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School announcements, Covid-19 updates, school closure & reopening details

Letter-to-Parents-20.11.2020.pdf

 

Letter-to-Parents-13.11.2020.pdf

 

TERM 2 - WHOLE SCHOOL RISK ASSESSMENT

 

Press Release - CGS Reveals New Name

 

Trust-Letter-to-Parents-6.11.2020-1.pdf

 

Letter-to-Parents-6.11.2020.pdf

 

Letter-to-Parents-21.10.2020.pdf

 

Letter-to-Parents-16.10.2020.pdf

 

Covid 19 Whole School Risk Assessment

 

Letter-to-Parents-9.10.2020.pdf

 

CGS Announces the result of the Name Consultation

 

Letter-to-Parents-2.10.2020.pdf

 

Visiting-Professionals-School-Info.pdf

 

Letter-to-Parents-25.9.2020.pdf

 

Public Health England Letter to Parents re Covid-19 Symptoms

 

School-Outbreak-FAQ-for-parents.pdf

 

Letter-to-Parents-18.9.2020.pdf

 

Letter-to-Parents-11.9.2020.pdf

 

Covid-19-Pupil-Absence-Guide.pdf

 

Guidance from Public Health England and NHS Test and Trace

 

VT-Risk-Assessment-Full-Reopening-September-2020.pdf

 

Letter-to-Parents-2.9.2020.pdf

 

CGS-September-Opening-Guidance-for-Parents-Carers.pdf

 

 
12th August 2020

How CGS and V6 developed Centre Assessment Grades (CAG) for year 11, 12 and 13 students

Below are the protocols we followed to develop the CAG at CGS. The same process was used for A level, AS level, GCSE, EPQ (Extended Project Qualification) and HPQ (Higher Project Qualification). This was shared with Heads on Department in a meeting as part of the inset day on Monday 20th April.

BTEC information was shared much later by Ofqual but the same principles were followed.

Once stages one, two and three had been followed (see appendix one below), we uploaded the information from the google sheets into SIMS and SISRA and this was re-shared with Heads of Department for checking purposes. Once the information had been uploaded onto the exam board websites it was checked again.

Students’ behaviour and attendance was not taken into consideration when considering a CAG. Special consideration was given to students as it would normally be done in line with the advice from Ofqual that ”SEND students will be given centre assessment grades by their teachers who will know best how they would likely have performed in their exams. In coming to a centre assessment grade, we have been clear that centres should assume that any reasonable adjustments that would have been sought for a disabled student when taking their exams would have been in place.”

CGS made use of the Fischer Family Trust (FFT) service for secondary schools to validate and benchmark KS4 teacher assessment predictions. FFT produced independently developed reports which compared the spread of grades in each subject to historical attainment figures and progress data. The principal used this report to analyse our predictions, factoring in FFT estimates and school subject performance in previous years. The Principal also used reports from our internal data analysis system Sisra to analysis the predictions. Both of these reports were presented to and scrutinised by the Venturers Trust Secondary Executive Led and the CGS Local Governing Board before the Principal’s declaration.

Appendix One – the written guide used by teachers

Appendix Two – the visual guide and data entry mechanism

Appendix One

CGS and V6 Centre Assessment Grade (CAG) protocol

Key guidance from ‘Summer 2020 grades for GCSE, AS and A level, Extended Project Qualification and Advanced Extension Award in maths Information for Heads of Centre, Heads of Department and teachers on the submission of Centre assessment grades’

And ‘Summer 2020 results for vocational, technical and other qualifications

Information we need to provide 

For every GCSE, AS and A level subject, exam boards will require each school, college or other exam centre to submit the following information: 

  1.  a centre assessment grade for each student – the judgement submitted to the exam board by the Head of Centre about the grade that each student is most likely to have achieved if they had sat their exams. This professional judgement is derived from evidence held within the centre and which has been reviewed by subject teachers and relevant heads of department 
  2.  the rank order of students within each grade – for example, for all those students with a grade of 5 in GCSE maths, or a grade B in A level biology, a rank order where 1 is the most secure/highest attaining student, and so on 

This will also apply to the Extended Project Qualification (EPQ) and Higher Project Qualification (HPQ). 

