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13/10/19

Sir Frederick Gibberd College Retweeted
BookTrust

We can't think of many better ways to spend a Sunday than curled up with a good book! Find your family's next favourite with our handy - you can search by age and genre: https://t.co/eSI9mrlNHC https://t.co/gSBcW9rav2

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13/10/19

Sir Frederick Gibberd College Retweeted
BookTrust

We are so excited to unveil our 2019! It's packed full of 100 brilliant books for children from 0-11 (with a few suggestions for 12+ readers too). And just look at that beautiful illustration! Start exploring here: https://t.co/XTv55dOcq3 https://t.co/uH6dXVuFvB

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11/10/19

Our Obelisk project... Looking forward to seeing it on display next weekend 😊 https://t.co/mtD3zcNiDG

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11/10/19

Our super heroes decorated their own stones for display to remind us all that we may not all be able to do great things but we can all do small things that make a great difference. Our own Mr Daly joined to show his support. https://t.co/ULOpIQLTqV

11/10/19

Sir Frederick Gibberd College Retweeted
Kelly Clark

Good to see students at my client take the opportunity to quiz their local MP today during his visit https://t.co/nzia78vrKR

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10/10/19

Sir Frederick Gibberd College Retweeted
teaglo

What's it like to open a new school? Dee Conlan shares her experiences in this blog. https://t.co/dBZvi2YZTc https://t.co/VlTJmg51Va

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09/10/19

Sir Frederick Gibberd College Retweeted
BMAT

A summer building programme saw £1.8m invested in our family of schools. BMAT operates primary and secondary schools in Harlow, Epping and Stansted in Essex and Newham in London. https://t.co/cAv7z3asSn https://t.co/oakKaUTqRj

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06/10/19

Sir Frederick Gibberd College Retweeted
Your Harlow

are poets and we think they know it! https://t.co/cH2uhPNzFU https://t.co/O4EQa48R7O

05/10/19

We are doing it every half term, all are welcome. We provide pickers, bags and gloves.

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05/10/19

We would be more than happy to clean it. https://t.co/3RsHqpfBc2

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05/10/19

Litter picking at Harlow Town Park this morning. 37 pupils, parents, staff and their families from , and 9 full bags of rubbish 3 full bags of recycling All are welcome, see you next time. https://t.co/9FVSi6xDfw

04/10/19

Sir Frederick Gibberd College Retweeted
DiscoverHarlow

Amazing work ! In great art is in our DNA 🧬 😀#colourculturesculpture https://t.co/OVZvu4A6QL

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04/10/19

Sir Frederick Gibberd College Retweeted
Sir Frederick Gibberd College

Young writers wowed a visiting poet as they got creative on their first National Poetry Day. Year 7 students at Sir Frederick Gibberd College worked with creative writer and spoken word poet when she spent the day at their brand-new school. https://t.co/EmV1QnpKSt https://t.co/V7gYrL38pf

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04/10/19

Young writers wowed a visiting poet as they got creative on their first National Poetry Day. Year 7 students at Sir Frederick Gibberd College worked with creative writer and spoken word poet when she spent the day at their brand-new school. https://t.co/EmV1QnpKSt https://t.co/V7gYrL38pf

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04/10/19

Looking forward to seeing our community come together tomorrow for litter picking at Harlow Town Park. See you at the gates of BMA at 10am... https://t.co/zLMqyubwVZ

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03/10/19

Sir Frederick Gibberd College Retweeted
Rakaya Esime Fetuga

Spent the day with for their first - thanks for your words and imagination! https://t.co/uE3pa8ON3S

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03/10/19

Sir Frederick Gibberd College Retweeted
BMAT

Out Now! The new issue of Latitude - The magazine for BMAT Schools, Parents and Communities. Read it online here - https://t.co/VvzQNalzNy https://t.co/LWMGYHARWD

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03/10/19

We are so excited!!!! We wrote a poem about the local sculpture we adopted... We have a local poet visiting and running workshops all day... We have our own IF inspired by R Kipling... https://t.co/1JsWl2Nth2

02/10/19

Sir Frederick Gibberd College Retweeted
BBC Radio 4

"Privacy settings aren't enough to keep your children's information private, anything that is posted can be shared (including by taking a screen-shot and re-posting).” Sharenting: 6 things parents should think about before hitting ‘post’ on social media. https://t.co/YqS1AHd3qp

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

Visit BMAT

Pupil Academic Support

Our academic support programme is tailored for each individual; knowing our pupils well and monitoring their progress closely enable us to provide effective interventions for each learner.

Senior Leadership and Pupil Welfare teams monitor the development and progress of all pupils, particularly the vulnerable pupils, and provide further support as and when appropriate.

