STUDENT PORTAL guidance

 

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Teacher Contact Details

 

Mr Blatcher

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Mr Dickson

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Mr Gatoff

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Mr Marks

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Mr Myers

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Mr Radnan

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Mr Spencer

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Mr Ward

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To access the homework system (Student Portal), go to https://www.bromcomvle.com

Student Portal Guidance

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To connect to a zoom lesson go to https://zoom.us/join and enter the relevant codes.

 

 

Manchester Mesivta Centre Policy

for A/AS Levels and GCSEs for summer 2021

 

 

Centre Policy for determining teacher assessed grades – summer 2021:
Statement of intent

 

This section outlines the purpose of this document in relation to our centre.  

Statement of Intent

This section provides details of the purpose of this document, as appropriate to our centre

The purpose of this policy is:

·         To ensure that teacher assessed grades are determined fairly, consistently, free from bias and effectively within and across departments.

·         To ensure the operation of effective processes with clear guidelines and support for staff.

·         To ensure that all staff involved in the processes clearly understand their roles and responsibilities.

·         To support teachers to take evidence-based decisions in line with Joint Council for Qualifications guidance.

·         To ensure the consideration of historical centre data in the process, and the appropriate decision making in respect of, teacher assessed grades (2017-2019).

·         To support a high standard of internal quality assurance in the allocation of teacher assessed grades.

·         To support our centre in meeting its obligations in relation to equality legislation.

·         To ensure our centre meets all requirements set out by the Department of Education, Ofqual, the Joint Council for Qualifications and awarding organisations for Summer 2021 qualifications.   

·         To ensure the process for communicating to candidates and their parents/carers how they will be assessed is clear, in order to give confidence.

 

 

 Timelines and key dates

 

The overall process for awarding in 2021 is illustrated on the next page. The key dates to be aware of are:

 

22 March to 22 April: Entry amendments window open for centres 

31 March: Additional Assessment Materials (sets of questions, mark schemes and mapping) 

12 April: Additional support materials (marking exemplification) 

12 April to 30 April: Window for Centre Policy submission via proforma on CAP (Centre Admin Portal) 

19 April: Additional support materials (grading exemplification) and additional sets of questions publicly available 

19 April to 11 June: Awarding organisations review Centre Policies and conduct virtual visits where needed 

26 April: Entry deadline for Private Candidates 

26 May to 18 June: Window for Teacher Assessed Grades submission opens via awarding organisations’ respective portals 

18 June to 16 July: Awarding organisations conduct sample checks of evidence (* in exceptional circumstances, sample checks may take place until 23rd July) 

10 August: A/AS Levels and relevant other Level 3 results day 

12 August: GCSE and relevant other Level 2 results day 

10 August to 7 September: priority appeals window 10 August to 16 August: student requests centre review 

10 August to 20 August: centre conducts centre review 

11 August to 23 August: centre submits appeal to awarding organisation 

10 August to end October: majority of non-priority appeals take place 10 August to 3 September: student requests centre review 

10 August to 10 September: centre conducts centre review 

11 August to 17 September: centre submits appeal to awarding organisation 

 

Roles and responsibilities 

This section of our Centre Policy outlines the personnel in our centre who have specific roles and responsibilities in the process of determining teacher assessed grades this year.  

Roles and Responsibilities

This section gives details of the roles and responsibilities within our centre

 

 Head of Centre – Rabbi B Sulzbacher

·         Our Head of Centre, Rabbi Sulzbacher, will be responsible for approving our policy for determining teacher assessed grades.

·         Our Head of Centre has overall responsibility for the Manchester Mesivta as an examinations centre and will ensure that clear roles and responsibilities of all staff are defined.

·         Our Head of Centre will confirm that teacher assessed grade decisions represent the academic judgement made by teachers and that the checks in place ensure these align with the guidance on standards provided by awarding organisations. 

·         Our Head of Centre will ensure a robust internal quality assurance process has been produced and signed-off in advance of results being submitted.

 

Senior Leadership Team and Heads of Department

·         Mr B Myers – Head of 6th Form

·         Mr M Ward – Main School Co-ordinator

·         Mr M McPherson – Head of Languages

·         Mr M Whitehorn – Head of Mathematics

 

Our Senior Leadership Team and Heads of Departments will:

·         provide training and support to our other staff.

·         support the Head of Centre in the quality assurance of the final teacher assessed grades.

·         ensure an effective approach within and across departments and authenticating the preliminary outcome from single teacher subjects.

·         be responsible for ensuring staff have a clear understanding of the internal and external quality assurance processes and their role within it.

·         ensure that all teachers within their department make consistent judgements about student evidence in deriving a grade.

·         ensure all staff conduct assessments under the appropriate levels of control with reference to guidance provided by the Joint Council for Qualifications.

·         ensure teachers have the information required to make accurate and fair judgments.

·         ensure that a Head of Department Checklist is completed for each qualification that they are submitting.