For Level 2 PA BTEC and Level 3 H&SC BTEC:

As far as possible, such qualifications should be treated in the same way as GCSEs, AS and A levels, with learners receiving a calculated result. Calculated results will draw appropriately on a range of evidence, depending on the structure of the qualification. They may be based in part on teacher judgements of what result each learner would most likely have achieved had they been able to complete their assessments in summer 2020. Any centre assessment result will be based on a range of evidence held by the school. Depending on the structure of the qualification, centres may be asked to provide a centre assessment result for the whole qualification, or for uncompleted modules or units. There might be some instances where they are asked to provide a rank order of learners (as with GCSEs, AS and A levels). The awarding organisation offering the qualification will use any centre assessed result, combined with other relevant information, to determine the most appropriate calculated result. For example, many learners will already have completed assessments in some modules or units, which will be taken into account. Where appropriate, statistical techniques based on students’ results in previous years, on these and on their academic qualifications, will form part of the adopted approach.

In addition:

For GCSE English language spoken language and A level biology, chemistry and physics practical work, exam boards will also collect the grades for the separate endorsements. If they have been completed, the grades should be submitted. If not, then centre assessment grades for the endorsement, as described in this document, should be generated and submitted. Exam boards will contact centres with further instructions about how to submit this data. 

There will be no requirement to submit statements of curriculum requirements being met in subjects such as GCSE geography field work.

  1. Centre assessment grades

This should be a holistic professional judgement, balancing the different sources of evidence. Teachers and heads of department will have a good understanding of their students’ performance and how they compare to other students within the department/subject this year, and in previous years. 

We need heads of department and teachers to consider each student’s performance over the course of study and make a realistic judgement of the grade each student would have been most likely to get if they had taken their exam(s) in a subject and completed any non-exam assessment this summer. This could include U (ungraded).

In coming to this holistic judgement, centres should assume that it is no easier or harder for a student to achieve a particular grade this year, compared to previous years – ie it should be broadly similar to previous years

Judgements should be made on the evidence that is available.

There is no requirement to set additional mock exams or homework tasks for the purposes of determining a centre assessment grade and no student should be disadvantaged if they are unable to complete any work set after schools were closed. Where additional work has been completed after schools and colleges were closed on 20 March, Heads of Centre should exercise caution where that evidence suggests a change in performance. In many cases this is likely to reflect the circumstances and context in which the work is done. 

There will be no requirement to send any supporting evidence, such as student work, to the exam boards, but centres should retain records of this, in case exam boards have any queries about the data.

Please note that CAG are not the same as:

  • Current Performance Grade - working at grades (the grade a student is currently working at) 
  • FFT/LPUK target grades 
  • UCAS predicted grades provided in support of university applications

EFG –Expected Final Grades – are a better indicator of centre assessment grade but cannot just be used without considerable caution and checking. We must be certain that EFG grades were reached in a fair and consistent way by every teacher for every student in every subject. EFG may be a useful starting point but cannot be used as the only indicator in determining the centre assessed grade.

  1. A rank order of students within each grade, for each subject 

The statistical standardisation process will require a more granular scale than grades alone. For this reason, we need to provide a rank order of students within each grade. For example, if you have 15 students for GCSE maths for whom you have given a centre assessment grade of 5, you should then rank them from 1 to 15, where 1 is the most secure/highest attaining, 2 is the next most secure and so on.

How to make sure the rank order of students is as accurate as possible 

Once our centre assessment grades have been submitted, exam boards will carry out a process, being developed with Ofqual, to statistically standardise the grades between different centres. For this to be as fair as possible, it is important that the rank order of students is as accurate as possible. Where there is more than one subject teacher, they will need to agree one rank order for all students within the centre who are taking that subject. 

