New College Doncaster - Guide for Parents and Carers by New College

GUIDE FOR

PARENTS AND CARERS DELIVERING EXCELLENCE IN SIXTH FORM LEARNING

SENIOR LEADERSHIP TEAM Richard Fletcher CEO - New Collaborative Learning Trust

Brendon Fletcher Principal

Helen Jackson Vice Principal

Daniel Wood Assistant Principal

Ceri Boyle Assistant Principal

Scott Faulkner Assistant Principal

welcome

A warm welcome to New College Doncaster. This guide is designed to share with you some key information that we think will be useful to you as parents and carers, and includes details of key people within college. In 2021-22 the college enters its fifth year and the college has continued to grow throughout that time, reflecting the college’s popularity and local reputation. The college received 1500 applications for places in September 2021. We are proud to be the top performing post-16 A level provider in Doncaster in the most recent government performance tables. We are an academic and inclusive sixth form college serving students from across Doncaster and Retford. New College is about achieving outstanding results and moving on to great universities, apprenticeships and jobs. But it’s also about supporting our students to be ready for adult life. Engagement with employers and universities, or through work experience, supports our students in developing ambitious, well-informed plans for the future. Going beyond the basics of course content in lessons, through trips, enrichment, competitions and speakers, helps to bring subjects to life, and to develop passion and flair. Our teachers work hard to develop study skills and independent learning, so our students are ready for university and employment. Opportunities to get involved in our extensive extra-curricular programme, with over 80 programmes to choose from, helps our students to develop confidence, new skills, wider cultural experiences, and to build new friendships.

“We are proud to be the top performing post-16 A level provider in Doncaster”

We know that making the transition from school to sixth form study is something some students find easier than others, so we hope this booklet provides reassurance about all the things we do to help and support students throughout their time with us. If you’re the parent / carer of a newly enrolled student, you’ll often find that Progress Tutors are best as your first port-of-call if you have any questions, but teachers will always be happy to talk with you too. You can get in touch with teachers and progress tutors via Cedar, our online portal. I would like to thank you in advance for all your support. Thank you for being a part of the journey.

Brendon Fletcher Principal

PROGRESS TUTORS 04

The role of the Progress Tutor is to support, challenge and motivate students throughout their time at New College. Progress Tutors deliver a weekly tutorial programme which introduces college systems and expectations, helps to prepare students for their next steps after college, helps students to become effective, independent learners, and explores a wide range of issues such as safeguarding, staying safe and healthy, equality and diversity, and fundamental British values. Progress tutors meet with students on a 1-1 basis to review their progress and attendance where necessary, ensuring that appropriate support and intervention are in place where appropriate, so that all students can achieve their potential.

SENIOR PROGRESS TUTORS

Emma Johnson Extension: ext. 447 emma.johnson@ nclt.ac.uk

Sally Small Extension: 414 sally.small@ nclt.ac.uk

PROGRESS TUTORS

Angela Dixon Extension: 475 angela.dixon@ nclt.ac.uk

James Webber Extension: 524 james.webber@ nclt.ac.uk

Chris Whittaker Extension: 523 chris.whittaker@ nclt.ac.uk

Katy McBurney Extension: 488 katy.mcburney@ nclt.ac.uk

Gemma McArthur Extension 449 gemma.mcarthur@ nclt.ac.uk

Philippa Palmer Extension: 424 philippa.palmer@ nclt.ac.uk

Terri-Ann Moran Extension: 522 terri-ann.Moran@ nclt.ac.uk

what we expect of students Our students achieve such strong results because of their behaviour, attitudes to learning and commitment.

GOOD ATTENDANCE

This is a direct link between good attendance and successful outcomes. Making sure students attend every day they are supposed to is one of the foundations of success in their courses.

PUNCTUALITY

Unlike a high school, we don’t have bells signaling the start and end of lessons. However, we take punctuality very seriously. Making sure students are in class ready to start learning when the lesson starts will help ensure students get the most from their lessons. Making sure they get to college on time at the start of the day is also vital. Our students arrive at their lessons early so that the first activity of each lesson begins at the lesson’s published start time.

