Our new Year 7 students
Ensuring learner progress begins prior to the Year 7 transition point. The academy has close links with the key feeder primary schools that ensures the Year 6 transition lead is able to begin to plan for the summer term transition programme. This transition visit incorporates three key strands: the collating of CATS and reading age data, the Shakespeare day, and meeting key staff members in tutor and lesson time. Meeting key staff, particularly year 7 tutors, allows students to feel safe and included as they make the leap from primary to secondary.
The Year 6 parent interviews allow us to gather a holistic range of personalised data that helps flag a range of needs or interests such as medical needs, care issues, interests or worries. In addition, the year 6 cohort are invited to join the Year 6 summer school run for two weeks by academy staff seeking to build learning skills and secure connections between staff and peer groups before term begins in September.
Individualised transition programmes coordinated by the SENCO/Deputy SENCO further support the students with more complex needs. These students are supported by a lengthier process of visits to the primary, parent meetings and 1:1 visits that target key needs often lead by their own opinions as to what they feel is useful or important to them. The parents are also invited to a meet the Inclusion team evening much earlier in the year (February) to build secure links by the time September arrives. Each student leaves the evening with a transition booklet that they use to record useful information about themselves and questions they want to ask. This allows the Inclusion team to create individual pupil profiles which are shared with staff at Sept INSET and available electronically throughout the year to support differentiated learning for this key group.
A similar rigorous process is applied to our Mid-phase admission students (MPA) who arrive mid-term and, in line with the rest of the academy, make rapid and outstanding progress.
Transition throughout all years
Throughout their time at GSAS, there are many opportunities for students to begin to formulate thoughts about what their future careers might look like. These include leadership workshops, university visits, employability sessions, visits to a wide variety of businesses in the City of London (Barclays, Allen and Overy, Citi Group) and business mentors.
Students make their choices for GCSE subjects at the end of Year 8. Students and parents receive information through Parent’s Evenings, assemblies and careers workshops, enabling them to make informed choices. Vulnerable students are supported in the options process through additional careers advice and parental consultation meetings.
In years 10 and 11 students develop clear progression pathways via individual careers interviews, work experience and Head to Head interviews. The careers advice student receive is impartial and balanced.
Vulnerable students receive additional support to ensure that they make informed choices as they move into further education. This is in the form a personalised transition plan and may include additional visits and meetings with staff at the student’s new education provider
Years 12 and 13 receive a significant amount of support to ensure they make the right choice as they move into apprenticeships or Higher Education. There are visits to several universities, including Nottingham, Cambridge and Queen Mary. Students are supported with their UCAS applications and interview coaching by the sixth form Graduate Achievement coach.