  

Teachers/ Specialist Teachers / SENCo

·         Senco – Rabbi D Benarroch

·         Learning Support Co-ordinator – Mr Y Denderowicz

 Our teachers, specialist teachers and SENCo will:

·         ensure they conduct assessments under our centre’s appropriate levels of control and have sufficient evidence, in line with this Centre Policy and guidance from the Joint Council for Qualifications, to provide teacher assessed grades for each student they have entered for a qualification.

·         ensure that the teacher assessed grade they assign to each student is a fair, valid and reliable reflection of the assessed evidence available for each student.

·         make judgements based on what each student has been taught and what they have been assessed on, as outlined in the section on grading in the main JCQ guidance.

·         produce an Assessment Record for each subject cohort, that includes the nature of the assessment evidence being used, the level of control for assessments considered, and any other evidence that explains the determination of the final teacher assessed grades. Any necessary variations for individual students will also be recorded.   

·         securely store and be able to retrieve sufficient evidence to justify their decisions.

 

Examinations Officer – Mrs Laddin

Our Examinations Officer will:

·         be responsible for the administration of our final teacher assessed grades and for managing the post-results services. 

 

Teachers/ Specialist Teachers / SENCo

·         Senco – Rabbi D Benarroch

·         Learning Support Co-ordinator – Mr Y Denderowicz

 

Our teachers, specialist teachers and SENCo will:

·         ensure they conduct assessments under our centre’s appropriate levels of control and have sufficient evidence, in line with this Centre Policy and guidance from the Joint Council for Qualifications, to provide teacher assessed grades for each student they have entered for a qualification.

·         ensure that the teacher assessed grade they assign to each student is a fair, valid and reliable reflection of the assessed evidence available for each student.

·         make judgements based on what each student has been taught and what they have been assessed on, as outlined in the section on grading in the main JCQ guidance.

·         produce an Assessment Record for each subject cohort, that includes the nature of the assessment evidence being used, the level of control for assessments considered, and any other evidence that explains the determination of the final teacher assessed grades. Any necessary variations for individual students will also be recorded.   

·         securely store and be able to retrieve sufficient evidence to justify their decisions.

 

Examinations Officer – Mrs Laddin

Our Examinations Officer will:

be responsible for the administration of our final teacher assessed grades and for managing the post-results services.

Training, support and guidance 

This section of our Centre Policy outlines the training, support and guidance that our centre will provide to those determining teacher assessed grades this year. 

Training

This section provides details of the approach our centre will take to training, support and guidance in determining teacher assessed grades this year 

·         Teachers involved in determining grades in our centre will attend any centre-based training to help achieve consistency and fairness to all students.

·         Teachers will engage fully with all training and support that has been provided by the Joint Council for Qualifications and the awarding organisations. 

 

Support for Newly Qualified Teachers and teachers less familiar with assessment

This section provides details of our approach to training, support and guidance for newly qualified teachers and teachers less familiar with assessment. 

·         We will provide mentoring from experienced teachers to NQTs and teachers less familiar with assessment.

·         We will put in place additional internal reviews of teacher assessed grades for NQTs and other teachers as appropriate.

·         Extra support will be given by Head of Languages, Mr McPherson to our NQT Rabbi Miller who has been teaching for a number of years. 

 

Use of appropriate evidence

This section of our Centre Policy indicates how our centre will give due regard to the section in the JCQ guidance entitled: Guidance on grading for teachers

A.      Use of evidence

This section gives details in relation to our use of evidence. 

·         Teachers making judgements will have regard to the Ofqual Head of Centre guidance on recommended evidence, and further guidance provided by awarding organisations.

·         All candidate evidence used to determine teacher assessed grades, and associated documentation, will be retained and made available for the purposes of external quality assurance and appeals.

·         We will be using student work produced in response to assessment materials provided by our awarding organisation(s), including groups of questions, past papers or similar materials such as practice or sample papers.

·         We will use non-exam assessment work (often referred to as coursework), even if this has not been fully completed.

·         We will use student work produced in centre-devised tasks that reflect the specification, that follow the same format as awarding organisation materials, and have been marked in a way that reflects awarding organisation mark schemes.

·         We will use substantial class or homework (including work that took place during remote learning).

·         We will use internal tests taken by pupils.

·         We will use mock exams taken over the course of study. 

We provide further detail in the following areas:

 Additional Assessment Materials

·         We will use additional assessment materials to give students the opportunity to show what they know, understand or can do in an area of content that has been taught but not yet assessed.

·         If required, we will use additional assessment materials to give students an opportunity to show improvement, for example, to validate or replace an existing piece of evidence.

·         If required, we will use additional assessment materials to support consistency of judgement between teachers or classes by giving everyone the same task to complete.

·         We will combine and/or remove elements of questions where, for example, a multi-part question includes a part which focuses on an element of the specification that hasn’t been taught.