DIRECTED INDEPENDENT LEARNING

Students will be given weekly additional work to be completed outside of the classroom. The completion of this work will be required in order for students to be able to access the lessons fully. Equally, students should spend as much time on each subject outside of the classroom as they do inside. This means students should spend 4 ½ hours per week per subject. This could consist of making further notes, selftesting and continually revising. The amount of work tends to be a little less than 4 ½ hours in the early stages of Year 12, but will exceed this amount in Year 13.

REGULAR TESTING

Regular assessment – students will be formally assessed every half term on a wide range of content covered so far in the course. The synoptic nature of these assessments helps to support long-term learning and to ensure that students are ready and confident for their final exams. In Year 12, students will have two initial assessments in the first half term, alongside our ‘green light to New College review’ which helps to establish how well students are settling into their courses during the probationary period. Students, parents and carers can access results from formal assessments via Cedar, our online portal, and students receive regular feedback and support throughout their courses. Informal testing and activities within lessons sits nicely alongside our formal college assessments.

STUDENT ID

To help make the college a safe environment for all, students are required at all times to wear their lanyard and ID card and be prepared to show it to any member of staff if asked to do so. The college has a strict ‘No ID, No Access’ policy.

TIMETABLE OF LESSONS

Each student will receive a timetable which is personal to them. Each subject will be allocated 4 ½ hours of teaching across the week. This will result in students having independent study periods throughout the week and may involve some students having a full independent study day off timetable. Making sure students use this time sensibly and productively will be of great benefit.

COMMUNICATION

Students or parents should please contact the college promptly if a student is ill, or if they are going to be late, for example because of transport problems.

PERSONAL ORGANISATION

All students need to take responsibility for their own folders, paper, pens and equipment. Being organised and responsible is a key part of encouraging independent learning.

WHAT TO DO IF YOUR CHILD IS ABSENT

If a student is unable to come into college for legitimate reasons, a telephone call needs to be made to Student Services/Progress Tutor as soon as possible to explain the reason for absence and how long the absence is expected to continue. The student may be asked to bring in supporting evidence when they return to college. Student services can be contacted on 01302 976777 and then option 2 of the telephone menu.

HOLIDAYS

Holidays in term-time reduces students’ time in the classroom and overall chances of being successful. This is why we don’t give permission for holidays to be taken in term-time. We really appreciate your support with this policy.

COMMENDATIONS AND CONTRACTS

We love to celebrate the hard work and achievements of our students, and commendations and ‘student of the month’ awards are often recorded for students on Cedar. Equally, when students either need some additional support, or if they’re not approaching college with the commitment needed, both formal and informal support and interventions systems are used, including formal college contracts, which set out explicit expectations that must be met in order to avoid further action or withdrawal. 07

support

how we support our students PROGRESS TUTORS

DEDICATED STUDY FACILITIES

OXBRIDGE PROGRAMME

TEACHER ACCESS PERIODS (TAPS)

Progress Tutors are an integral part of our support for individual students and the first point of contact for general concerns. Their focus is on students’ progress, both in their courses at college and their progression to either university, apprenticeship or employment. As part of the Excellence Academy the college provides a dedicated weekly programme of advice and support for prospective Oxbridge candidates, where students get the opportunity to experience life at Oxford and Cambridge universities first hand.

EXCELLENCE ACADEMY

The Excellence Academy is a dedicated tutorial system for high achieving students designed specifically to develop, engage and support them in their applications to the best universities and the most competitive courses.

TEACHING STAFF

Our enthusiastic and committed staff are post-16 specialists who are happy to give up their time outside of the class to provide whatever additional support is needed.

There are many dedicated areas in college such as the Learning Resources Centre, Interventions and Support Centre and many bookable study rooms. These provide distinct study spaces for students to utilise during their non-timetabled periods.

Teacher Access Periods are an opportunity for teachers to spend up to 25 minutes a week with students who need extra support, without having to use regular lesson time. They are used for learners of all abilities and are tailored to meet the students’ needs.

