Spring 2017 Growing in strength... Dear Colleagues, Welcome to our Spring Term 2017 School Improvement Update. Firstly, I'd like to take this opportunity, on behalf of all of us in the Hsis team, to wish you all a very Happy New Year - and I hope that 2017 proves to be a successful year for all of you. It's certainly been a most remarkable second half of 2016. We are used to change in education; it's a way of life and time after time we adapt to it and, in my opinion, become stronger as a result. In 2016, we've had a new Prime Minister and new Education Secretary and, of course, Brexit. Sir Michael Wilshaw is no longer Chief Inspector of Schools. We've had an Education White Paper compelling all schools to become academies, that was then scrapped by the government at the end of October. And then of course there's the future opportunity for 'all' schools to become grammar schools...? May I humbly suggest that the policy may need a little more thought before all schools become grammar schools...? In the here and now, we've all been coping with the new assessment system, new tests, scaled scores, interim frameworks and a new look RaiseOnline report that now gives Key Stage 1 progress measures from EYFS baselines! The Floor Standard and the revised definition for 'Coasting' schools for 2016 are very challenging indeed. I am pleased to report, however, that in Havering we had no schools below the Floor and no schools designated as ‘Coasting’ on the three year measure. Despite all the changes and, let's face it, occasional confusion around national policy, one thing remains constant - children in our schools and academies still need educating to the highest possible standards. And it is here that Havering consistently performs well above national standards - in the top 10% of all 152 Local Authorities for the majority of primary school accountability measures at key stages 1 and 2. Our Ofsted performances are also now starting to improve so we have every reason to be positive and optimistic for 2017. Once again, Happy New Year to all teachers, pupils and governors in Havering - and keep up the good work. Grahame Smith School Improvement Manager
Hsis School Improvement Update Issue 6 The Importance of Leadership at all levels under the current Ofsted Framework Hacton Headteacher Nigel Emes
At the Hsis Headteachers’ Forum in September 2016, I was shocked to hear about huge differences between LA attainment and Ofsted ratings. The question I ask is: is this to do with leaders' preparation for and ability to lead inspections in their schools? We are all very aware that the new Ofsted Framework introduced in September 2015 focuses much more on leadership at all levels. From our experience of Ofsted in November 2015, nearly two thirds of the two inspections was spent with school leaders. Meetings with HMI’s and Inspectors were extremely challenging. However, as far as humanly possible, leaders at Hacton felt confident and competent to lead the inspection in the way we wanted it led. Leaders were: »» Knowledgeable »» Prepared »» Focused All leaders/governors knew about the School’s strengths and areas for development and what we had to put in place or were putting in place to bring about the necessary improvements. My governors had, with myself and my Deputy devised a script that they had taken along to the meeting with HMI based on information they had been given at governors’ meetings and visits to the school in the previous 12 months. All middle leaders prepared an A4 script of successes that had been achieved in their subject areas / phases. At Hacton we found it very useful to start where attainment or progress had improved significantly and then work backwards with regard to developments that school leaders had put in place that had impacted upon progress and attainment. We ensured that middle leaders had practiced their Ofsted interviews with one another and together. At Hacton we received some excellent middle leadership support from Hsis. Leaders were also honest about school improvements they were leading, what was being put in place and impact or expected impact. Continued on page 2
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As a leadership team we believed very strongly that we were an ‘outstanding school’ and so we were all very determined to lead the inspection team in that direction, to show and tell inspectors what was ‘outstanding’ about Hacton Primary School.
resumé, it is essential that all school leaders are:
As a Headteacher, who had approximately 8-10 hours of meetings with inspectors over the 2 days, I found it incredibly useful to have my Deputy alongside me at the vast majority of meetings, enabling both of us to have ‘thinking time’, so that we were able to include everything that we needed to say.
»» Prepared and Focused; ensure all leaders are fully prepared and have succinct focused scripts written up of exactly what they have done and the impact school leadership has had on school improvement.
From our experience of an inspection where our school’s attainment results, pupils’ progress and quality of teaching and learning correlate to our Ofsted grading, I believe, in
»» Knowledgeable about exactly what to expect in an inspection, and the school’s strengths and areas for development and what leaders have done or are doing to bring about improvement.
»» Lead the Inspection and don’t be shy; make sure you show and tell Ofsted everything you want them to see. Nigel Emes Headteacher Hacton Primary School
EMA Conference: Surviving, Striving and Thriving Wednesday 22nd February 2017 keynote speeches. Bookings are open to Havering LA-maintained primaries and subscribers on a ‘first-come-first-served’ basis for a maximum of two delegates per school; they opened to non-subscribers, including out-of-borough schools, from 1 December 2016.