 

Our centre will ensure the appropriateness of evidence and balance of evidence in arriving at grades in the following ways:

 We will consider the level of control under which an assessment was completed, for example, whether the evidence was produced under high control and under supervision or at home.

·         We will ensure that we are able to authenticate the work as the student’s own, especially where that work was not completed within the school or college.

·         We will consider the limitations of assessing a student’s performance when using assessments that have been completed more than once, or drafted and redrafted, where this is not a skill being assessed.

·         We will consider the specification and assessment objective coverage of the assessment.

·         We will consider the depth and breadth of knowledge, understanding and skills assessed, especially higher order skills within individual assessments.

 

 

Determining teacher assessed grades

This section of our Centre Policy outlines the approach our centre will take to awarding teacher assessed grades.

Awarding teacher assessed grades based on evidence

We give details here of our centre’s approach to awarding teacher assessed grades.

 ·         Our teachers will determine grades based on evidence which is commensurate with the standard at which a student is performing, i.e. their demonstrated knowledge, understanding and skills across the content of the course they have been taught.

·         Our teachers will record how the evidence was used to arrive at a fair and objective grade, which is free from bias.

·         Our teachers will produce an Assessment Record for each subject cohort and will share this with their Head of Department. Any necessary variations for individual students will also be shared. 

  

Internal quality assurance

This section of our Centre Policy outlines the approach our centre will take to ensure internal standardisation of teacher assessed grades, to ensure consistency, fairness and objectivity of decisions.

Head of Centre Internal Quality Assurance and Declaration

Internal quality assurance

This section gives details of our approach to internal standardisation, within and across subject departments.

·         We will ensure that all teachers involved in deriving teacher assessed grades read and understand this Centre Policy document.

·         In subjects where there is more than one teacher and/or class in the department, we will ensure that our centre carries out an internal standardisation process.

·         We will ensure that all teachers are provided with training and support by providing drop in clinics  with SLT and inset training and documentation to ensure they take a consistent approach to:

o   Arriving at teacher assessed grades

o   Marking of evidence

o   Reaching a holistic grading decision

o   Applying the use of grading support and documentation

 

·         We will conduct internal standardisation across all grades.

·         We will ensure that the Assessment Record will form the basis of internal standardisation and discussions across teachers to agree the awarding of teacher assessed grades.

·         Where necessary, we will review and reflect on individual grading decisions to ensure alignment with the standards as outlined by our awarding organisation(s).

·         Where appropriate, we will amend individual grade decisions to ensure alignment with the standards as outlined by our awarding organisation(s).

·         Where there is only one teacher involved in marking assessments and determining grades, then the output of this activity will be reviewed by an appropriate member of staff within the centre.

This will be:

o    A-Level - Mr Myers

o   GCSE  – Mr Ward

o   Rabbi Sulzbacher, Head of Centre will review Mr Myers and Mr Ward. 

·         In respect of equality legislation, we will consider the range of evidence for students of different protected characteristics that are included in our internal standardisation. 

 

Comparison of teacher assessed grades to results for previous cohorts

This section of our Centre Policy outlines the approach we will take to compare our teacher assessed grades in 2021 with results from previous cohorts.

Comparison of Teacher Assessed Grades to results for previous cohorts

This section gives details of our internal process to ensure a comparison of teacher assessed grades at qualification level to results for previous cohorts in our centre taking the same qualification. 

·         We will compile information on the grades awarded to our students in past June series in which exams took place (e.g. 2017 - 2019).

·         We will consider the size of our cohort from year to year.

·         We will consider the stability of our centre’s overall grade outcomes from year to year.

·         We will consider both subject and centre level variation in our outcomes during the internal quality assurance process.

·         We will prepare a succinct narrative on the outcomes of the review against historic data which, in the event of significant divergence from the qualifications-levels profiles attained in previous examined years, which address the reasons for this divergence. This commentary will be available for subsequent review during the QA process.

This section gives details of the approach our centre will follow if our initial teacher assessed grades for a qualification are viewed as overly lenient or harsh compared to results in previous years.

·         We will compile historical data giving appropriate regard to potential mixtures of A*-G and 9-1 grades in GCSEs.  Where required, we will use the Ofqual guidance to convert legacy grades into the new 9 to 1 scale.

·         We will bring together other data sources that will help to quality assure the grades we intend to award in 2021.

This section gives details of changes in our cohorts that need to be reflected in our comparisons.

·         We will omit subjects that we no longer offer from the historical data.

  

Access Arrangements and Special Considerations

This section of our Centre Policy outlines the approach our centre will take to provide students with appropriate access arrangements and take into account mitigating circumstances in particular instances.

 Reasonable adjustments and mitigating circumstances (special consideration)

This section gives details of our approach to access arrangements and mitigating circumstances (special consideration). 

·         Where students have agreed access arrangements or reasonable adjustments (for example a reader or scribe) we will make every effort to ensure that these arrangements are in place when assessments are being taken.

