-2 hours per night with 1 substantial piece set per week per subject (English may set 2 smaller pieces of homework per week).
For both Year 12 & Year 13, not less than 3 hours per night (45 minutes per subject) or 15 hours per week outside private study time (at least 45 minutes of homework, per subject, per night).
Pastoral & Curriculum
I think my son is being bullied, but I don’t want anyone to find out that it has been reported. Can you reassure me of an approach that will prevent repercussions?
We have a collection of useful websites, phone numbers for a wide variety of topics, located here: helplines.
|Art||Mr Barry O'Neillemail@example.com|
|Biology||Mrs Rebecca Zurickfirstname.lastname@example.org|
|Chemistry||Mr Robert Birkettemail@example.com|
|Computing||Mr Peter Johnsonfirstname.lastname@example.org|
|Design||Mr Chris Breamemail@example.com|
|Drama||Mrs Sarah Jonesfirstname.lastname@example.org|
|Economics||Mrs Fiona Banksemail@example.com|
|French||Mr Alexander Gregoryfirstname.lastname@example.org|
|Geography||Mr David Gowleremail@example.com|
|Geology||Mr David Greenfirstname.lastname@example.org|
|German||Mrs Birgit Testoni-Rankenemail@example.com|
|History||Mrs Kim Hansenfirstname.lastname@example.org|
|Mathematics||Mr Kevin Jobsonemail@example.com|
|Music||Mrs Pauline Jonesfirstname.lastname@example.org|
|PE||Mr Nick O'Neilemail@example.com|
|Physics||Mr Stuart Cooperfirstname.lastname@example.org|
|Psychology||Miss Samantha Loademail@example.com|
|Religious Studies||Dr Kyle Scottfirstname.lastname@example.org|
|Spanish||Mr Tom Reeceemail@example.com|
|Technology||Mr Chris Breamfirstname.lastname@example.org|
|Headmaster||Matthew S R Morganemail@example.com|
|Deputy Headmaster||Extra Curricula and Director of Sport||Chris D A Carterfirstname.lastname@example.org|
|Deputy Headteacher||Teaching & Learning||Debbie Brakeemail@example.com|
|Assistant Headteacher||Head of KS4||Peter Daniellfirstname.lastname@example.org|
|Assistant Headtacher||KS3 Manager||Rhys Daviesemail@example.com|
|Assistant Headtacher||Data & Timetable||David Dempseyfirstname.lastname@example.org|
|Assistant Headtacher||Head of 6th Form||Matthew Lynchemail@example.com|
|Finance Director||Finance Director||Nicky Binningfirstname.lastname@example.org|
Mr Tom Grogan (email@example.com) in the link governor with oversight of Careers Education, Information, Advice and Guidance (CEIAG).
- Clear pencil case
- Water bottle - without label
- Pens x 3
- Pencils x2
- Full Geometry set (compass, protractor, ruler, set square)
- Pencil sharpener
- Scientific calculator
- *Please ask the subject teacher if you are unsure about what to bring*
Pupils should collect a Clearance Certificate from Reception. When handing in books, pupils should ensure that they get their Clearance Certificate signed by the subject teacher. Library books must be signed for by the Librarian. It should then be signed by the Form Teacher and then handed in to Mrs Sally Walker, Receptionist. All pupils must hand in a completed Clearance Certificate.
If pupils wish to leave early, they should arrange to hand in their books to Subject Teachers and the Librarian, and get their Clearance Certificate signed by their Form Teacher and the Headmaster. Completed Clearance Certificates should then be handed in to Mrs Sally Walker, Receptionist. They are then free to leave.