New EAL and RE resources online
On Wednesday 22nd February 2017, the Ethnic Minority Achievment team (EMA) will be running a dedicated, full-day EAL conference that is free to all Havering LAmaintained primary schools, subscribing academies and subscribing secondary schools – and we hope that you will be able to join us! We are very pleased with our line-up of keynote speakers and are expecting this to be an interesting and inspiring event. Taking the theme of 'Surviving, Striving & Thriving', we will be considering the needs of some of our most vulnerable learners, whilst also looking at the accelerated progress that many children make from their starting points. Alongside the core background knowledge that will be shared, we aim to give delegates opportunities to reflect on what they can do to help children achieve their full potential. Our keynote speakers include: Catherine Gladwell from Refugee Support Network, who will share her experiences of working with young refugees and asylum seekers; Constant Leung from Kings College London, who will share research into how children acquire EAL and what helps them learn; and Stephen Turp from FFT Aspire, who will share research into how long, realistically, it takes children to achieve fluency in EAL. There will also be a choice of workshops which build on the themes of the
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In the last School Improvement Update, the EMA team announced that the new EMA resources pages can be located on the Havering Education Services Portal. Simply click on your Communications tab and Resources to find our EMA home page. Please note that the Havering EAL Admissions and Assessment Pack has been updated with a Section 10 that can be downloaded from these pages. Section 10 of the pack now includes the latest version of the EAL Progress Continuum which links the Havering assessment bands to the DfE language proficiency codes. We will also be adding information on external providers for RE workshops/training, so please follow our RE link for further information. Our resources pages are available to all Havering LA maintained primary schools, provided they have checked the ‘Havering LA maintained primary package 2016-2017’ out of their baskets. The resources are also available to subscribing academies.
Hsis English – Comprehending comprehension Following the introduction of new more challenging reading tests at KS1 and KS2, many schools are turning their attention to increasing pupils’ progress in reading (and especially, comprehension). At Hsis we have responded to this through our training programme and our in-school work which will focus on reading during the year, culminating in a reading conference in March (details to follow in the new year).
Fluency
I thought that I’d take this opportunity to set down the current view of comprehension, based on the ways in which the Standards and Testing Agency are designing the tests.
Familiarity with the content domain is a crucial determiner of comprehension. The sentence ‘Ali bowled a maiden over.’ will mean nothing to someone unfamiliar with cricket, no matter how good a reader he or she is. Simply, the more a pupil knows about the world, the better he or she will be at comprehension.
The new tests are based on measuring the ability of pupils to extract information (stated and inferred) from more challenging texts. These texts are more challenging in terms of syntax (sentence structure) and vocabulary as well as range of content. So what can we do to improve our pupils’ chances of passing?
Vocabulary In order to make sense of a text, the reader must be familiar with a high proportion of the vocabulary. This has been a barrier for many of our more disadvantaged and EAL pupils in particular, who have not received systematic vocabulary instruction. This is especially the case for Tier 2 words (those used commonly by educated adults) which many teachers assume are familiar to pupils but which many of them will have only the vaguest understanding.
Pupils who do not decode words fluently will have real problems with texts of this length and complexity. A child who is still blending sounds will have forgotten the sense of sentence before reaching the end. Consequently, some pupils who can ‘read’ will struggle to decode quickly enough to cope with the complex syntax and unfamiliar vocabulary in the tests.