·         Where an assessment has taken place without an agreed reasonable adjustment or access arrangement, we will remove that assessment from the basket of evidence and alternative evidence obtained.

·         Where illness or other personal circumstances might have affected performance in assessments used in determining a student’s standard of performance, we will take account of this when making judgements.

·         We will record, as part of the Assessment Record, how we have incorporated any necessary variations to take account of the impact of illness or personal circumstances on the performance of individual students in assessments.

·         To ensure consistency in the application of Special Consideration, we will ensure all teachers have read and understood the document: JCQ – A guide to the special consideration process, with effect from 1 September 2020 

 

Addressing disruption/differential lost learning (DLL) 

A.      Addressing Disruption/Differentiated Lost Learning (DLL)

This section gives details of our approach to address disruption or differentiated lost teaching.

·         Teacher assessed grades will be determined based on evidence of the content that has been taught and assessed for each student.

 

Objectivity

This section of our Centre Policy outlines the arrangements in place to ensure objectivity of decisions.

Objectivity

This section gives a summary of the arrangements in place within our centre in relation to objectivity.

Staff will fulfil their duties and responsibilities in relation to relevant equality and disability legislation.

Senior Leaders, Heads of Department and Centre will consider:

·         sources of unfairness and bias (situations/contexts, difficulty, presentation and format, language, conditions for assessment, marker preconceptions); 

·         how to minimise bias in questions and marking and  hidden forms of bias); and

·         bias in teacher assessed grades.

To ensure objectivity, all staff involved in determining teacher assessed grades will be made aware that:

·         unconscious bias can skew judgements;

·         the evidence presented should be valued for its own merit as an indication of performance and attainment;

·         teacher assessed grades should not be influenced by candidates’ positive or challenging personal circumstances, character, behaviour, appearance, socio-economic background, or protected characteristics;

·         unconscious bias is more likely to occur when quick opinions are formed; and

Our internal standardisation process will help to ensure that there are different perspectives to the quality assurance process.

 

Recording decisions and retention of evidence and data

This section of our Centre Policy outlines our arrangements to recording decisions and to retaining evidence and data.

B.      Recording Decisions and Retention of Evidence and Data

This section outlines our approach to recording decisions and retaining evidence and data.

We will ensure that teachers and Heads of Departments maintain records that show how the teacher assessed grades process operated, including the rationale for decisions in relation to individual marks/grades.

·         We will ensure that evidence is maintained across a variety of tasks to develop a holistic view of each student’s demonstrated knowledge, understanding and skills in the areas of content taught.

·         We will put in place recording requirements for the various stages of the process to ensure the accurate and secure retention of the evidence used to make decisions.

·         We will comply with our obligations regarding data protection legislation.

·         We will ensure that the grades accurately reflect the evidence submitted.

·         We will ensure that evidence is retained electronically or on paper in the Exams cupboard where it can be readily shared with our awarding organisation(s).

 

C.      Authenticating evidence

This section of our Centre Policy details the mechanisms in place to ensure that teachers are confident in the authenticity of evidence, and the process for dealing with cases where evidence is not thought to be authentic. 

·     Robust mechanisms, which will include student declaration will be in place to ensure that teachers are confident that work used as evidence is the students’ own and that no inappropriate levels of support have been given to students to complete it, either within the centre or with external tutors.

·     It is understood that awarding organisations will investigate instances where it appears evidence is not authentic. We will follow all guidance provided by awarding organisations to support these determinations of authenticity.

·     www.aqa.org.uk/2021-exam-changes

·     www.ocr.org.uk/everything-you-need-to-know-for-summer-2021/

·     www.pearson.com/uk/educators/schools/update-for-schools.html

·     www.athe.co.uk

·     www.cache.org.uk/covid-19-response-2020-21

·     www.ncfe.org.uk/covid-19-response-for-2020-21

·     www.bcs.org/contact-us/

·     Libf.ac.uk/about-us/covid-19

 

Confidentiality

This section of our Centre Policy outlines the measures in place to ensure the confidentiality of the grades our centre determines, and to make students aware of the range of evidence on which those grades will be based. 

A.      Confidentiality

This section details the measures in place in our centre to maintain the confidentiality of grades, while sharing information regarding the range of evidence on which the grades will be based.

 All staff involved have been made aware of the need to maintain the confidentiality of teacher assessed grades.

·         All teaching staff have been briefed on the requirement to share details of the range of evidence on which students’ grades will be based, while ensuring that details of the final grades remain confidential.

·         Relevant details from this Policy, including requirements around sharing details of evidence and the confidentiality requirements, have been shared with parents/guardians.

 

Malpractice

This section of our Centre Policy outlines the measures in place to prevent malpractice and other breaches of exam regulations, and to deal with such cases if they occur.

B.      Malpractice

This section details the measures in place in our centre to prevent malpractice and, where that proves impossible, to handle cases in accordance with awarding organisation requirements.

