Headteacher's Welcome

Headteacher's Welcome

For over a decade the School has recorded a set of GCSE and GCE results which place it in the top tier of schools across the county and country.

At GCSE in 2019, 90% of students achieved grade 4+ at GCSE in English which maintains the high standard in the subject. This, along with the Maths pass-rate, places the school in the top tier in the County and Country for top line English and Maths results but also, based on current data, for Value Added; the amount by which students progress between KS2 and KS4. Couple these successes with outstanding Science, Humanities, Languages and Arts results over the last 5 years, on average, students at SHS will each make almost a half of a grade more than the national average expectation.

This makes the school one of the highest performing non-fee paying schools in Norfolk.
The School also continues to consolidate its position as a high achieving public post-16 provider in the area. In the 22nd year of its existence, all its students got to their universities and 10% of its small cohort qualify for Norfolk Scholar status.

Click on the School Data Dashboard and the Department for Education to see how well we are doing against other schools nationally.

I am excited to be Headteacher here. Sheringham is a proud town in a proud county and we are proud to serve its community by producing students who are knowledgeable, caring, eager to achieve and happy to take their places in a challenging and changing world. The students are wonderful, governors supportive and the staff is made up of exceptional professionals who are dedicated to leading our students towards resilience, curiosity and independence.

Our curriculum at SHS is truly broad and balanced. Few schools can say that they offer such subjects as photography, technology, business, horticulture, motor mechanics, child development, food, textiles, PE, Drama, Art and Music as well as the foundation subjects of two languages, two humanities and Philosophy and Ethics. Our Science department consistently achieves top results in trilogy and triple, while also offering a transition course post 16 in Applied Science. Few schools can also boast such a comprehensive curriculum at sixth form with a social science offer, amongst others, which rivals much larger facilities with Sociology, Psychology and Criminology! Not to mention our level 2 offer, post 16, of Work Skills, Motors, and Health and Social Care.

Come and visit us and see first-hand what makes this school such a special place for students, parents, carers and staff alike.

Andrew Richardson (Headteacher)

 

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A massive thank you to all our parents and carers for your feedback on how remote learning is going!

As we all learn more about how we can work together while apart, we will continue to refine what we do and get better at it. We will continue to contact you about how your child is doing and keep you informed of how best they can be helped. Stay safe.

There’s nothing ‘remote’ about learning at SHS!

Everything about the Covid crisis has been about distance. We must be physically apart, we might find ourselves emotionally apart and we have been compelled to be educationally apart.

Recent press headlines and discussions have focused on the difficulties of engaging students without in-person contact. Some press reports have used ‘statistics’ gathered in dubious ways to talk about the percentages of students who are actually working remotely. Indeed, a recent study by UCL has suggested that 20% of students have done ‘little or no school work’ since lockdown.

Whatever the alleged ‘national picture’ of student engagement in distanced learning, the crucial question that has emerged is: how do we engage learners when we are not together physically? It’s a complicated question and, as with most issues, there isn’t one solution, one style, or one computer program for increasing learner engagement and motivation. But the answer, as with many things educational, seems to be what many of us call ‘common sense’!

Research seems to say that ‘online’ teachers need to combine multiple strategies to reach learners and, unsurprisingly, they must be behavioural, cognitive and emotional. In short, teachers must set a variety of work. They must reply and feedback early and often; building relationships. There must be regular, simple parental feedback so that the carer knows what work is actually being submitted. There must be a caring ear and a personal call for students and parents.

Here, at Sheringham High and Sixth, we set work which can be done independently and in REAL households with all their individual restrictions such as connectivity issues and multiple use computers. We mark and feed back quickly. We track students fortnightly. Student managers and tutors ring home personally!

So, let me share our actual statistics since the closure on March 23rd at Sheringham High given that 20% of students nationally seem not to have been engaged by their staff. On average, each of our students has completed 73% of the work set on time. Only 0.4% of students has completed no work since lockdown. Over one third of all our Year 7,8,9 and 10 students has submitted over 90% of their work on time. A quarter has done ALL work set! Since March 23rd, our students have watched 7033 podcasts on our GCSE Pod portal; usage doubling since last year. Between March and June, 3079 individual pieces of work have been set by our staff for Years 7-10 and 435 for Year 12. Over half of our sixth form students has completed 100% of the work set.

If we believe what we are told about national statistics and the etymology of the word ‘remote’(to ‘push away’) what we have at Sheringham High and Sixth is an engaged, embraced learning community which is working well and bucking the national trend! Well done to students, parents, carers and staff!

Stay safe!
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