Domain
So, these three areas should be at the top of any school’s list of priorities:
»» More coherent planned vocabulary teaching »» A greater focus on fluency and reading aloud with expression »» More access to knowledge about the world (through geography, history, science and other sources of general knowledge). The next Primary English Subject Leaders’ Network meeting is planned for Thursday 9 March 2017, 4.15 – 5.45pm at CEME Peter Ellison Inspector Standards and Effectiveness - English
Hsis Maths – The use of manipulatives to support mathematical learning Manipulatives and their use in mathematics are being talked about more and more, particularly when we consider the ‘Practical, Pictorial and Abstract’ approach. For those of us who have been working in education since high-tech meant a new piece of chalk manipulatives have been known by many names; apparatus, equipment, practical resources and so on. In most schools we can find examples (sometimes collecting dust) such as Multilink cubes, Dienes apparatus, counters, place value counters, bead strings, Cuisenaire rods, counting sticks, hundred squares, digit cards, place value cards, dice, dominoes and so on. Ofsted’s 2012 report ‘Made to Measure’ claims that although the use of manipulatives to support teaching and learning was seen in some primary schools they are not used as effectively or in as many schools as they might be. A recent meta-analysis (Carbonneau, K.J., Marley, S.C. & Selig, J.P. 2013 Journal of Educational Psychology)
of studies found statistically significant evidence that manipulatives had a positive effect on learning. We often provide specific manipulatives for children attempting certain areas of mathematics, thus, limiting the pupils’ opportunity to make sense of a particular resource in relation to their own understanding of the mathematical concepts involved. Pupils benefit from the opportunity to make choices, not only of when to use manipulatives, but, also of which ones to use. It is important that manipulatives are not seen, only, as a support for those struggling with mathematical tasks. Examples of the use of manipulatives are even to be found in the Interim Teacher Assessment Frameworks. During collaborative planning sessions it is useful to discuss how and when to use different manipulatives. Useful examples of tasks can be found on the nrich and NCETM websites The next Primary Mathematics Subject Leaders’ Network meeting is planned for: Tuesday 17 January 2017, 4.15 – 5.45pm, at CEME Kairen Raper Inspector Standards and Effectiveness - Maths
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Secondary Update In the last couple of updates, I outlined the imminent changes in the Government’s performance measures and the changing landscape of MAT arrangements – and they are still the key issues for Havering’s secondary schools, along with several changes of headteacher. Performance Measures The provisional Havering average attainment measure of 5+ A*- C (E&M) rose to 61%, to place it well above the national average once again, and the provisional Progress 8 score was +0.03, which looked positive if not cause for celebration. Although the 5+ A*- C (E&M) measure is still the key measure for students, parents, colleges and the press, it no longer holds a significant place in the Government’s performance tables; however, the proportion of students achieving the English Baccalaureate or EBACC (six good passes in English, maths, two sciences, a modern foreign language and either history or geography) is a key measure, and this saw a significant rise from 22% to 28%, taking it from below national average to above. The provisional Progress 8 score had been calculated by comparing schools’ 2016 scores to the 2015 national average, which is usually a safe bet. Unfortunately, last year was a “dummy run” for Progress 8, so the curriculum of many schools was not aligned to the demands of the range of subjects measured. As a result, this year, schools performed better, the national average rose and the Havering score, relative to that, fell to a disappointing -0.14. Secondary schools are still analysing the extent to which their Progress 8 score genuinely reflects a lack of progress made by students in lessons across several departments, or whether it is more the result of their curriculum offer still not being fully aligned.
MAT Arrangements The secondary MAT landscape continues to evolve in Havering, although some plans have yet to reach conclusion and others remain confidential. »» Abbs Cross joined the Loxford Trust last year, centred on the Loxford Academy in Redbridge »» The Empower Learning Trust has now formed, involving Hall Mead, Brittons and Bower Park »» The LIFE Trust has formed and currently includes Frances Bardsley and Benhurst Primary, although Gaynes are currently consulting on joining the Trust »» Chafford School joined the Harris Trust and is now called Harris Rainham Academy »» Albany has joined the Partnership Learning Trust, centred on the Sydney Russell academy in Barking and Dagenham »» Redden Court has formed the “Success for All” Trust and Royal Liberty is currently consulting on joining the Trust »» Marshalls Park will shortly be joining the South West Essex Community Education Trust, centred on William Edwards School in Grays. Changes in Headship since January 2016 Abbs Cross Albany Bower Park Emerson Park Harris Rainham Marshalls Park St Edward’s
Nicola Jethwa Val Masson (Acting) Ashley Dixon (Acting) Scott McGuinness Gareth Stananought Neil Frost Andy Kilpatrick (Acting)
Ian Gurman Senior Inspector, Secondary
Hsis Science – Orangutan Protection Foundation The OPF joined the science subject leaders meeting in October at CEME ( see our picture below). Grainne McEntee, education officer at OPF, shared her scientific and environmental expertise with us during her compelling presentation about the mammals and their deteriorating habitat. Did you know the Orangutan's DNA is 97% similar to human beings? The OPF would like to offer all Havering primary schools the opportunity for a free face to face session at KS1 or KS2 about the plight of the Orangutan species.
Top tips for subject leaders
With direct links to primary science for Animals, including Humans, Living things and their Habitats, and Evolution topics please feel free to contact Grainne directly and book a visit from her to speak to your class.