To do this, teachers within a subject department will need to discuss the rank order and come to a shared view of the standard being applied within their centre. We recognise that this will be challenging in some subjects, and in the current circumstances. However, the rank order is important for the statistical standardisation process. In doing this, teachers should draw on examples of student work, including non-exam assessment where available. 

If two or more students are almost indistinguishable in terms of their subject performance (and are therefore judged likely to get the same grade) then it may be very difficult to put them into a rank order. However, exam boards will need a single rank order for all students. Tied ranks (that is, giving two students position 1) will not be allowed and will mean the submission is rejected by the exam board and returned to the centre for amendment. This could mean that results are delayed. Department teams will need to meet to debate and decide this.

Appendix-2-1.pdf - the data collection process

Summer-2020-Results-and-Appeals-Policy-VT-3.pdf


Summer 2020

Dear Parents/Carers/Students,

This page has been created as a point of contact for the school to communicate guidance and advice during the changing situation around Covid-19/Coronavirus.

Parents/carers - Click here for FAQs

Parents/Carers and Students can access further information and helpful resources in the links below.
 

Important Announcements

24th August 2020

Exam Results 2020 - How to Appeal?

Due to the government U-turn on the awarding of A Level and GCSE grades this year all year 11 and 13 students need to refer to the letter they received from school the day before their results for guidance on their possible next steps if they are disappointed with their grades.


12th August 2020

How CGS and V6 developed Centre Assessment Grades (CAG) for year 11, 12 and 13 students

Below are the protocols we followed to develop the CAG at CGS. The same process was used for A level, AS level, GCSE, EPQ (Extended Project Qualification) and HPQ (Higher Project Qualification). This was shared with Heads on Department in a meeting as part of the inset day on Monday 20th April.

BTEC information was shared much later by Ofqual but the same principles were followed.

Once stages one, two and three had been followed (see appendix one below), we uploaded the information from the google sheets into SIMS and SISRA and this was re-shared with Heads of Department for checking purposes. Once the information had been uploaded onto the exam board websites it was checked again.

Students’ behaviour and attendance was not taken into consideration when considering a CAG. Special consideration was given to students as it would normally be done in line with the advice from Ofqual that ”SEND students will be given centre assessment grades by their teachers who will know best how they would likely have performed in their exams. In coming to a centre assessment grade, we have been clear that centres should assume that any reasonable adjustments that would have been sought for a disabled student when taking their exams would have been in place.”

CGS made use of the Fischer Family Trust (FFT) service for secondary schools to validate and benchmark KS4 teacher assessment predictions. FFT produced independently developed reports which compared the spread of grades in each subject to historical attainment figures and progress data. The principal used this report to analyse our predictions, factoring in FFT estimates and school subject performance in previous years. The Principal also used reports from our internal data analysis system Sisra to analysis the predictions. Both of these reports were presented to and scrutinised by the Venturers Trust Secondary Executive Led and the CGS Local Governing Board before the Principal’s declaration.

Appendix One – the written guide used by teachers

Appendix Two – the visual guide and data entry mechanism

Appendix One

CGS and V6 Centre Assessment Grade (CAG) protocol

Key guidance from ‘Summer 2020 grades for GCSE, AS and A level, Extended Project Qualification and Advanced Extension Award in maths Information for Heads of Centre, Heads of Department and teachers on the submission of Centre assessment grades’

And ‘Summer 2020 results for vocational, technical and other qualifications

Information we need to provide 

For every GCSE, AS and A level subject, exam boards will require each school, college or other exam centre to submit the following information: 

  1.  a centre assessment grade for each student – the judgement submitted to the exam board by the Head of Centre about the grade that each student is most likely to have achieved if they had sat their exams. This professional judgement is derived from evidence held within the centre and which has been reviewed by subject teachers and relevant heads of department 
  2.  the rank order of students within each grade – for example, for all those students with a grade of 5 in GCSE maths, or a grade B in A level biology, a rank order where 1 is the most secure/highest attaining student, and so on 

This will also apply to the Extended Project Qualification (EPQ) and Higher Project Qualification (HPQ). 

