Our Manor 5-9 February 2024

Staff absence/cover lessons

We understand the importance and value of high-quality teaching in the classroom, and work hard to ensure that we are fully staffed with subject specialists throughout the academic year. Unfortunately there will be times when staff absence is unavoidable, often due to temporary or short-term illness. Managing staff absence, as in any organisation, can be a reactive activity, but we are working hard to be proactive where absence may continue for longer than we would ideally like. In these cases we have already, and will continue to do, the following:

• Protect examination groups as far as possible by rotating specialist teachers or senior leaders for all of their lessons. This has already happened this year in maths and science.
• We will ensure that all classes receive specialist input by balancing the loads of subject specialists across all teaching groups. This is often necessary because of the first priority which is protecting the examination groups above.
• Deploying relevant Senior Leaders to teach in their specialisms where needed above and beyond their normal allocated teaching loads.
• Working with support from the Nene Education Trust to provide additional capacity across the school by deploying members of the Trust School Improvement Team to allow Manor staff to increase time in classrooms.
• Seeking support from agencies for short term cover from subject specialists.

There will be occasions of short-term or unavoidable emergency absence where these plans above may not be possible but we will always make the best decision based on the availability and need daily. In addition to managing longer-term absence as described, we are working hard to manage short-term absence by:

• Providing additional training and support for supply teachers working with us from teaching agencies.
• Advertising for and recruiting permanent Manor Staff to work as Cover Supervisors.

Visible consistencies

At Manor, our teachers are expected to deliver lessons with our 'visible consistencies' embedded. These are our tools for teaching and learning based on research, significant prior experience and observing these practices in the best lessons, both at Manor, and across other settings. Mr Bateman will be leading assemblies for students in the first week back after the half-term break to remind them of their role in their own learning. To support this, we encourage parents/carers to discuss some of the following with students to support them in maximising the learning time throughout the school week.

Starter tasks

A starter task (sometimes called a Do Now task) is always available for students to complete when they enter the room. This is often retrieval of prior knowledge, or assessment of fundamental skills and knowledge that is necessary for that lesson. Students are expected to begin this, without prompting, on entry to classrooms. This not only starts the learning quickly on entry, but also provides a way for students to settle into learning, particularly after break and lunch. It is our expectation that unless clearly directed otherwise, the majority of these tasks will be completed in silent independent learning mode. This allows for maximum focus on learning while the teacher is registering students.

Learning modes

Teachers explicitly communicate learning modes to students. These are the modes that we expect students to be in at various points throughout lessons. They help students understand the expectations, again maximising learning. These modes are:

• Silent independent: students should work silently, and independently, on the tasks that are set for them. This is their optimum performance mode, much like what they would achieve in examinations, to demonstrate their knowledge and expertise. Students should raise their hand if they require support from the teacher.
• Polite shared learning: students will be set a task which requires them to work politely with a partner or a small group. In these cases the task will be clear and explicit for students to focus on. This is not an opportunity for off-task conversation, but a task which requires them to interact in order to complete it.
• Respectful whole class: students are silent, looking at the teacher who will be explaining or modelling from the front of the classroom. Students raise their hands to ask questions or make contributions. The best research in education promotes 'cold calling' students, that is asking a question then identifying a student in the room to answer it, rather than asking for contributions. It is for this reason that all students must pay attention during this period to ensure that they are taking in what is being explained by the teacher.

Seating plans

Seating plans are designed carefully by teachers to make the most of the classroom layout and positioning of students. Students are allocated a seat and must sit in this seat, which has been identified as the best possible location to support the student in their learning.

Manor School embraces the philosophy that having the highest standards in all we do means we all feel cared for, safe, valued, and treated equally. It is therefore correct that periodically we review and revisit our standards with parents/carers, students and staff.

Most recently we have been discussing standards of uniform, equipment for learning, and behaviour with each of these groups. Here is a fully transparent summary of the feedback:

• We made good initial progress in creating equality with the introduction of proper shoes.
• Some students are not in shoes because of medical or sensory needs, however each of these has a reasonable adjustment pass which they have to carry and show staff on request.
• Some students are still flouting this rule and are not regularly in shoes. These students are given detentions, however the success of this sanction has been limited.
• A number of girls have purchased grey leggings rather than trousers, trying to pass them off as the jersey trouser we have allowed for this year only. Trousers are identified as having a button, zip, belt loops and pockets, not a fully elasticated waist and faux pockets.
• Hoodies are not appropriate for school and some students are trying to wear them under their blazers. This is both an issue as they are not proper coats and they are branded.
• A small but increasing number of students are coming to school without basic equipment for learning or a school bag.
• A number of students are deliberately arriving at school late to avoid going to tutor time so that they are not checked and therefore are only being picked up when staff see them and have time to stop and challenge. This is not an effective use of a stretched staff resource and too open to chance, allowing some students to get away it.