1 Have you seen the new focussed assessment lesson plans developed by the Primary Science Teaching Trust. (PSTT)? https://pstt.org.uk/resources/curriculum-materials/ assessment 2 Have you seen the new primary science lesson plans developed by STEM?
ghttp://opf.org/grainne@orangutan-protection.org
www.stem.org.uk/primary-science
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Havering Early Years Annual Conference 2016 The recent long awaited Early Years Annual Conference on Creativity was another huge success! We were extremely fortunate to secure Pete Moorhouse - Artist Educator and Early Years Consultant; Patricia Mucavele OBE – Head of Nutrition at Children’s Food Trust; Jasmine Pasch – Movement Specialist, Educator, Trainer and Writer and Anni McTavish – Early Years and Creative Arts Consultant. Speakers were all extremely well received and provided engaging and motivational presentations. The event was really enjoyable, highly interactive (as you can see!) and very informative. Here are just a few comments from attendees: “Varied speakers – all very informative and geared for early years.” “I shall go back to my setting and look through new eyes. Thank you.” “Thank you for a fabulous day of inspiration and new ideas.” I am delighted to announce that the theme of the 2017 Early Years Annual Conference will be ‘Outdoor Learning – Developing Mathematical Thinking.’ The date will be Wednesday 29 November 2017 and the event will be held in the Pod at CEME. Celia Freeth Early Years Inspector
Healthy Schools London Programme Benefits of buying into this service include: »» support through the auditing process to gather evidence in order to complete your application »» submission and quality-assured approval of completed applications
Claire Alp Senior Health Improvement Specialist
Tracey Wraight Healthy Schools Officer
The Healthy Schools London programme enables schools to evidence and celebrate their efforts in promoting the health and wellbeing of their whole school community by achieving Bronze, Silver and Gold Awards. The Health and Wellbeing in Schools Service offer uses the HSL auditing process to support schools in: »» reviewing current provision for health and wellbeing of pupils »» analysing the needs of pupils and identifying health priorities »» developing and implementing action plans to meet health-related outcomes that are relevant to pupils, and »» evidencing the impact of these initiatives.
»» access to training and termly network meetings to support the delivery of the Healthy Schools agenda in your school »» individualised support where required: such as guidance in developing resources for pupils, support to plan and deliver staff training, or support to facilitate parent workshops or health-related events »» support in evidencing Ofsted judgements in the Common Inspection Framework linked to “Personal development, behaviour and welfare”, “Quality of teaching, learning and assessment”, as well as aspects of “Safeguarding”. Additional information about the Health and Wellbeing in Schools Service is available at www.haveringeducationservices.co.uk/services/1609 For more information about the Healthy Schools London Programme, please contact tracey.wraight@havering.gov.uk or claire.alp@havering.gov.uk
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Safer Internet Day 2017 – Tuesday 7 February 2017 Theme - Be the Change: Unite for a better internet Safer Internet Day 2017 offers the opportunity to highlight positive uses of technology and to explore the role we all play in helping to create a better and safer online community. It calls upon young people, parents, carers, teachers, social workers, law enforcement, companies, policymakers, and wider, to join together in helping to create a better internet. The day will be celebrated globally, with over a hundred countries getting involved.
supporter to share what they are doing for the day. Last year over a thousand organisations joined the SID2016 supporters list, and collectively they reached 40% of UK children, making it the biggest UK Safer Internet Day yet. Here in Havering we had approximately 60% of schools involved either on the day, or in the week around it. We are hoping that in 2017 we can get closer to 100% of Havering schools involved. Share what you are doing for #SID2017 and join the list of supporters from across the UK. Register now www.saferinternet.org.uk/safer-internetday/2017
Schools are now able to register as a Safer Internet Day
Online Safety Day 2017 St. Joseph’s Catholic Primary School are looking forward to Online Safety Day 2017 and being able to involve pupils and their school community. To raise awareness before the event they will be holding a Design an Online Safety Poster Competition and the winners will be announced on the day. As a school they were fortunate enough to have won a green screen from Hsis and we will be using this to produce an online safety film. All pupils will be taking an active role throughout the day in a variety of activities, lessons and assemblies.
London Grid for Learning content booklet Included with this School Improvement Update is a copy of the London Grid for Learning (LGfL) content booklet.