For Level 2 PA BTEC and Level 3 H&SC BTEC:

As far as possible, such qualifications should be treated in the same way as GCSEs, AS and A levels, with learners receiving a calculated result. Calculated results will draw appropriately on a range of evidence, depending on the structure of the qualification. They may be based in part on teacher judgements of what result each learner would most likely have achieved had they been able to complete their assessments in summer 2020. Any centre assessment result will be based on a range of evidence held by the school. Depending on the structure of the qualification, centres may be asked to provide a centre assessment result for the whole qualification, or for uncompleted modules or units. There might be some instances where they are asked to provide a rank order of learners (as with GCSEs, AS and A levels). The awarding organisation offering the qualification will use any centre assessed result, combined with other relevant information, to determine the most appropriate calculated result. For example, many learners will already have completed assessments in some modules or units, which will be taken into account. Where appropriate, statistical techniques based on students’ results in previous years, on these and on their academic qualifications, will form part of the adopted approach.

In addition:

For GCSE English language spoken language and A level biology, chemistry and physics practical work, exam boards will also collect the grades for the separate endorsements. If they have been completed, the grades should be submitted. If not, then centre assessment grades for the endorsement, as described in this document, should be generated and submitted. Exam boards will contact centres with further instructions about how to submit this data. 

There will be no requirement to submit statements of curriculum requirements being met in subjects such as GCSE geography field work.

  1. Centre assessment grades

This should be a holistic professional judgement, balancing the different sources of evidence. Teachers and heads of department will have a good understanding of their students’ performance and how they compare to other students within the department/subject this year, and in previous years. 

We need heads of department and teachers to consider each student’s performance over the course of study and make a realistic judgement of the grade each student would have been most likely to get if they had taken their exam(s) in a subject and completed any non-exam assessment this summer. This could include U (ungraded).

In coming to this holistic judgement, centres should assume that it is no easier or harder for a student to achieve a particular grade this year, compared to previous years – ie it should be broadly similar to previous years

Judgements should be made on the evidence that is available.

There is no requirement to set additional mock exams or homework tasks for the purposes of determining a centre assessment grade and no student should be disadvantaged if they are unable to complete any work set after schools were closed. Where additional work has been completed after schools and colleges were closed on 20 March, Heads of Centre should exercise caution where that evidence suggests a change in performance. In many cases this is likely to reflect the circumstances and context in which the work is done. 

There will be no requirement to send any supporting evidence, such as student work, to the exam boards, but centres should retain records of this, in case exam boards have any queries about the data.

Please note that CAG are not the same as:

  • Current Performance Grade - working at grades (the grade a student is currently working at) 
  • FFT/LPUK target grades 
  • UCAS predicted grades provided in support of university applications

EFG –Expected Final Grades – are a better indicator of centre assessment grade but cannot just be used without considerable caution and checking. We must be certain that EFG grades were reached in a fair and consistent way by every teacher for every student in every subject. EFG may be a useful starting point but cannot be used as the only indicator in determining the centre assessed grade.

  1. A rank order of students within each grade, for each subject 

The statistical standardisation process will require a more granular scale than grades alone. For this reason, we need to provide a rank order of students within each grade. For example, if you have 15 students for GCSE maths for whom you have given a centre assessment grade of 5, you should then rank them from 1 to 15, where 1 is the most secure/highest attaining, 2 is the next most secure and so on.

How to make sure the rank order of students is as accurate as possible 

Once our centre assessment grades have been submitted, exam boards will carry out a process, being developed with Ofqual, to statistically standardise the grades between different centres. For this to be as fair as possible, it is important that the rank order of students is as accurate as possible. Where there is more than one subject teacher, they will need to agree one rank order for all students within the centre who are taking that subject. 

To do this, teachers within a subject department will need to discuss the rank order and come to a shared view of the standard being applied within their centre. We recognise that this will be challenging in some subjects, and in the current circumstances. However, the rank order is important for the statistical standardisation process. In doing this, teachers should draw on examples of student work, including non-exam assessment where available. 