·         Our general centre policies regarding malpractice, maladministration and conflicts of interest have been reviewed to ensure they address the specific challenges of delivery in Summer 2021.

·         All staff involved have been made aware of these policies, and have received training in them as necessary.

·         All staff involved have been made aware of the specific types of malpractice which may affect the Summer 2021 series including:

o   breaches of internal security;

o   deception;

o   improper assistance to students;

o   failure to appropriately authenticate a student’s work;

o   over direction of students in preparation for common assessments;

o   allegations that centres submit grades not supported by evidence that they know to be inaccurate;

o   centres enter students who were not originally intending to certificate a grade in the Summer 2021 series;

o   failure to engage as requested with awarding organisations during the External Quality Assurance and appeal stages; and

o   failure to keep appropriate records of decisions made and teacher assessed grades.

 ·         The consequences of malpractice or maladministration as published in the JCQ guidance: JCQ Suspected Malpractice: Policies and Procedures and including the risk of a delay to students receiving their grades, up to, and including, removal of centre status have been outlined to all relevant staff. 

 

Conflicts of Interest

This section of our Centre Policy outlines the measures in place to address potential conflicts of interest.

C.      Conflicts of Interest

This section details our approach to addressing conflicts of interest, and how we will respond to such allegations.

·         To protect the integrity of assessments, all  staff involved in the determination of grades must declare any conflict of interest such as relationships with students to our Head of Centre for further consideration.

·         Our Head of Centre will take appropriate action to manage any conflicts of interest arising with centre staff in accordance with the JCQ documents -  General Regulations for Approved Centres, 1 September 2020 to 31 August 2021.

·         We will also carefully consider the need if to separate duties and personnel to ensure fairness in later process reviews and appeals. 

 

Private candidates

This section of our Centre Policy outlines our approach to working with Private Candidates to arrive at appropriate grades. 

A.      Private Candidates

This section details our approach to providing and quality assuring grades to Private Candidates. 

·         Our arrangements for assessing Private Candidates to arrive at appropriate grades are identical to the approaches utilised for internal candidates.

·         Where it has been necessary to utilise different approaches, the JCQ Guidance on Private Candidates has been followed and any divergences from our approach for internal candidates have been recorded on the appropriate class/student documentation.

·         In undertaking the review of cohort grades in conjunction with our centre results profiles from previous examined years, the grades determined by our centre for Private Candidates have been excluded from our analysis. 

  

External Quality Assurance

This section of our Centre Policy outlines the arrangements in place to comply with awarding organisation arrangements for External Quality Assurance of teacher assessed grades in a timely and effective way.

A.      External Quality Assurance

This section outlines the arrangements we have in place to ensure the relevant documentation and assessment evidence can be provided in a timely manner for the purposes of External Quality Assurance sampling, and that staff can be made available to respond to enquiries. 

·         All staff involved have been made aware of the awarding organisation requirements for External Quality Assurance as set out in the JCQ Guidance.

·         All necessary records of decision-making in relation to determining grades have been properly kept and can be made available for review as required.

·         All student evidence on which decisions regarding the determination of grades has been retained and can be made available for review as required.

·         Instances where student evidence used to decide teacher assessed grades is not available, for example where the material has previously been returned to students and cannot now be retrieved, will be clearly recorded on the appropriate documentation.

·         All  staff involved have been briefed on the possibility of interaction with awarding organisations during the different stages of the External Quality Assurance process and can respond promptly and fully to enquiries, including attendance at Virtual Visits should this prove necessary.

·         Arrangements are in place to respond fully and promptly to any additional requirements/reviews that may be identified as a result of the External Quality Assurance process.

·         Staff have been made aware that a failure to respond fully and effectively to such additional requirements may result in further action by the awarding organisations, including the withholding of results. 

 

Results

This section of our Centre Policy outlines our approach to the receipt and issue of results to students and the provision of necessary advice and guidance. 

A.      Results

This section details our approach to the issue of results to students and the provision of advice and guidance. 

·         All staff involved have been made aware of the specific arrangements for the issue of results in Summer 2021, including the issuing of A/AS and GCSE results in the same week.

·         Arrangements will be made to ensure the necessary staffing, including exams office and support staff, to enable the efficient receipt and release of results to our students.

·         Arrangements will be in place for the provision of all necessary advice, guidance and support, including pastoral support, to students on receipt of their results.

·         Such guidance will include advice on the appeals process in place in 2021 (see below).

·         Appropriate staff will be available to respond promptly to any requests for information from awarding organisations, for example regarding missing or incomplete results, to enable such issues to be swiftly resolved.

·         Parents/guardians have been made aware of arrangements for results days. 

 

Appeals

This section of our Centre Policy outlines our approach to Appeals, to ensure that they are handled swiftly and effectively, and in line with JCQ requirements. 