Elm Park Primary School were asked to take part in a Digital Leaders Online Safety pilot scheme from Childnet. Eight of their year 5 Digital Leaders were chosen. They came once a week to complete a series of activities provided by Childnet This has enabled the children to support their peers with online safety questions. The children will also be supporting on 7 February, 2017 for Safer Internet Day
Elm Park Primary's Digital Leaders
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LGfL offers an extensive portfolio of online content – all included as part of the core service to schools. With 75% coverage of the national curriculum, there is lots of LGfL content that will enrich teaching. Teachers who have been working for a number of years might benefit from looking through the booklet as new content is being added all the time and new teachers may not be aware of what is available at all. There is also an overview video to raise awareness of the rich range of resources which LGfL offers, and to encourage teachers to take a look and make the best use of the available materials. Why not show it at a staff meeting? www.primarycontent.lgfl.net
Visiting the Bett Show 25-28 January 2017? It is time to plan ahead… Now in its 33rd year Bett has so much to offer anyone interested in Computing and Education Technology. Here are some top tips to make the best of your visit:
»» make sure you visit the ‘Bett Futures Zone’ the purpose built home for the world's most inspiring edtech startups www.bettshow.com/Content/Bett-Futures-2017
»» register for the show in advance of your visit on the Bett website www.bettshow.com It is free and provides fast track entry
»» visit the Rising Stars’ stand for the launch of the new ‘Switched on Online Safety’ – coming free to all Hsis Package 1 and 3 schools in 2017. Hope to see you there!
»» plan which stands you want to visit at Bett and email companies in advance to make appointments at the show »» visit the BESA Information Point at Stand B138 to help you get the most from your visit. BESA staff will point you in the direction of the suppliers addressing your areas of interest »» free CPD - Reserve a free seat for your chosen seminars in advance of the show through the website. There are lots of ‘Theatres’ to choose from www.bettshow.com/Content/Bett-theatres-overview
Looking for help and advice at Bett? Are you a member of staff at a Hsis Package 1 and 3 school and would like some face-to-face advice from the Hsis Computing and Online Safety Team whilst at Bett? Perhaps visiting a stand to view a product or advice on solutions to address pupils’ online learning needs? If so, then please email us in advance of the Show via hsis@havering.gov.uk and we will endeavour to help.
Inclusive Teaching and Learning Through Technology Conference In November, Corbets Tey School were able to jointly organise and host an exciting technology conference at CEME in Rainham, working with leading professionals in SEND technology, SEND assistive software suppliers and technology specialists from Havering School Improvement Service, CAD 5-19 Support Team and other SEN schools. The conference was well attended with a total of 48 delegates from Havering and out of borough schools. The packed agenda included two keynote speakers, John Galloway and Myles Pilling, who presented ‘Improving Inclusion through Technology’ and ‘Making ICT Work’. Delegates were then able to benefit from comprehensive coverage of the latest assistive writing software packages through demonstrations of Clicker 7 and InPrint3 from Cricksoft and Widget respectively. Throughout the conference, delegates were able to share their views via an online poll using mobile devices. In response to the workshop sessions, delegates responded by saying that they had, “learnt how to make learning easier and more fun for SEN pupils” and that, “these are wonderful tools to explore to improve children's access to the curriculum”. One delegate stated that “Clicker is not just for SEN children it can also be used for ALL children in the class”. They learnt about the, “range of possibilities” and “the importance of visuals to aid learning and how easy it is to incorporate into all learning”.
An ‘Appy’ Hour provided an opportunity to experience mini demonstrations of the most used and effective iPad apps that can be used to enhance and make the curriculum more accessible for pupils with SEND. Delegates identified that the main barriers to effective use of IT in their schools were training opportunities, time to implement advice, procurement advice and support, staff confidence/knowledge of resources/understanding or accepting the potential of technology, management of technology, hardware reliability and funding. A final presentation by Dave Smith from Hsis and Sue Cumbers from Corbets Tey School, looked at the challenges presented to schools in maximising the impact of technology in schools working within the constraints of school structures from a local perspective within national contexts and to offer some possible solutions. The collaboration group have plans to make the conference a regular annual event as well as to offer further themed and focused workshop events throughout the year. Sue Cumbers, Technology Lead at Corbets Tey School emphasised the benefits of schools working with others collaboratively in this way in terms of professional development and extending and improving school staff skills and knowledge through sharing good practice.
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Child abuse or neglect linked to spirit possession – extending our understanding Halloween, witchcraft, ‘witches’ being burned or drowned as a result of men or women being blamed for family or community misfortunes is part of British history. It is not far removed from the growing concern for children being accused of witchcraft and being possessed. A child can be viewed as being the source of a family’s problems and many ‘reasons’ may be offered.