DEDICATED INDEPENDENT LEARNING

At New College, we expect students to take more responsibility for their learning by undertaking 4-5 hours of directed independent study per subject per week. Directed independent study occurs out of lessons, either at home or in the numerous college study spaces, using textbooks, online resources and other materials developed by our teaching staff.

CEDAR

Our state-of-the-art web-based portal allows parents to track student progress, attendance and performance in real time, via any computer, tablet or smartphone.

WIDENING PARTICIPATION STUDY SUPPORT

Study Support staff specialise in providing a range of learning support for students with complex and high needs in a sixth form environment. Working closely with the SENDCo we establish individual level of need, and ensure support is targeted to enable students to achieve good outcomes and progression.

COUNSELLING

A free and confidential counselling service is provided for students to access throughout their time at the college.

FINANCIAL SUPPORT FOR STUDENTS

•T he 16-19 bursary fund provides up to £100 each half term • The Travel Grant provides up to £280 per year, to enable students to purchase a college bus pass, a service bus pass, or to help with other travel costs • Course financial support provides additional financial assistance for course-related costs, such as uniforms or trips • Free Meals For further information about eligibility criteria, and details about how to apply, please visit https://ncdoncaster. ac.uk/supporting-you-financially/

The college participates in a large number of programmes designed to support students who are the first in their family to apply to university, students from lower income households, or from areas with low rates of progression to university. These programmes provide practical support and guidance, help to develop confidence and readiness for university or apprenticeships, and often lead to adjusted university offers. Just some of the programmes our students participate in are: •D iscoverUS – University of Sheffield •R each Higher Programme – Linacre Institute – focusing on Oxford, Cambridge and the top third of competitive universities •N ext Steps York – University of York •R ealising Opportunities– a range of Russell Group universities •R each for Excellence – University of Leeds •S utton Trust Pathways •S ocial Mobility Foundation for Aspiring Professionals •S OAMS and ADOPT – for medicine and dentistry

INTRODUCING Cedar is a web-based system, which we use for tracking student performance at New College. Students, parents, carers, teachers and Progress Tutors can see and share information that can help us to keep in touch and up to date. ATTENDANCE

Ensuring that our students attend College regularly and punctually is a key part of our work. You can see overall and course attendance, as well as a breakdown of individual lessons. If a student is late or absent, the reasons will be recorded here. In general, we expect a minimum of 95% attendance from all our students.

ACHIEVEMENT

All our students are tested and assessed regularly in order to prepare them for their exams or assignments. Grades are regularly recorded on Cedar and can be compared to the MTG or ‘minimum target grade’. Any concerns or commendations relating to these grades can be found in the pastoral log.

Student

THE PASTORAL LOG

t Teachers, Heads of School, Progress Tutors, Study en Support tutors and Senior ud Managers can post pastoral logs to inform students and parents/carers of any St concerns or achievements. You can expect regular updates on progress, ability to meet deadlines, commendations, interventions to improve achievement, and attendance and punctuality. You will also find general information logs. This is a good place to get an idea of how students are getting on in College.

CONTACT

If you wish to contact a teacher or Progress Tutor via email, you can do this via Cedar. Teachers and Progress Tutors can use Cedar to contact home so it’s really important that you keep us informed if your contact details change.

TIP: Click the Cedar logo in the top left corner to quickly navigate between sections.

progression and careers CAREERS PROGRAMME

At New College we are committed to providing students with a high quality careers education and guidance service. We aim to help students make informed decisions about their future career plans, and prepare them for the next stage of education, employment or training. Progress Tutors provide career support as students plan their next steps after leaving us, whether this is university, an apprenticeship, gap year or employment. They will encourage students to research their options and support them along the way, helping them to plan their future, whether that be in the world of work or university.

CAREERS GUIDANCE

Students at New College have access to a qualified level 6 careers advisor, who is available to provide guidance to students seeking career advice. Students can book an appointment with our careers advisor at any point during their time at New College.

careers

progression WORK EXPERIENCE

All students are encouraged to participate in the Work Experience programme. For some students, work experience will be essential for progression into higher education. A work placement provides students with a meaningful and challenging experience in a relevant, safe and friendly working environment. Since September 2017 we have built links with a wide range of employers/ providers.