A.      Appeals

This section details our approach to managing appeals, including Centre Reviews, and subsequent appeals to awarding organisations. 

·         All staff involved have been made aware of the arrangements for, and the requirements of, appeals in Summer 2021, as set out in the JCQ Guidance.

·         Internal arrangements will be in place for the swift and effective handling of Centre Reviews in compliance with the requirements.

·         All necessary staff have been briefed on the process for, and timing of, such reviews, and will be available to ensure their prompt and efficient handling.

·         Leaners have been appropriately guided as to the necessary stages of appeal.

·         Arrangements will be in place for the timely submission of appeals to awarding organisations, including any priority appeals, for example those on which university places depend.

·         Arrangements will be in place to obtain the written consent of students to the initiation of appeals, and to record their awareness that grades may go down as well as up on appeal.

·         Appropriate information on the appeals process will be provided to parents/carers.

 

 

Online school work guidance

 

To connect to a zoom lesson go to https://zoom.us/join and enter the relevant codes.

To access the pupil work system, go to https://www.bromcomvle.com

 Student Portal Guidance

 MyMaths guidance

If you are unable to submit a homework using the Student Portal, you can send the work to the teachers email address, listed below. You can also use this if you have any questions regarding the work set.

Mr Blatcher

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Mr Coggan

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Mr Dickson

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Mr Gatoff

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Mr Marks

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Mr McPherson

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Mr Myers

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Mr Newton

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Mr Radnan

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Mr Spencer

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Mr Ward

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Mr Whitehorn

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Other useful contact information:

Assistance with the Student Portal              This email address is being protected from spambots. You need JavaScript enabled to view it.

MyMaths password reminder                        This email address is being protected from spambots. You need JavaScript enabled to view it.  or  This email address is being protected from spambots. You need JavaScript enabled to view it.

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SEN Information Report

 1. Aims

Our SEN policy and information report aims to:

·         Set out how our school will support and make provision for pupils with special educational needs (SEN)

·         Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

·         For all students to receive an appropriate education one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:

·         achieve their best

·         become confident individuals living fulfilling lives, and

·         make a successful transition into adulthood, whether into employment, further or higher education or training

·         The quality of teaching for students with SEN, and the progress made by students, is a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff.

 

2. Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

·         Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities

·         The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report

 

3. Definitions

A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

·         A significantly greater difficulty in learning than the majority of others of the same age, or

·         A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

 

4. Roles and responsibilities

4.1 The SENCO

The SENCO is Rabbi Dovid Benarroch

They will:

·         Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school

·         Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans

·         Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching

·         Advise on the graduated approach to providing SEN support

·         Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively

·         Be the point of contact for external agencies, especially the local authority and its support services

·         Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned

·         Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements

·         Ensure the school keeps the records of all pupils with SEN up to date 

 

4.2 The SEN governor

The SEN governor will:

·         Help to raise awareness of SEN issues at governing board meetings

·         Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this

·         Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

 

4.3 The headteacher

The headteacher will:

·         Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school

·         Have overall responsibility for the provision and progress of learners with SEN and/or a disability

 

4.4 Class teachers

Each class teacher is responsible for:

·         The progress and development of every pupil in their class

·         Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching

·         Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision

·         Ensuring they follow this SEN policy

 

5. SEN information report

5.1 The kinds of SEN that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

:

·         Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties

·         Cognition and learning, for example, dyslexia, dyspraxia,

·         Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 

·         Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 

·         Moderate/severe/profound and multiple learning difficulties

 

5.2 Identifying pupils with SEN and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

·         Is significantly slower than that of their peers starting from the same baseline

·         Fails to match or better the child’s previous rate of progress

·         Fails to close the attainment gap between the child and their peers

·         Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

 

5.3 Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

·         Everyone develops a good understanding of the pupil’s areas of strength and difficulty

·         We take into account the parents’ concerns

·         Everyone understands the agreed outcomes sought for the child

·         Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

 

5.4 Assessing and reviewing pupils' progress towards outcomes

We will follow the graduated approach and the four-part cycle of assess, plan, do, review

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

·         The teacher’s assessment and experience of the pupil

·         Their previous progress and attainment and behaviour

·         Other teachers’ assessments, where relevant

·         The individual’s development in comparison to their peers and national data

·         The views and experience of parents

·         The pupil’s own views

·         Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

 

5.5 Supporting pupils moving between phases and preparing for adulthood

We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

 

5.6 Our approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

We will also provide the following interventions:

·         One-to-one support

·         Small group work

·         Access to Teaching Assistants

·         Referral to the Specialist Teacher within the SEN Centre

·         Counselling if required

 

5.7 Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

·         Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.

·         Adapting our resources and staffing

·         Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.

·         Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

 

5.8 Additional support for learning

We have 10 teaching assistants who are trained to deliver the above interventions.

Teaching assistants will support pupils on a 1:1 basis when the pupil is not able to access the curriculum on an ongoing basis.