Some professionals may not feel confident in challenging harmful parenting practices and want to be respectful of the families' cultural and religious practices, but the desire to be culturally-sensitive can result in professionals accepting lower standards of care for children. It is important to be sensitive, but also remain professionally curious when you have a concern as safeguarding is everyone’s responsibility.
The abuser may not necessarily intend their actions to be abusive, but may believe that what they are doing is in the best interests of the child, even if that means causing them harm.
Nora Hammond Safeguarding Advisor
These rituals, traditions or other practices can have a detrimental effect on the physical, mental and emotional health of the victim. Abuse may lead to serious injury or in some instances, death. An example of a child protection concern may be a child reporting that they are ‘evil’. Parents may refuse to cooperate with services on cultural or religious grounds. They may accuse professionals of discriminating against them in an attempt to prevent intervention.
www.londoncp.co.uk/chapters/spirit_possession. html?zoom_highlight=spirit#recog_ch_abuse
If you have any concerns additional information is available by contacting the MASH.
Useful publications
http://webarchive.nationalarchives.gov. uk/20130401151715/https://www.education.gov.uk/ publications/standard/publicationdetail/page1/ dfes-00465-2007
Dates for your diary Reserve your place on the following courses Headteacher Forums 19 January 2017 (Spring Term 2017), 1pm – 4pm 10 February 2017, Ofsted Training Conference: Managing your Ofsted Inspection 4 May 2017 (Summer Term 2017), 9am – 12 noon 28 September 2017 (Autumn Term 2017), 1.30pm – 4pm Deputy/Assistant Headteacher Forums 23 February 2017 (Spring 2017), 9am – 12 noon 18 May 2017 (Summer 2017), 1pm – 4pm 12 October 2017 (Autumn Term 2017), 1.30pm – 4pm Subject/Aspect Leader Network Meetings English 9 March 2017 (Spring 2017), 4.15pm – 5.45pm 13 June 2017 (Summer 2017), 4.15pm – 5.45pm 18 October 2017 (Autumn Term 2017), 4.15pm – 5.45pm 28 March 2017, English Conference: Creating a reading Classroom Maths 17 January 2017 (Spring 2017), 4.15pm – 5.45pm 13 July 2017 (Summer 2017), 4.15pm – 5.45pm 18 October 2017(Autumn Term 2017), 4.15pm – 5.45pm Maths Conference to be announced Science 18 January 2017 (Spring 2017), 4.15pm – 5.45pm 14 June 2017 (Summer 2017), 4.15pm – 5.45pm 27 September 2017 (Autumn Term 2017), 4.15pm – 5.45pm Science Conference to be announced
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Computing and Online Safety 1 March 2017 (Spring 2017), 4.15pm – 5.45pm 14 June 2017 (Summer 2017), 4.15pm – 5.45pm 16 November 2017 (Autumn Term 2017), 4.15pm – 5.45pm History 7 February 2017 (Spring 2017), 4.15pm – 5.45pm 27 June 2017 (Summer 2017), 4.15pm – 5.45pm EMA/EAL 2 March 2017 (Spring 2017), 4.15pm – 5.45pm 17 May 2017 (Summer 2017), 4.15pm – 5.45pm 1 November 2017 (Autumn Term 2017), 4.15pm – 5.45pm 22 February 2017, EMA/EAL Conference: Surviving, Striving & Thriving Modern Foreign Languages 19 January 2017 (Spring 2017), 4.15pm – 5.45pm 17 May 2017 (Summer 2017), 4.15pm – 5.45pm 21 September 2017 (Autumn Term 2017), 4.15pm – 5.45pm RE 26 January 2017 (Spring 2017), 4.15pm – 5.45pm 26 April 2017 (Summer 2017), 4.15pm – 5.45pm 27 September 2017 (Autumn Term 2017), 4.15pm – 5.45pm Assessment 18 January 2017 (Spring 2017), 4.15pm – 5.45pm 17 June 2017 (Summer 2017), 4.15pm – 5.45pm 15 November 2017 (Autumn Term 2017), 4.15pm – 5.45pm HLTA 23 January 2017 (Spring 2017), 1pm – 4pm 10 July 2017 (Summer 2017), 4.15pm – 5.45pm 17 October 2017 (Autumn Term 2017), 1pm – 3pm