UNIVERSITY

Students wanting to apply to university are supported throughout the application process in Year 13, from completing their UCAS form, through to applying for Student Finance and responding to university offers. Progress Tutors deliver tutorials on the UCAS process, helping students make decisions about courses and universities to apply to, and writing their personal statements, before sending off their forms.

THE EXCELLENCE ACADEMY

The Excellence Academy is a dedicated tutorial system for students with an average GCSE score of 6.6 or above (i.e. mostly 7s, 8s and 9s at GCSE). This tutorial system is led by specialist tutors and is designed specifically to develop, engage and support this group of learners in their applications to the Russell Group of Universities (a group of 24 leading universities in the UK), as well as to Oxbridge and other competitive universities.

apprenticeships 14

appren

APPRENTICESHIPS

Increasingly, many of our students are considering applying for apprenticeships when they leave college. Students wanting to apply for an apprenticeship, or those who are wanting to enter straight into the world of work after their studies, will attend employability tutorials in Year 13 after the Christmas holidays. Progress Tutors work with students to help prepare them for writing CVs, cover letters, and support in completing job application forms. All students also have the opportunity to book a mock interview with a member of staff. Parents, guardians and carers of Year 13 students considering applying for apprenticeships are invited to our Apprenticeship Information Evening, which includes talks from local providers and employers. In Year 13 we hold a careers fair where a number of employers hold a stand and promote their apprenticeship vacancies.

CALLING ALL PARENTS AND CARERS Do you work in an industry or organisation that might be of interest to young people? Are you employed in a sector expecting large future growth? Would you be willing to share your experiences with young people?

If so, we would like to hear from you. Please email enquiries@ncdoncaster.ac.uk to find out more.

nticeships

your faqs HOW WILL I KNOW IF MY CHILD IS MAKING GOOD PROGRESS AT COLLEGE? he college has a communication T system known as ‘Cedar’ where parents can access the latest information online 24/7. This includes attendance, punctuality, monthly assessment grades and the recording of any teacher/student 1:1 conversations.

WHAT ARE THE DIFFERENCES BETWEEN STUDYING AT GCSE AND LEVEL 3? • Students will choose to study 3 or 4 subjects so they are able to specialise. • The difference between GCSE and A-level in relation to the level of challenge is significant and often underestimated by students and parents. • Studying Level 3 qualifications requires students to greatly increase the amount of work and revision they do outside of the classroom. •S tudents will take internal exams regularly in order for teachers to continually assess their progress.

WHAT IS THE DIFFERENCE BETWEEN STUDYING A-LEVELS AND BTECS? •A -levels are linear qualifications which involve external examinations at the end of two years. • B TECs combine coursework and modular examinations. •B TEC students will be expected to meet continuous deadlines for assignments.

nnual parents’ evenings are also A calendared. arents can email/telephone subject P teachers and Progress Tutors at any point throughout the year.

ARE STUDENTS ABLE TO CHANGE SUBJECTS ONCE THEY HAVE STARTED? •Y es, but this will be dependent on places being available in the new subject they want to study. • They will also need to meet the subject specific entry requirements and show an aptitude and commitment to the subject. • Students must discuss course change requests with progress tutors within the early weeks of the autumn term.

WHAT ARE THE MAIN DIFFERENCES BETWEEN A SECONDARY SCHOOL AND A SIXTH FORM COLLEGE?

WHAT MAKES NC DIFFERENT TO OTHER POST-16 PROVIDERS? 1. O ur trust has a proven track record for achieving outstanding results. 2. T he curriculum offer includes a wide range of A-Level and BTEC courses all on one campus. 3. O ur specialist team of Progress Tutors provide professional, friendly guidance, and holistic support, whilst at the same time monitoring every aspect of the student journey. 4. T eachers are highly qualified and enthusiastic deliverers of Level 3 qualifications.

