Funding to Support Learning

COVID-19 Accelerated Learning

Accelerated Curriculum Plan

Following lock-down, our priority has been for all students to return to normal educational routines as quickly as possible. Our Accelerated Curriculum Plan gives you an overview of some of the issues identified as barriers to learning that children have experienced and how we plan to address these issues over the academic year paid for by Government ‘Catch-Up’ funding. We have specifically focused on teaching and whole school strategies, targeted strategies and wider strategies so as to include all children in our planning and delivery. A more detailed breakdown of how we are spending the funding is available.

Please contact abosco-reid@guildfordcounty.co.uk if you would like further information about our Accelerated Curriculum Plan.

Accelerated Learning 1Accelerated Learning 2Accelerated Learning 3Accelerated Learning 4

Literacy and Numeracy Support

Literacy and Numeracy support in Lower School

Students who arrive at County in Yr 7 with a number of standardised scores for 84 or below will be will be placed onto a catch-up literacy programme.  These sessions will take place during Tutor Times so students do not have a narrower curriculum.  Students will be regularly assessed and may return to tutor later in Year 7 if they make sufficient progress.  Some students will occasionally come out of lessons for additional support but this is kept to a minimum and decided upon in a case by case basis.

Literacy and Numeracy support in Upper School

For those students who are on an alternative options pathway as a result of their learning needs, an ASDAN qualification is offered.  Each case is assessed on a child-by-child basis.  For other children, literacy and numeracy support will be delivered through a programme offered by Marshall and through the English and Maths Departments. 

Literacy is at the heart of all teaching and learning at GCS. Our students are highly articulate and they are encouraged to express their views, both spoken and written, in a wide variety of curriculum contexts. Every lesson/sequence of lessons provides the students with a multitude of opportunities for demonstrating their literacy skills in a range of ways. These ways fall under the following five broad categories:

Listening Skills – all of the teaching is centred around the use of discussion; thus it is vital that students and teachers become active and careful listeners. The difference between hearing and listening is key to this; students are taught from the start of their time at GCS that they improve their learning by responding to and developing upon the ideas of others. Teachers encourage the use of ‘hands down’, especially in the early stages of discussions, to ensure that students have to listen to their peers and their contributions should be in the form of a response to what has been said before. The teacher takes the role of chairing the discussion, intervening only to refocus and address misconceptions.

Oracy – students are provided with numerous opportunities to speak and it is an expectation that all students should respond. The role of the teacher is to plan the discussion in such a way that students feel comfortable making contributions. Although the majority of students at GCS are confident and articulate, it is important that the less vocal students are provided with a safe and supportive environment in order to overcome their reticence. The relationships between students and teachers are fostered to allow this to happen.

Reading Skills – In an increasingly media obsessed age, we must all recognise the wide diversity of potential texts that students may be exposed to; thus teachers seek to embrace and utilise technology rather than ban it from our classrooms. It is also relevant in a school where such high regard is given to the creative element of learning, that we should recognise that reading is not confined to the written word and that students are given opportunities to read other texts such as media, music and art.

Writing Skills – writing is part of a process, only to be attempted once the previous three stages have been completed. Students discuss and evaluate real life examples of work before attempting their own. Ideas and concepts are explored verbally before they are committed to paper (or computer screen). Editing and improving is a further stage of this process and students are given opportunities to peer and self assess in order to improve their own work. Again, the atmosphere which allows them to feel comfortable with this process can only come from the teacher.

Subject Specific Language – accurate and coherent literacy skills must employ appropriate terminology and language. Teachers use subject specific vocabulary to all students and encourage them to use it in their discussions and written work. Additionally, appropriate register and tone for specific tasks are determined and utilised.

By seeing literacy as a series of linked activities, rather than a single discrete entity, teachers aim to encourage all our students to become active and critical self learners; to be curious and enquiring; to develop the skills of analysis, synthesis and review which prepares them for the world beyond education and to see real and practical links between subject areas.

