Senior School

by Allan Forbes

I was once again delighted with the academic results achieved in the 2020 examination session at (I)GCSE, A level and IB, despite the unprecedented set of circumstances leading up to them. The headlines included:

• 78% of all (I)GCSE grades were A*, A, or equivalent (7, 8, or 9) • 98% of all A Level grades were in the range A*-C • Our IB average stands at a record 39.0 (compared to a global average of 29.9).

These exceptional outcomes should be taken in the context that Tanglin is a non-selective school and we remain focused on supporting our students pastorally, and developing their learning and skills with experiences beyond the classroom through Sport, the Arts, academic enrichment, House events, service projects, Outdoor Education opportunities, and links with our local community and further afield. The central aim of the Senior School is to “Prepare students for life beyond Tanglin”, and the Tanglin educational journey reaches destinations way beyond the single-minded desire, drive and achievement of these amazing academic outcomes. This year we were faced with many challenges regarding students university decisions and destinations with students considering taking or cancelling Gap Years late into August. With the UK government’s decision to U-turn on the use of exam board grades and honour our Centre Assessed Grades (CAGs), a large proportion of our students headed to the UK were able to secure their first-choice university. As those students navigate international flights and quarantines, we are seeing some opting to study from home for the first semester of their degrees.

Overall, we have 142 students planning to start degrees this year across nine different countries. Twelve students will be enlisting for their National Service this autumn, while 16 have opted to take a Gap year, with six students making applications this autumn to Australia and Austria. We are expecting increased competition for places at universities in 2021 and more international fee status decisions as the terms of Brexit come into effect across the European Union.

Notable successes over the past 12 months have included the completion of an excellent five-year IB Diploma evaluation process, the revamping of the Languages and Classics Department on Level 2, and the opening of a KS3 Pastoral Hub. There was also the introduction of 10 new colleagues last August, including several new additions to the Heads of Faculty team:

Mrs Josephine Allen Dr Richard Forster Mr Richie Ba xter Mr Joseph Loader Head of English and PPR S Head of Science Head of Arts IBDP Coordinator

Please turn over for the reviewed and revised commitments of the Senior School Development plan, in line with the Strategic Plan.

The completion of an all-year-group Student Wellbeing Survey to benchmark where we are as school, and to identify key strengths and areas for development

• Positive Education with a focus on positive relationships, and including: - Focus in tutor time on character strengths - Studen t coaching - Student leadership - Student Voice - Nurturing CPD for form tutors. Leading to the development of character strengths, to explore ways for students to know their strengths and areas for development, and to flourish and develop more resilience and “bounce-back-ability”

Completion of the Life Skills curriculum audit Writing and developing Safeguarding policies Displaying and integrating the UN Convention on the Rights of the Child into curriculum Building a greater understanding and awareness of “digital citizenship” Reviewing our rewards and awards procedures Developing more social spaces for students Introducing a common language in the Student Code of Conduct.

The extended school lockdown period provided many challenges for the Pastoral Support team, but we were impressed by how the student body responded to the challenges of adapting to the restrictions, staying on top of their remote learning, and not seeing their friends.Some students did struggle, but the efforts of Heads and Assistant Heads of Year, tutors, and counsellors alongside class teachers provided excellent support to these students and their families. Having line of sight into our most vulnerable students was not easy but, on reflection, the systems and processes that we introduced were very effective.

Some of our pastoral initiatives that we had planned for last year have been delayed, so we are looking forward to getting back on track as things return to normality next year. The Wellbeing Survey has provided a useful benchmark for us, and the second survey in September 2020 will provide us with an excellent opportunity to evaluate the 2019/20 academic year.

Academic Learning and Teaching • Improve the consistency of faculty monitoring and our quality assurance processes including the use of Student Voice to inform Learning and Teaching • Develop an integrated study skills programme which emphasises the importance of Active Reading; Handwriting,

Note taking; Memorisation and Recall

Assessment and Reporting • Develop Homework and Assessment opportunities that balance students’ independent learning and wellbeing needs appropriately, and are supported by our study skill initiative and focus for 2019/20 • Develop the use of Formative Assessment to support learning and the progress of our students • Review what and how we report in the Senior School.