1. T here are only 16-18 year old students on site. 2. T he vast majority of teachers only deliver post 16 qualifications. 3. There is an expectation that students will work independently out of lessons equating to 4.5 hours per subject, per week. 4. Students are treated as young adults where everyone is valued and respected equally. 5. Teachers are referred to by their first name.

WHAT SUPPORT SYSTEMS ARE IN PLACE IF STUDENTS ARE FINDING THINGS DIFFICULT? •P rogress Tutors, study support, the college counsellor, subject teachers, Heads of Departments and senior management are always available to discuss concerns. • Progress Tutors will liaise with subject staff regarding what support is required. • Extra individual or small-group support are available through college teacher access periods. • Students can be referred to the Intervention and Support Centre (ISC).

WHAT IS THE ROLE OF THE PROGRESS TUTOR? •O verview of student progress, achievement and attendance. • Responsible for every aspect of the students’ college experience. • First point of contact for both parents and students. • Will oversee the learner journey from transition to progression to university or employment.

WILL STUDENTS BE ABLE TO DROP A SUBJECT? • Students studying three subjects will not be allowed to drop a subject and must commit to the two year programme. • Students who start on four subjects (students must have an average GCSE points score of 6.8 or above) can drop to three but this must be before the course change deadline in October. • After the October deadline students must remain on their full programme of study until completion of the two years. 17

teaching & learning OUR EDUCATION MODEL

Our teachers are trained to deliver outstanding lessons. This is because our education model involves a distinctive pedagogy which is research-based and evidenced to work in post-16 education. It is informed by principles of neuroscience and develops students as independent and self-regulatory learners. The result is that they acquire the skills for learning which they can draw on all their lives, and which are particularly useful in Higher Education.

OUR CURRICULUM

We offer a diverse curriculum which aims to meet the needs and goals of every student. We review it regularly, paying particular attention to its intent, implementation and impact. We also ensure it aligns with local and national priorities leading to exciting employment opportunities and prepares students well for university progression.

what our students say New College Doncaster is a great place for any student to study and if you’re willing to put in the work it will translate to great results by the end of your time there. Also, the college’s extensive range of university talks made me aware of the access programmes that were available to me. George Carley Elizabethan Academy 18

“Studying at college provides me with the skills that help me at university and further work. All the teachers and tutors at college put you first 100% of the time and are very easy to talk to.” Daniel Heeley Sir Thomas Wharton Academy

the 2 year plan A-levels and BTEC qualifications both involve 2 years of study so our teachers use evidenced based research to plan out an effective programme of study in advance of students starting their courses. Each subject will involve repeating topics throughout because the 2 years because evidence states that for students to be able to transfer knowledge and understanding from their short-term memory to long term memory it must be regularly repeated over time. We use a combination of both spaced practice and an interleaving curriculum in order to do this effectively. Additionally, most lessons will involve some sort of test or quiz because retrieval practice has been proven to

I find the software ‘Cedar’ really useful as you can always check how you are progressing and what you need to improve on. Your teachers can also give you feedback or praise which is always nice to know how things are going. Emily Grant - All Saints Academy

be the most effective strategy in order to both retain and retrieve information from and to the long-term memory. Directed independent learning (homework) and monthly assessments all include topics previously learned in order to help with this process. We use this simple cartoon to demonstrate to our teachers that simply delivering content alone does not work. Just because teachers teach students new topics, it doesn’t mean that all students understand and retain information into their long-term memory. This is why our teachers use evidenced based pedagogy, to help our students learn effectively.

“The learning environment and social spaces play a massive part in the college being what it is, and the independence we have as students in choosing how to use our time is really beneficial. The fact that we are treated like young adults makes for good classroom environments where the teaching staff really strive to help everyone excel.” Rebecca Liddle - Hungerhill School As someone who struggled extremely at secondary school, my experience at New College has been tremendous. Teachers are always readily available to help and it is so much much more of a relaxed environment where everyone is made to feel welcome. Patrick Cassidy - Ridgewood School

NEW COLLEGE DONCASTER Hurst Lane, Auckley, Doncaster DN93HG Phone: 01302 976777 Email: enquiries@ncdoncaster.ac.uk @ncdoncaster