Peer Supporters

Peer Supporters

The peer supporters are students who have been trained to support others to manage problems they might encounter at school.

The training they have undertaken is nationally recognised and they are fully aware of anti – bullying techniques, which ensure they are fully equipped with the necessary skills to listen and advise other students. They meet weekly and are supported by Mrs Melhuish and Tash.

Peer supporters play a very active role in helping students in Year 7 to settle in to the School. They act as guides on transition days and befriend any student who feels out of his or her depth in the new environment. They liaise with Student Managers and our transition coordinators who sometimes ask them to support individual students in Year 7.  They also participate in Philosophy & Ethics lessons with Year 7 to reinforce the work on anti-bullying and to promote positive relationships within our school and indeed beyond.

Peer Supporters take their role very seriously and understand the need to share their concerns about other students with members of staff as appropriate. Students and staff recognise the work they do and call upon their expertise to work with students who are unhappy. They play a very valuable role within our student support structure and we recognise how important it is for some students to share their anxieties with someone of their own age.

Any student can meet up with a Peer Supporter to seek advice and support; they simply need to fill in a request slip, located next to the Peer Support boxes situated in the Drama studio, library, Learning Support Unit and the Student Managers’ Office, which are checked regularly. Students who want an appointment will be contacted by a Peer Supporter

 

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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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