Teaching assistants will also support pupils in small groups when necessary.

 

5.9 Expertise and training of staff

Our staff and teaching assistants receive regular training in SEN. During 2018/9 all staff attended the six sessions delivered by the JSENSE charity. These included topics such as Learning Difficulties, Managing ADHD.

Our SENCO has over ten years’ experience in this role and is a qualified specialist teacher in Specific Learning Difficulties.

He is allocated half a day to manage SEN provision.

We have a team of ten teaching assistants that are well trained.

We use specialist staff for those with learning difficulties.

 

5.10 Securing equipment and facilities

Mesivta is a safe environment with full time security. No people can leave or come into the premises without authorization from the office.

 

5.11 Evaluating the effectiveness of SEN provision

Explain your school’s approach here. You should describe how your school evaluates the effectiveness of the provision for pupils with SEN, equipment and facilities to support pupils. These are suggestions only.

We evaluate the effectiveness of provision for pupils with SEN by:

·         Reviewing pupils’ individual progress towards their goals each term

·         Reviewing the impact of interventions after 12 weeks

·         Monitoring by the SENCO by the SEN Governor

·         Using provision maps to measure progress

·         Holding annual reviews for pupils with EHC plans

5.12 Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.

All pupils are encouraged to go on our residential trips

All pupils are encouraged to take part in sports day/school plays/special workshops, etc.

No pupil is ever excluded from taking part in these activities because of their SEN or disability.

All classrooms have access for disabled pupils.

5.13 Support for improving emotional and social development

We provide support for pupils to improve their emotional and social development in the following ways:

·         Pupils with SEN are encouraged to be part of the school council

·         We offer counselling sessions for pupils that encounter emotional difficulties.

We have a zero tolerance approach to bullying.  

5.14 Working with other agencies

Where necessary the school will involve outside agencies, including health and social care bodies, local authority support services and voluntary sector organisations. This also includes Pathways counselling service. We will also work with local community leaders.

5.15 Complaints about SEN provision

Complaints about SEN provision in our school should be made to Rabbi Sulzbacher in the first instance. They will then be referred to the school’s complaints policy.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

·         Exclusions

·         Provision of education and associated services

·         Making reasonable adjustments, including the provision of auxiliary aids and services

 

5.16  Contact details of support services for parents of pupils with SEN

Parents requiring further support can be in touch with Bury Parent Partnership

Morley Street Bury BL9 9JQ Tel: 0161 763 5001

 

5.17  Contact details for raising concerns

If there are any concerns, please be in touch with the SENCO, Rabbi Dovid Benarroch 0161 773 1789 or email: This email address is being protected from spambots. You need JavaScript enabled to view it..

5.18 The local authority local offer

Our local authority’s local offer is published on their website www.bury.gov.uk

 

6. Monitoring arrangements

This policy and information report will be reviewed by Rabbi Dovid Benarroch every year. It will also be updated if any changes to the information are made during the year.

It will be approved by the governing board.

 

7. Links with other policies and documents

This policy links to our policies on:

·         Accessibility plan

·         Behaviour

·         Equality information and objectives

·         Supporting pupils with medical conditions

 

 

 

 


Manchester
Mesivta

WORK EXPERIENCE POLICY

Context

Work experience is one of the most important activities linking employers and educational establishments. Work experience has also formed an integral part of 16-19 study programmes from September 2013.

Exposure to the world of work is a significant step in preparing young people for adult and working life. Schools and colleges will be expected to offer their students high quality and meaningful engagement with employers to give the student a valuable experience of the work environment and develop their employability skills. Taking part in work experience schemes is one route to achieving this aim.

 

Definition (DfE 16-19 study programmes)

a.      The DfE defines work experience as ‘a placement on employers’ premises in which a learner carries out a particular task or duty, or range of tasks or duties, more or less as would an employee, but with the emphasis on the learning aspects of the experience.’

b.      Definitions of young people and children by age:

         i.      A young person is anyone under 18 and

       ii.      A child is anyone who has not yet reached the official minimum school leaving age (MSLA). Pupils will reach the MSLA in the school year in which they turn 16.

c.      The DfE definition of meaningful work experience is:

         i.      Purposeful, substantial, offers challenge and is relevant to the young persons’ study programme and/or career aspirations.
It is managed well under the direction of a supervisor in order to ensure that the student obtains a genuine learning experience suited to their needs.

       ii.      It ensures that time is well spent: the employer has prepared a structured plan for the duration of the work placement that provides tangible outcomes for the student and employer.

      iii.      It provides up-front clarity about the roles, responsibilities and the expectations of the student and employer.

     iv.      It is reviewed at the end: the employer provides some form of reference or feedback based on the young person’s performance during their time on the work placement.