Disadvantaged Pupils

Disadvantaged pupils are identified based on their eligibility for the pupil premium. This includes pupils eligible for free school meals at any point within the past six years (Ever 6 FSM) and pupils looked after by a local authority.

To raise the attainment of disadvantaged pupils, we:

  • Have high expectations of all pupils.

  • Promote an ethos of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed.

  • Have an individualised approach to addressing barriers to learning and emotional support, at an early stage, rather than providing access to generic support and focusing on pupils nearing their internal and external assessments.

  • Focus on high quality teaching first rather than on bolt-on strategies and activities outside school hours.

  • Focus on outcomes for individual pupils rather than on providing strategies.

  • Deploy the best staff to support disadvantaged pupils; develop skills and roles of teachers and additional adults rather than using additional staff who do not know the pupils well.

  • Make decisions based on data and respond to evidence, using frequent, rather than one-off assessment and decision points.

  • Monitor and evaluate our practice periodically.

EAL

The term EAL is used to refer to pupils whose main language at home is other than English. EAL pupils, from complete beginners to those with considerable fluency, will have varying degrees of difficulty in accessing the full curriculum and in achieving their full potential. Research has shown that those new to English will acquire conversational fluency in two years but will need a minimum of five years to achieve competence in academic English. Such pupils will need language support if they are to reach their full potential.

EAL pupils bring a new dimension to schools. They share experiences and cultures from other countries and bring an international perspective, helping their peers understand different cultures, people and points of view better. EAL pupils also have extra language skills they can share and when lessons are successfully adapted for them, EAL learners achieve well academically.

At SFG, in order to meet the needs of our EAL pupils, we:

  • Welcome and value the cultural, linguistic and educational expereinces pupils bring.

  • Implement school-wide strategies to ensure that pupils are supported in accessing the curriculum.

  •  Help pupils become confident and acquire the English language skills they need to be able to fulfil their academic potential.

  • Assess the skills and needs of pupils and support their needs.

  • Equip teachers and non-teaching staff with the knowledge, skills and resources to be able to support and monitor pupils.

  • Maintain pupils’ self-esteem and confidence by acknowledging and giving status to their skills in their own languages.

  • Expect all staff to support and develop the language skills of pupils.

  • Value diversity and ensure our classrooms are socially and intellectually inclusive.

  • Ensure our teachers are knowledgeable about pupils’ abilities and needs in English and other subjects and use this knowledge to inform their curriculum planning, classroom teaching and pupil grouping.

  • Have high expectations and ensure pupils participate in all classroom activities/tasks as well in the wider life of the school.

  • Encourage pupils to use their mother tongue when appropriate.

LAC

A child is looked after by a local authority if he/she is in their care or provided with accommodation for more than 24 hours by the authority.

This is one of the most vulnerable groups in society and it is nationally recognised that there is considerable educational underachievement when compared to their peers. These may result in under-achievement in education.

To ensure our LAC pupils are successful, we:

  • Review our school policies to ensure that pupils are not unintentionally put at a disadvantage.

  • Make sure that there are effective and well understood school procedures in place to support pupils’ learning.

  • Promote a culture in which pupils believe they can succeed and aspire to further and higher education.

  • Promote a culture in which they are able to discuss their progress, have their views taken seriously and are supported to take responsibility for their own learning.

  • Make full use of assessment to improve the short and medium term progress of pupils and help them and their teachers understand where they are in their learning, where they need to go and how to get there.

  • Ensure that they have access to academic focused study support.

  • Create good home-school links through effective communication with carers.

  • Ensure confidentiality, sharing confidential and personal information on a need to know basis, bearing in mind the wishes of the individual pupil.

SLT will regularly review:
 

  • The number of LAC on roll and the confirmation that they have a PEP.

  • Their attendance compared to other pupils.

  • Their attainment compared to other pupils.

  • The number, if any, of fixed term and permanent exclusions.

  • The destinations of pupils who leave the school.

SEND

Children have special educational needs if they have a learning difficulty or a disability which calls for special educational provision to be made for them.

Children have a learning difficulty if they have a significantly greater difficulty in learning than most children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

Provision for SEND pupils is a whole school matter at SFG, we:

  • Ensure that pupils' needs are identified early, assessed, provided for and regularly reviewed.

  • Ensure that all pupils are offered full access to a broad, balanced and appropriate curriculum that sets high expectations for them regardless of their prior attainment.

  • Take the views, wishes and feelings of our pupils into account, and involve them as fully as possible in decision making about their own education.

  • Work in partnership with parents to enable them to make an active, empowered and informed contribution to their son/daughter’s education.

  • Designate a SENCO responsible for the coordinating of SEND provision.

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