If two or more students are almost indistinguishable in terms of their subject performance (and are therefore judged likely to get the same grade) then it may be very difficult to put them into a rank order. However, exam boards will need a single rank order for all students. Tied ranks (that is, giving two students position 1) will not be allowed and will mean the submission is rejected by the exam board and returned to the centre for amendment. This could mean that results are delayed. Department teams will need to meet to debate and decide this.

Appendix-2-1.pdf - the data collection process

Summer-2020-Results-and-Appeals-Policy-VT-3.pdf

 


Monday 8th June 2020

Student Timetable Update - Term 6

KS3 (Y7,Y8,Y9) Timetable Click Here - from June 8th

Y10 Timetable Click Here - from June 15th


Wednesday 29th April 2020

Parents/carers - Click here for FAQs


Friday 24th April 2020

Advice for Ramadan 2020 - Ramadan guidance during Covid-19


Friday 24th April 2020

Dear Parents, Carers,

Please follow the link for the latest advice and information from central government, the NHS and other resources:

bristol offer/covid19 - what you need to know


Thursday 23rd April

Dear Parents,Carers,Students,

Please find in the learning toolkit section of the website the new after Easter student timestables and tasks to follow for home learning.

Y7, Y8, Y9, Y10 - Term 6 Timetable and Tasks

Y11 and Y13 will be set tasks to help prepare them for the next stage in education. Y12 will follow their normal school timetable.


Wednesday 22nd April 16:00

Dear Parents, Carers,

Important Information: increased fraud risk during coronavirus (COVID-19) pandemic

Periods of instability, such as during the coronavirus pandemic, bring an increased risk of fraud. Fraudsters will actively exploit these difficult times and will target vulnerable areas for financial gain.

The Government have been informed that some learners and parents have received a letter from the Education and Skills Funding Agency (ESFA) asking for personal learner bank details in relation to the 16-19 Bursary Fund.  The ESFA never ask for personal bank account details. This is a fraudulent letter – please do not respond.


Friday 3rd April 14:00
Dear Parents, Carers,

Please read the following updates relating to your child's remote learning.

Google Classroom - Guide for parents

 

Teaching & Learning - After Easter

 

Friday 20th March 09:00

Corona 4912184 1920As you are aware the government has announced that UK schools will close on Friday 20th March 2020, but will remain open to children of critical workers and vulnerable children.  Students who do not fall into these categories should stay at home. See this link for more information.  

https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/closure-of-educational-settings-information-for-parents-and-carers   

CGS will provide high quality learning opportunities for students learning at home.  We are constructing a bespoke timetable throughout the time of the school closures that will provide routine, structure and support.  Much of this will be online. However, we will also be providing learning that does not require an electronic device.


Monday 23rd March 09:00

Dear all Parents,Carers,Students,

Please make sure you have read/download the year group specific letter home that covers guidance on school closure and the remote learning for your child.

Letter for Y7, Y8, Y9 

Letter for Y10

Letter for Y11 / Letter for Y11 updates

Letter for Post-16 / Letter for Post-16 updates


 

*Letters Home - Remote Learning Guidance*

Guidance for Parents/Carers/Students

 

Letters Home - Term 5 April Updates

24/04/20

Y7-Y10 Online learning Letter 24/04

 

Y7-Y10 Priority timetable to support students with SEND 24/04

 

Y11 Letter Home from Mrs McClean

 

Ramadan Kareem Letter 24/05

 

 

Letters Home - Term 4 March Updates

Please read/download the year group specific letter home that covers guidance on school closure and the remote learning for your child.

Letter for Y7, Y8, Y9 - 20/03

 

Letter for Y10 - 20/03

 

Letter for Y11 - 20/03

 

Letter for Y11 - 24/03

 

 

Letter for Post-16 - 20/03

 

Letter for Post-16 - 23/03 

 

 

Student Toolkit - Remote Learning

Click on one of the following boxes below to read more.

Student's Learning Toolkit

Fun & Interactive Activites

General Support & Wellbeing