Curriculum • Review the A level Languages uptake • Examine the curriculum articulation of Languages from KS2 to KS3. Evidence-based Education programmes; Assessment Essentials (to be offered to all colleagues) and Assessment Lead Opportunities for Middle Leaders to maintain their professional development via secondment to academic team meetings and whole-school leadership projects.

Following extensive feedback from key stakeholders in Term 3 of 2018/19, we launched the new Year 10 and 11 Assessment timeline in September 2019. The initial feedback from our Year 10 students was positive as they understood the need for Summative Assessment windows, but also appreciated the added importance placed upon regular and valuable formative feedback from their teachers. Our drive to create and take advantage of opportunities continues as there has also been a focus on developing colleagues through numerous CPD channels, for example Assessment Essentials and CPD carousels.

Of course, the Coronavirus pandemic had an impact on many of our priorities. While the situation provided a multitude of challenges, it also created opportunities. One such “silver lining” was the way in which my colleagues and Senior School students adapted to a new way of working. Remote learning became the norm for all of us during an eight-week period straddling Terms 2 and 3. The flexibility of our community to move away from traditional teaching and learning methods, and adapt quickly to a new way of operating was simply outstanding.

The utilisation of Microsoft Teams to interact in a purposeful and meaningful way, and to ensure good progress was made, was beyond impressive. New terms entered a teacher’s vernacular. A mix of synchronous (live) and asynchronous (offline) methods were employed to ensure the blend of pedagogical approaches used were appropriate to both context and content. Student, staff and parental surveys were conducted, the results of which supported our approach and strategy as we strived to ensure continuity in our teaching and learning.

Learning Beyond the Curriculum Through our Co-Curricular Activities Programme

We are considering models to restructure the Senior School timetable to enable greater participation in CCAs with more efficient use of facilities to include:

Enhanced opportunities in Sport Enhanced opportunities in the Arts Enhanced opportunities in Academic Enrichment Enhanced opportunities for Houses

Leading to a broader and bolstered range of CCA opportunities on offer in the Senior School.

Outdoor Education and the Duke of Edinburgh Award

Mr Richard Tuck to be appointed a Duke of Edinburgh Award Coordinator Introduce and build numbers for the Duke of Edinburgh Award, with a focus on high completion rates in Years 10 and 11 and in the Sixth Form, for the Bronze, Silver and Gold Awards The Outdoor Education team, with additional member of staff Mr Peter Ayompe, to support the development of the award Encourage form tutors to develop their knowledge of the award.

To Review

All Outdoor Education experiences, to ensure they are fit for purpose, relevant, develop skills and show clear progression, and to make certain these are balanced with curriculum time and with an awareness of parental expense, to avoid creating a financial burden and taking time out of lessons.

To Support

• The Friends of Tanglin, with a focus on supporting key aspects of the school and a shift towards “friends-raising” rather than “fundraising” • The set up of a working party across the school that works towards making a conclusive decision on the House

System and whether Houses have a key role to play in the

Senior School • Our school leavers’ transition to university by supporting the development of Alumni Chapters at key universities that feature a large Tanglin Alumni population • The improvement of the sustainability messaging around the school, with a clear focus on responsible consumption, energy-saving actions and food recycling.

I would like to highlight the progress of the Duke of Edinburgh Award at Tanglin, with significant numbers embarking on both the Bronze Award in Years 10-11 and the Gold Award in Years 12-13. I noted during the Circuit Breaker period that students who were pursuing an award kept the motivation to continue with their Physical Activity, Skill and Service wherever possible. The Adventurous Journey opportunities will return, but remain a challenge at the current time.

home following their respective Remote Learning programmes. However, the Senior School has continued to strive, with an uncompromising resolve, not to be seen as complacent and not to allow initiatives and projects to stall. We have pushed on in every way and sense possible, under trying and unprecedented circumstances, and I have been delighted with the progress made over these past 12 months.

Tanglin Senior School remains an impressive and outstanding school when one considers the ways in which it builds trust with its stakeholders, maintains balance and order, and shows genuine affection and appreciation for the incredible energy, enthusiasm and enduring commitment of the staff, students and parent body; it also benefits greatly from the guidance and support of its Governors. I remain very fortunate and proud to be the Head of Tanglin Senior School, and to lead such inspiring learners and dedicated teachers each in pursuit of their own “personal best”.