Pupil Premium

Summary Pupil Premium Statement 2019/20 

In 2019/20, the school received £120 800 in PP funding, and is budged to spend an additional £46 000 of its general funds to continue the initiatives of 2018/19, which saw the addition of extended breakfast club provision, support for our 20% plan, further staff CPD focus, and to develop and improve our provision of 1:1 teaching sessions in English and Maths.  We look to implement an extended school for some students which will also need supporting from this budget, and the launch of a staff PP Champions Team, whilst incurring no extra costs in itself, will generate further spend as new initiatives are identified.

On 21st March 2020 Lockdown 1 was implemented as a direct result of covid 19. This continued until the end of the end of the academic year. Pupils returned in September 2020. This resulted in a four-month period of students not being in school, a further two months of holiday period, and a rapid and immediate response to supporting our vulnerable Pupil Premium students. The commentary below accounts for both an eight-month face to face support programme and the lockdown period.

The list below is extensive, though not exhaustive, providing a summary of much of our PP work: Please note many of these items rely on Teacher/Coordinator time, and as such dedicated roles are quantifiable, whereas others are less financially definable.

The school broke the lockdown period into three phases: rapid identification of need, creating individual support roles and packages, delivering the support and a monitoring/follow up phase. Our main commodity in this period of time was our staffing. Staff were the key communication pipeline in maintaining contact with these families and providing a structure for them to work within. The initial identification phase threw up many and varied individual and bespoke challenges, each requiring a unique solution.

  1. Enhancing reading, writing and mathematics skills for PP students
  • Small group teaching and designated SeN teacher.
  • During lockdown each member of the SeN department was allocated a group of students to identify the needs of and report back. Either physical resources were prepared or online lessons completed depending on the environment.

Expenditure in 2019/20: £79 580

  1. Using extra-curricular provision to engage students and develop a depth of learning
  • Provision of Music Tuition and accessibility to all school trips.
  • Where practical, we continued online tuition of Music.

Expenditure in 2019/20: £16 187

  1. Ensuring staff have a clear focus on the potential impact of disadvantage and the need to improve student outcomes:
  • 4 matrix training, PP coordinator at SLT level, LAC coordinator, Land T CPD sessions, Dept driven initiatives.
  • We established a food drop network for all our PP families, which ran for the six months of lockdown weekly. Voluntary food donations were supplemented with purchase of food from suppliers and supermarkets. Run a voluntary basis, teaching and support staff ensured continuity of provision to every family.

Expenditure in 2019/20: £26 979

  1. Engage PP students with school life, encouraging them to be happy, enthused and recognising their potential:
  • Ensuring access to all school events, TA time targeting PP, HSLW, Youth Worker, Summer School, Surrey CC support services, subsided tickets, PP mentors, school uniform, free breakfasts

Expenditure in 2019/20: £30 000

  1. Addressing specific issues that impact the performance of individual students:
  • Purchase of revision aids, free equipment, free Easter Y11 revision courses.
  • We provided transport to and from our hub FSM allocated school for several families, and contributed to the extra expense incurred by our hub school in providing this service.
  • We engaged in the Governments IT laptop scheme for vulnerable children, and supplemented  this with our own hardware.