A number of girls are additionally coming to school in completely inappropriate items, including:

• Black leggings.
• Black pencil skirts.
• Gel acrylic nails and varnished nails (coloured) – we have an increasing number of students requiring first aid when these nails have been ripped off as they perform PE, DT or other classroom activities.
• False eye lashes.
• White Nike socks pulled up over trousers or leggings, or significantly showing because trousers are not full length. Uniform must look formal and must not have branding (other than the school branding) showing as this creates potential for bullying.
• Jumpers which are either not V-neck (as specified in the policy) or are branded (they must not be branded, as again as this creates potential bullying opportunities).

There is still a direct correlation between students who are not in correct uniform, lateness, truancy and poor conduct. In most cases by opting out of the correct dress code, these students are also saying they do not feel part of the school and therefore are less engaged and more likely to act outside of the expectations.

We have heard from parents/carers who are fully supportive of the school standards, who are concerned about these erosions and loopholes. Many students are also correctly unhappy that these students continue to wear incorrect footwear and uniform, when they are following the rules and expectations. We cannot allow this to continue as all students need to feel cared for, safe, valued and treated equally.

We are therefore sharing the following information with you to discuss with your child in advance of the actions to raising standards from Monday 12 February:

• All students will be audited for uniform and equipment in tutor time.
• Students who arrive late will be audited in lessons.
• All students will be audited for PE kit during their lessons.
• All students not in correct uniform, or without equipment (and without a reasonable adjustment pass), will have a parental communication to highlight the specific issue and reiterate our expectations. This includes gel acrylic nails, coloured nail varnish and false eyelashes.
• All parents/carers are expected to rectify the issue the next day or email our Pastoral team to explain when the issue will be rectified (by 26 February at the latest). We will still offer support to families with branded school uniform items, i.e. blazers, skirts, PE branded shirts/tops.

From Monday 26 February:

• All students arriving to school will have to enter through the gate to the right of reception or on the corner by St Peter's Academy.
• All students will be checked for uniform at the gate.
• All students not in correct uniform or without a reasonable adjustment pass will be sent into the Ready Room (restaurant). At this time we will: A) Phone home and confirm permission to send your child home to get changed into correct uniform and come back to school; B) Lend your child uniform for the day (freshly laundered and clean), students will be expected to hand in their mobile phone as a deposit which will be returned at the end of the day when the clothing is returned; C) Expect the student to remove any false eyelashes, cut down and file any gel acrylic nails and remove any coloured varnish.

If your child has lost or damaged their learning equipment or tie, we will give them the items and confirm with you on the phone that you will be charged for these items on WisePay. Your child will then keep the items and will not need to leave their phone as a deposit.

Students will only be allowed into the main school site if they are in correct uniform or with a reasonable adjustment pass.

The only exception to this will be if you, as the parents/carers, have contacted via the Pastoral email, in advance of your child arriving at school, to explain why they are not in uniform and if we do not have the mechanism to rectify their uniform from our stock, i.e. if a broken leg prevents the wearing of school trousers or shoes.

The Ready Room will support those students who need to get ready for a successful day at school.

We will be sharing this with students next week.

Thank you for your support in making sure your child is ready for school each morning and does not need to go through the Ready Room process.

If you have any questions about our determination and resolve to ensure equality, safety and visible consistencies for all, please contact the Pastoral email and an appropriate member of staff will phone you to discuss.

Curriculum information

We have listened carefully to parents and carers in their feedback to us over recent months and two themes have been prominent:

• Parents and carers would like to know more about what their child is learning.
• Parents and carers would like to know more about how to help their child increase their progress outside of school.

In response to this feedback we are:

• Publishing 'key information sheets' for Key Stage 4 and 5 courses, which outline the key components and activities that students could complete to improve their progress. These will be available on the school website in the next week.
• Publishing 'countdown plans' for Year 11 and 13 students who are in their final preparation for examinations, which show the remaining weeks until examinations and the topics, tasks and revision that students should be completing.
• Beginning a KS3 pilot of a published document which outlines the core knowledge that students are expected to know, and some of the things that students could do outside of lessons to consolidate their learning. We are beginning this journey with Year 9 for the next term, and will gradually roll out this work across Years 7-9.

We hope the work that is taking place by Curriculum Leaders and their teaching teams will support parents and carers at home in helping their child to make progress. Please keep a close eye on future newsletters to see these updates appear.