 

Key Objectives

Work experience that is well-planned and well-organised has an important role in developing students’ employability skills, personal and social skills and helps them learn about the world of work.  The key message is for placements to be “meaningful”

 

Principles

The Governing Body

The role of the governing body is to ensure the work experience policy is up to date and monitoring that work experience is delivered effectively. They will ensure that: 

i)        The Work Experience Policy is correct and details the school’s arrangements meet all requirements.

ii)       There are resources and time allocated to Work Experience.

iii)     When purchasing a work experience service from a ‘Placement Organiser’, all· aspects of this policy are met, that there is evidence of this in the provision and that monitoring arrangements are in place.

 

The Education Establishment

         i.      Must take reasonable steps to satisfy yourself that employers are managing significant risks to ensure the suitability of all placements.  This can be organised directly by the education establishment.

       ii.      Should understand that repeated checks are not necessary for a new student where an employer is known has a good track record and the student’s needs are no different to those on past placements.  In terms of the checks these need to be in proportion to the environment.  I.e. a low-risk environment, such as an office, with everyday risks that will mostly be familiar to the student does not need as extensive checks as a high risk placement i.e. construction.

      iii.      Must discuss with the employer what work the student will be doing or observing, the risks involved and how these are managed

     iv.      Must ensure employers know in advance about students who might be at greater risk, for example due to health conditions or learning difficulties, so they can take these properly into account.  Consent must be obtained from parents/carers to provide medical, personal or other sensitive information. 

       v.      Must inform students of the significant findings of the risk assessment and the controls put in place for their safety. If under minimum school leaving age, parents/carers must be informed and give their consent in writing.

     vi.      Must ensure that the same health and safety regulations apply to students who find their own placements or are placed within their own family business

    vii.      Must properly brief students before taking part in work experience. This should include their responsibilities for health and safety. Students should have a named person to contact if they have any health and safety or safeguarding issues during the placement.

  viii.      Must ensure that Students are effectively supported during the placement and debriefed afterwards.

 

The Education Establishment must be satisfied that the employer has:

         i.      Systems in place to ensure the health, safety and welfare, so far as is reasonably practicable, of the student while under their control. 

       ii.      Developed arrangements for managing risks. This will need to include induction, supervision, site familiarisation, and any protective equipment that might be needed

      iii.      Has the competence to manage health and safety in relation to the placement

     iv.      Arranged supervision of work experience by competent staff

       v.      Understood the specific factors relevant to employing young people i.e. Restrictions on work for young people, Prohibited work for young people, Working time requirements specific to young people

     vi.      Has understood his or her  primary responsibility for the health and safety of the student and should be managing any significant risks

 

Accidents

Where work experience students are on an educational establishment roll, accidents must be reported by the employer to the establishment and recorded in an incident form. The first priority is the well being of the young person and communicating with parents and carers who should be notified immediately if treatment is required beyond a minor injury. 

Schools must report all incidents involving students on work placement activities to their employer (Governing body or the LA) at the earliest possible opportunity.

 

Employer (placement provider)

               i.   Learners on work experience placements with an employer are regarded in health and safety law as their employees

             ii.  The employer has primary responsibility for the health and safety of the student and is to manage any significant risks

            iii.   Existing risk management arrangements may well be OK, but review where necessary and Employers with fewer than 5 employees do not a need a written risk assessment

           iv.  The employer controls in proportion to level of risk in working environment, and discuss with organiser in advance

             v.  The employer should have arrangements for explaining risks to student and parents, and for recording assessment in writing where necessary

           vi.   If the existing assessment does not provide for a young person, the employer should consider any specific arrangements required for the student, and keep a record of these.

          vii.   If there was an accident, an employer would need to show evidence of reasonable measures taken to control the risks, eg that the student had been advised of potential risks and control measures, or that appropriate levels of supervision and training had been provided where necessary.

 

Employers’ liability compulsory insurance

The insurance industry has committed to treat work experience students as employees. Therefore they will be covered by existing employers’ liability compulsory insurance policies.

 

DBS checks (formally CRB)

The Home Office has made changes to the Rehabilitation of Offenders Act 1974 (Exceptions) (Amendment) (England and Wales) Order 2012. This means that employers are no longer able to carry out DBS checks on staff supervising young people aged 16 to 17 on work experience

Further information and advice
The new Health and Safety Executive guidance is available at:
http://www.hse.gov.uk/youngpeople/workexperience/index.htm
www.hse.gov.uk/youngpeople/law/index.htm
http://www.hse.gov.uk/youngpeople/

MANCHESTER MESIVTA SCHOOL

 Y10 GCSE results 2016

Levels Exceeded \ Progress  refers to progress made since completing Primary School.

 

NOTE: 

These figures show results for pupils completing GCSE's at the end of Year 10. They may vary from other data sources as the majority of pupils at our school complete their GCSE's at the end of Year 10 (one year earlier than the national average). As most pupils continue on with A Levels while still technically in KS4 (during Year 11), their AS Level results can affect the GCSE figures since the equivalent UMS points achievable are higher than GCSE.

 

 

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