“The tutor system makes a significant contribution to students’ education guidance and underpins their rapid progress.”
Parents are kept in regular touch with all aspects of their children’s progress at every step of the educational ladder by emailed reports but the Lower School operates an open door policy and parents are encouraged to come in and speak to Form Tutors or the College Principals about any worries or concerns. Tutors file regular reports on students and these are emailed to parents giving constant feedback. An end of term report should never contain surprises for either students or their parents. Parents’ evening is an informal house party event although we do use an appointment system to ensure everyone is seen in a timely way. Children accompany parents and introduce them to their teachers. Detailed feedback can be given in individual meeetings with Form Tutors by arrangement.
Homework is set regularly although students are always given a week to complete tasks rather than there being a daily prep regime. In some subjects there is more of an emphasis on project work and research out of the classroom and all students are given at least one novel each half term outside of their regular English lessons to read and review. Students are issued with a homework diary each year and these are checked by tutors and parents on a weekly basis.
The aim of all work in the Lower School is to encourage students to spend time thinking about what they have been taught and to begin to develop self motivated exploration of the subjects they will come to study more intensively later. Students do not sit back because they are ahead and finished their work, nor do they give up because they are too far behind. Our teachers ensure that students are always working at the edge of their competencies. Teachers regularly see students individually to help with particular academic problems. Students with mild learning difficulties such as dyslexia can easily be accommodated in small classes where everyone is encouraged and supported.
Target setting is done individually so that each student can aim for their personal best. We believe that the idea of testing understanding is that individual students gain confidence in their knowledge and find out what they need to do better. Of course we always look at test marks, but we will never automatically assume that the result, either good or bad, indicates that a student should or should not continue a particular subject. We are not academically selective at any level. However, the inevitable result of this approach over the years has been excellent results, high league table rankings and lots of high flying ex students!
“Since coming to this College my grades have gone through the roof. It suits me better here. I didn’t think I was that clever at my old school but the teachers here have really helped me out.”
luke, year 9 student, joined ric from king’s school, rochester