Expenditure in 2019/20: £14 350

Pupil Premium Strategy 2020-23

Summer School 2021

News

12th August 2021

GCSE Results 2021

Thursday 12th August 2021 - GCSE Results at Guildford County School Today we are celebrating the hard work, dedication and impressive achievements of our GCSE students here at Guildford County School.  Our deepest thanks go to the Exams team for making sure that the morning ran so smoothly and also to the Sixth Form team for ensuring that enrolment to our hugely successful Sixth Form was slick and efficient.  We would also like to thank the many other staff who attended earlier on today to help with the distribution of results and to offer their congratulations and support to the students themselves. Whilst Year 11’s studies this year were significantly disrupted by the pandemic, not least when it was announced that GCSE exams this summer were to be cancelled, we want to celebrate very sincerely the culmination of 5 years’ hard work by each and every student since they joined the County family in Year 7.  The lack of public exams this year was a challenge for everyone, but we do feel that we were able to give a ‘real’ experience to all of our students by hosting our own, internal exams series, which, as with A level, formed a key part of our assessment process this year.  Whilst our students did not get a chance to show what they would have achieved in formal GCSE exams, there has been a complex process to allocate a ‘Teacher Assessed Grade’ (TAG) for each student in each subject.  It is important today that we do not let any discussion of this process overshadow the huge amount that has been achieved by every single student over a great number of years.  It is important that they can move on to the next stage in their education with the sense of achievement and recognition that they all so rightly deserve. As with the summer exams of 2020, the DfE are not compiling or publishing any school performance figures this year.  In keeping with this, many schools, including us here at County, will not at this stage be publishing school level performance figures for this summer for GCSE.  We are, however, delighted to be able to share with you some individual stories of success.  Deserving of special mention are Daisy, Madeleine, Ella, Ellie, Josh and Joseph who have all achieved outstanding individual results.  We are also tremendously proud of James, Ruby, Lili and Leonie who topped the value-added charts, achieving well above their individual target grades.  Steve Smith, Headteacher of Guildford County School, comments that, ‘today represents the end of one phase of each student's education and is a terrific opportunity to recognise and celebrate what they have all achieved.  We are delighted to be able to congratulate the Year 11 Class of 2021 for their fantastic results and also to wish them well as they move on to the next phase of their lives with our full support and our very best wishes for the future.  For most, this will be here at Guildford County Sixth Form and we cannot wait to welcome them and a large number of external recruits, through the doors in September.  External students still unsure of where to go next should get in touch with our Director of Sixth Form, Helen Nurton (hnurton@guildfordcounty.co.uk) to find out more about joining the County community.’ Read Full Article
10th August 2021

A Level Results 2021

Tuesday 10th August 2021 - A Level Results at Guildford County School  Today we are celebrating the hard work and successes of our Sixth Form students here at Guildford County School. Our sincere thanks go to the Sixth Form and Exams teams for making sure that the preparation for today and the results distribution morning itself ran so smoothly and also to the many other staff who attended earlier on to help with the delivery of results and to offer their congratulations and support to the students themselves. Whilst the studies and preparation for the culmination of Year 13 were not the same as in most years, due to the cancellation of public exams, we do feel that we were able to give a ‘real’ experience to all of our students by hosting our own, internal exams series as a part of our assessment process this year. We want to celebrate the many achievements of each and every student leaving us today; over the course of the 7 years that they have been with us, their footsteps have left a permanent and positive mark in the history of our school.  Whilst our students did not get a chance to show what they would have achieved in formal A Level exams, there has been a complex process to allocate a ‘Teacher Assessed Grade’ (TAG) for each student in each subject. It is important now that we do not let any discussion of this process overshadow the huge amount that has been achieved by every single student over a great number of years. It is important that they can move on to the next stage in their education with the sense of achievement and recognition that they all so rightly deserve.  As with the summer exams of 2020, the DfE are not compiling or publishing any school performance figures this year. In keeping with this, many schools, including us here at County, will not at this stage be publishing school level performance figures for this summer. We are, however, delighted to be able to share with you some individual stories of success. Two County students Rachel and Emily have secured places at Cambridge University.  Rachel will study Natural Sciences, and Emily begins her career as a doctor, studying Medicine.  We are also tremendously proud of Chloe who has secured a place at the University of Bristol to study Veterinary Science and Charlie who will be studying Music at the Royal College of Music in London.  Special mention goes to Shannon who has overcome many personal challenges throughout her school journey to shine in her Sixth Form studies, securing a place on a Business Management degree course; to Olivia who is the first in her family to attend University and has flourished in her A Level studies; and to Millena who arrived in the County family with English as her second language – she has shown exceptional tenacity and dedication to secure a place studying Marketing, also the first in her family to attend University.  At the time of writing, 90% of all of our departing students have secured places at Universities from Edinburgh to Bournemouth, Bath to Northampton, including 22 offers from prestigious Russell Group Universities.    Steve Smith, Headteacher of Guildford County School, comments that, ‘today represents the end of one phase of each student's education and the opportunity to recognise and celebrate what they have achieved. We are delighted to be able to congratulate the Class of 2021 for their many achievements and also to wish them well as they move on to the next phase of their lives with our full support and our very best wishes for the future. I am hopeful that many will choose to become members of our ever growing alumni community and that we will then be able to continue to watch their successes over the years to come.’Read Full Article
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