Frequently Asked Questions

Q – How do staff ensure that new pupils have settled in from a social point of view? Are they
with their friends as it is important to know that they are not feeling isolated?
A – Regular emails are sent home to parents in the first few weeks with general updates on how the year
group is settling in, but also to individual parents for those who are struggling a little with the change to
provide our support and to discuss strategies we can put in place to help.
Q – If they have any kind of problem do they know who to ask and where and when they can find the
person to ask?
A – Pupils and parents are given this information in a letter, in the transition booklet, on our website and
in the transition videos. All Year 7 pupils attend a registration session every day with their form tutor who
is their first point of contact as they will know them best. Pupils can bring up any concerns or worries
with their tutor, and parents will be provided with the email address of their child’s form tutor so that they
can contact them with any queries. Miss Summers and Mrs Magill, who lead the Year 7 team, will also pop
into form rooms on a daily basis. Pupils can speak to them too – plus any member of staff in school who
will then pass on any information to that pupil’s form tutor and Year Heads.
Q – Are there clear lines of communication, numbers, extensions and emails? Who deals with what?
A – All contact details are given to parents, and pupils are introduced to key members of staff during the
transition period and in their first few weeks at CTK. Parents can call school to ask to speak to, leave a
voicemail, or be given the relevant contact details for the member of staff who is best to deal with their
Q – Children often don’t know or forget the name of their subject teacher. How will I know who to
A – We have produced a transition video showing how to interpret the timetable, which is provided as part
of the transition programme. All pupils are given a hard copy of their timetable and it is explained
again. A copy is emailed home to parents, pupils are encouraged to take a photo of their timetable so that
it is stored electronically too for them to refer to at home. Padlets are produced for each department with
names of teachers. We hope to add photos of staff to these for next year.
Q – Will pupils receive some forward notice when things like cookery and music require our children to
bring in extra equipment to school?
A – All notices specific to subject areas will be posted in the Google Classroom by the class teacher. Pupils
will be shown how to access this and will be encouraged to check the different classrooms online on a
regular basis.
Q – What icebreaker type activities will be in place in the first few weeks to allow the pupils to mix with
each other / create new friendships groups?
A – This year we did a form group Google Meet, an Induction Session in August to physically meet their
form class, a fun taster day of practical activities on their first day with their form class, a day spent in form
class meeting their form tutor and completing activities to get to know each other. A Google Classroom
was created so that they could communicate with each other in a controlled and monitored forum over
the summer holidays. Those coming to CTK without anybody else from their primary school were sent
the emails of other pupils in a similar situation to help form friendships before the start of term.
Q – In the current climate how do you intend to ease/create transition opportunities for pupils interested
in attending CTK?
A – Visits to primary schools to introduce Miss Summers and Mrs Magill, and the offer of personalised
tours. We will host a Virtual Open Evening online for parents and subject videos to introduce
staff/department areas. We will offer taster days (where possible) and a full, comprehensive transition
programme with weekly emails to parents/children throughout the summer term and summer
holidays. Six fun transition tasks are provided for pupils alongside six personal challenge tasks and a
form class task based on the saint associated with their form. A Padlet is created for the form class
members and all are invited to share their personal favourites so that they can spot who has similar
interests to them. The gift of a ‘secondary school guide’ is posted home in the summer term with a
detailed transition booklet. We will set up a special email address for queries from parents and pupils and
a Google Classroom forum for pupils to ask questions. We will also invite pupils into school with the
rest of their form class for an induction session before the start of term.
Q – How do you place pupils in a form group?
A – Pupils are grouped according to friendships and pupils with any previous fall-outs are separated to
create reassurance. Those who are coming on their own are all placed in the same form so that they can
support each other. Any individual needs or preferences are accommodated where possible.
Q – How does the reward system work and what are the ‘prizes’ for achieving such rewards?
A – Pupils receive three recognition points per lesson for being ‘Ready, Respectful and Safe’. Additional
recognition points can be given every lesson by class teachers. Rewards include draws for vouchers and
end of year trips.
