Student support services

Student support services

At Sheringham High School we aim to create a caring community and our students’ well-being is of paramount importance to us.

We all know that students cannot achieve their full potential academically if they are unhappy. Here at Sheringham High School, we pride ourselves on the support systems we have in place to ensure that every individual has the opportunity to seek advice about any concerns they might have. We listen to our students and take their worries seriously. 

The Vertical Tutoring structure provides opportunities for mutual support amongst students and we are proud of the respect they have for one another and of the care they show towards each other. Form Tutors helped by two Student Managers work very closely together to create this atmosphere of mutual respect. The Student Managers, Mr Hunte for Sewell and Cavell, Houses and Mr Bonsra  for Carter and Nelson Houses are available at all times to work with individual students. 

Student Managers do not teach and are therefore available throughout the day to support students with any issues. They are highly experienced and are able to deal with the vast majority of concerns raised by students. They work very hard and are always prepared to go the extra mile to ensure that students are well supported. Mrs Ransome, the Learning Support Unit Manager works very closely with this team to offer advice and support to staff, students and parents.

In addition to Form Tutors and our Student Managers we are very fortunate to have a range of services available for our students. We understand that sometimes students wish to seek more objective or specialist advice to deal with specific problems. 

Pete Skivington is a highly skilled youth worker who works for one of our local churches but finds the time to come into school and meet with young people who feel the need to have the opportunity to discuss particular concerns, ranging from bereavement to emotional issues such as anger management. 

Tash Drury is the School’s careers and personal advisor. She offers guidance and support about future career plans ranging from option choices at the transition from Key Stage 3 to 4 as well as 'A” level choices and university applications. Tash supports students to consider career choices on an individual basis but is also available to meet with parents. Tash is a highly experienced member of our team and is available to work with students experiencing personal difficulties too. Sixth Form students receive careers guidance from Angela Martin.

Unfortunately, some young people need professional counselling because their personal circumstances are such that they need specialist support. We are very fortunate to have our own school counsellors; Fiona Maccallum and Arianne Hoppler are available to see students two mornings a week. They are both very experienced and highly skilled. Students are referred to our counsellors via Tash. If you would like more information about this service, please contact her directly.

As a school, we organise a series of activities on our SMSC days which target specific year groups about particular issues; for example, we hold an Anti – Bullying Day. We organise Careers events and  days around sexual health and staying safe. On these days, we invite a variety of organisations who can give specialist advice to our students. Organisations such as the Matthew Project, the local Police and nurses and doctors from the surgeries in Sheringham and Holt all have an input.

The above information is a very brief summary of the wide range of support on offer for our students. However, it is really important for students and parents to share concerns with us in order for us to help and advise young people to solve any problems they may have. 

I have every confidence in the team of staff I work with and know that they will individually and collectively do everything they can to offer guidance and support to the young people in our care. The vast majority of youngsters are very happy at our school and know they can seek advice in confidence and will be well supported.

Mrs Jayne Melhuish




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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