The Old School has been providing virtual teaching for a few years now. However, the idea of our whole school operating solely online seemed to be in the future, not this academic year !

At first the challenge of this new way of teaching appeared to be immense to me but, to my relief, the transition went very smoothly. Our online staffroom offers immediate support from our team, which is invaluable. Our frequent staff meetings highlighted any issues which are dealt with efficiently.

Academically, the students are working well and are engaged. In languages, it has been an opportunity to revise and learn more effectively some of the vocabulary covering a wide variety of topics.

Our school set up a very enjoyable and interactive ‘common room’. We are contacting students during the holidays to offer them further support and some of the students are organising virtual social events. It was lovely to see all colleagues and students together online.

Well I have to admit that I did not relish swapping the classroom for the computer screen but have been impressed with what we have managed.

The GCSE English language and A’ Level English Literature students did not miss a beat; we managed to stay fully on top of the curriculum and produce some close analysis in the process. Our junior drama class morphed into a playwriting and script appreciation group. The students were completely at ease with the virtual environment and even I seemed to overcome my initial anxieties about the technology.

The shift from traditional classroom teaching in The Old School to full time online teaching has been swift!
For our very experienced staff, it was an immersion experience which served as a timely reminder about the learning process
My role as SENCO changed quickly as students’ new needs emerged rapidly and with varying degrees of urgency, prompting an immediate united response from our experienced and talented staff.
As a result, each individual student has been supported academically and emotionally as they have settled into our new school society, in front of their computer screens.

The notion of ‘the 9-4pm school day’ has gradually faded as students have found they needed evening and weekend support with preparing documents emailed to them or homework tasks. They can’t come to the staffroom at break to ask!

Just as we have had to quickly adapt to a whole new world of teaching, our students have had to make even bigger changes to their ownership, organisation and commitment to their learning.
They are succeeding but with the support they need now firmly in place, progress and attainment are continuing as we all adapt to a new, exciting world for The Old School!

Our staff have responded to this transition and to our students’ changing needs with a compassion, flexibility and understanding which has made me feel so excited to be part of this fantastic school.
I’m so proud of my colleagues and our students!
Well done team!

During lockdown, not only did we maintain visual arts education but we also developed a global photographic project called 'My Favourite Shop', for a virtual exhibition. This involves students participating from around the world. Europe, USA, Canada and Australia.

“It has been wonderful to see students developing their own mini studios and spaces to create. Lockdown has given the opportunity for learners to work with a greater level of flexibility and enhanced independence. The results have been truly impressive.”

Moving to teaching and learning online has needed a shift in working methods for both staff and pupils. It is working remarkably well and I have been very impressed with the way in which students have adapted to these new routines so quickly.

The atmosphere is lively and positive and learning goals are being met and progress made.

Well done to all my students!

• 2 hours one to one per week
• Exam entrance

All education packages are coordinated by the Student Progress Manager. This Process takes the form of:

• Regular one to one tutorials, to evaluate monitor and review progress.
• All learners are assessed at the start of the course for their specific needs and requirements.
• Assessments are undertaken by the curriculum manager and specific subject specialists.
• Special education needs, if required, are independently assessed by the school Special Educational Needs Coordinator (SENCO), to allow for special requirements and access arrangements for public examinations.
• All learners undertake regular controlled assessments in line with the course requirements.
• Assessments are normally undertaken on a termly basis and feedback provided to parents and carers on a regular basis via video link.

• 26 hours per week
• Certificate of scolaritie

All education packages are coordinated by the Student Progress Manager. This Process takes the form of:

• Regular one to one tutorials, to evaluate monitor and review progress.
• All learners are assessed at the start of the course for their specific needs and requirements.
• Assessments are undertaken by the curriculum manager and specific subject specialists.
• Special education needs, if required, are independently assessed by the school Special Educational Needs Coordinator (SENCO), to allow for special requirements and access arrangements for public examinations.
• All learners undertake regular controlled assessments in line with the course requirements.
• Assessments are normally undertaken on a termly basis and feedback provided to parents and carers on a regular basis via video link.

• English - 2 hours per week
• Small groups - Maximum of 8 per class
• Mathematics
• Business
• French
• Religious Education
• Music
• Latin
• ICT
• Sciences Single Award, Double Award
• Geography
• Spanish
• History

All education packages are coordinated by the Student Progress Manager. This Process takes the form of:

• Regular one to one tutorials, to evaluate monitor and review progress.
• All learners are assessed at the start of the course for their specific needs and requirements.
• Assessments are undertaken by the curriculum manager and specific subject specialists.
• Special education needs, if required, are independently assessed by the school Special Educational Needs Coordinator (SENCO), to allow for special requirements and access arrangements for public examinations.
• All learners undertake regular controlled assessments in line with the course requirements.
• Assessments are normally undertaken on a termly basis and feedback provided to parents and carers on a regular basis via video link.