Q – What support is available for pupils pastorally?
A – Key Stage Progress Manager, Year Head, Assistant, Form Tutor, Safeguarding Team, Learning
Mentors, School Nurse, and ALL members of staff are there to support all pupils and to offer help,
guidance and support when required.
Q – Can pupils be offered an enhanced transition?
A- All pupils receive an enhanced transition – more than any other school in the area. Parents of pupils
with specific individual needs can speak to Mrs Stridgeon for more support and/or their child’s form
tutor. Where possible, we can arrange additional visits and meetings with key staff to support transition.
Q – How will each teacher know my child’s needs?
A – Through a very detailed and efficient communication system led by our pastoral and SENDCo staff
and form tutors.
Q – How do you identify how to support a child?
A – Information from primaries, parents and class teachers. Use of a range of strategies and high quality
teaching methods to ensure all pupils receive the teaching to suit their individual learning preferences.
Q – How quickly will teachers spot that SEN children are really trying but don’t have the working memory
and therefore need other strategies?
A -Through regular, effective Continuing Professional Development sessions and training in new
teaching strategies. Use of Pupil Profiles to highlight what that individual needs from their classroom
teachers and the sharing of good practice. Differentiated tasks are commonly used in our subject areas
so that all pupils can achieve.
Q – How will the school support my child’s needs in terms of security, but also make arrangements that
allow them to learn in class with others?
Our school is a secure school with the use of electronic gates/doors to keep our pupils safe. Our
Teaching Assistants will offer support in lessons for those who need support. We offer a Homework
Club every night after school with TA support so that our pupils can complete their homework in the
school environment from experienced staff.
Q – How flexible are they about balancing the school needs against the individual needs of my child?
A – CTK is concerned about the progress and development of the WHOLE child. We celebrate
achievements within the classroom and outside too. Pupils are able to select vocational or Ebacc subjects
in Key Stage 4 to suit their specific needs and strengths. A happy, supported child who is encouraged to
achieve their personal best at their level will achieve their best potential.
Q – If my child is a little lazy, how quick do teachers identify if he is bright but underachieving? How will
they work to help him?
Close monitoring by subject heads and class teachers, setting targets, assessments, verbal tutorials with
pupils, access to previous assessment data, setting, regular reporting home, interventions and access to a
learning mentor.
Q Does the school listen to my feedback? How are parental responses gained? Do they act on
information they get? Do teachers actually get the information?
A – We have an efficient and well used e-mail system and form tutors’ contact details are made
available. When we host our Induction Evening we invite questions from parents. We gain feedback
through Google Forms for a quick, easy response. Feedback is used to develop and improve to
constantly monitor our policies and resources that CTK provides for our pupils and their
parents/carers. We host regular year team and subject department meetings to discuss parent feedback
and use it to enhance our offer to our pupils.
Q – What kind of clubs/after-school activities are there and do they run any extra homework/subject
support clubs?
A full, varied extra-curricular timetable is offered in different subject areas. The days/dates/activities are
communicated to pupils/parents via form tutors, email, our website and a booklet is sent home with all
the information clearly listed. Homework Club runs every night from 3.00 pm to 4.00 pm.
Q – What policies/strategies are in place to deal with/prevent my child from getting lost and feeling
A – A school map is provided and they are taken on a guided tour around the site in the first few
days. Teachers will collect pupils from their social areas after break/lunch for their first week or so to
take them to their lesson. Teachers finish their lessons a few minutes early to ensure all pupils know
where they are going next. If they feel anxious, they can speak to their form tutor or Year Head or
Assistant Year Head. Additional monitoring and support can then be provided where necessary and
close communication with home.
Q – What policies/strategies are in place to deal with/prevent older pupils being mean to younger pupils?
A – Our Behaviour Policy that encourages respect and keeps each other safe, a buddy system, substantial
staff presence at movement time and before/after school and break/lunchtime.

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