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25-33 Bow Road, London, E3 2AE0208 981 1131

Information for University and College Admissions Teams

CFGS Sixth Form closed on Friday 20th March for traditional face to face education as per the Prime Minister’s instructions and reopened for reduced teacher contact from Monday 15th June – Friday 17th July 2020.

 

Context of the school and the wider community

CFGS Sixth Form is located in London's second most deprived borough; Tower Hamlets and is an 11-18 provider where 52% of students are classified as economically disadvantaged and in receipt of the Pupil Premium. In addition to this, the demographic breakdown of Year 13 in particular is

90.1% Bangladeshi

4.7% Pakistani

0.6% Any other Asian background

2.3% Black – Somali

0.6% Any other Black background

0.6% White and Black Caribbean

0.6% White Other

In June, Public Health England published a report ‘Beyond the Data: Understanding the Impact of COVID-19 on BAME Communities'; indicating that there was an increased risk of members of the BAME community contracting Covid 19. The report was published the evening before schools opened for some face to face education and indicated

1. “many analyses have shown that older age, ethnicity, male sex and geographical area, for example, are associated with the risk of getting the infection, experiencing more severe symptoms and higher rates of death.”

2. “the PHE review of disparities in the risk and outcomes of COVID-19 shows that there is an association between belonging to some ethnic groups and the likelihood of testing positive and dying with COVID-19…     An analysis of survival among confirmed COVID-19 cases showed that, after accounting for the effect of sex, age, deprivation and region, people of Bangladeshi ethnicity had around twice the risk of death when compared to people of White British ethnicity. People of Chinese, Indian, Pakistani, Other Asian, Caribbean and Other Black ethnicity had between 10% and 50% higher risk of death when compared to White British.”

3. “stakeholder feedback indicate that risks associated with COVID-19 transmission, morbidity, and mortality can be exacerbated by the housing challenges faced by some members of BAME groups. The most recent research from the UK suggests that both ethnicity and income inequality are independently associated with COVID-19 mortality”.

A large number of our Year 13 students live in a household with parents, grandparents and extended family who have a range of medical conditions; and therefore, fall in to the clinically extremely vulnerable and clinically vulnerable group. Unfortunately, some of our students were affect and lost members of their family to Covid 19.

 

Teaching / Curriculum Time

The last fortnight of the Sixth Form remaining open for delivery for Year 12 (March 9 – 20) there was a decline in attendance. The attendance for the week ending March 13th was 94.5% and week ending March 20th was 88.4%. From the government's announcement of increased positive cases and that a lockdown was inevitable the daily attendance of Year 12 was Mon: 90.0% (a decrease of 4.5% from the previous week), Tues: 95.0% (an increase of 5%), Wed: 88.3% (further decrease of 6.7%), Thurs: 80.4% (a further decrease of 7.9%), Fri: Students were Y Coded so not in school for this day. Attendance during this week dropped in total by 9.6% from Monday to Friday. If you look at attendance from the Friday before, attendance actually drops 14.1% during this week.

 

All Year 12 students lost a total of -

  1. 210 hours of face to face subject specialist teaching and in class intervention (23 March - 17 July)
  2. 20 hours of registration and PSHEE time that would have been allocated to exploring and preparing for HE and alternative pathways

When the school reopened for some face to face delivery, one lesson a week per subject was allocated; therefore, providing students with 300 minutes of in school education a week. However, due to the demographic of the school and its geography it was not reasonable to expect a full cohort of students to attend due to the health and safety concerns in the wider community; despite all efforts put in place by the school.

On average the daily attendance of Year 12 students for reduced opening in June-July was 6.3%. 

 

Remote Education

  • All students (who were in attendance prior to the last day before lockdown) were surveyed to ensure they had access to some form of ICT to facilitate remote learning and to ensure that they had their Show My Home Work portal log in details so they could access curriculum content.
  • When the new format to delivering education began on Monday 23rd March, students were instructed to log in and complete the work that had been remotely set by their teachers for the week prior to the Easter break and to upload daily once completed.
  • After the Easter break students continued to receive curriculum content through a variety of methods by their teachers:
    • Power Point presentations with notes to assist in direction of activities
    • Loom presentations (audio over a presentation)
    • Research and consolidation activities
  • A Sixth Form ICT access and living arrangements survey was conducted in May to review students access and to assess students home living arrangements/ bereavement/ illness/ mental health and wellbeing. There was a return of 50%. 
  • In addition to this, students received weekly ‘assemblies’ and challenges from the Sixth Form Leadership Team and were contacted by their Tutors once a week to ‘keep in touch’.
  • Students who were known to the multi-agency team and DSLs were contacted once a week to check in on academic and personal welfare.
  • In mid-June the school developed a ‘Pastoral Hub’ so that students could connect with the DSLs and the multi-agency team to arrange for a phone call or a visit to the Pastoral Hub if they were in need of additional mental health and wellbeing support.

 

Post 18 preparation

  • Traditionally pastoral registration time and the fortnightly PSHEE sessions in the Summer Term for Year 12 are dedicated to Post 18 preparation for HE/ Apprenticeships and alternatives. During this period of time students usually receive
    • Higher Education Visit to the annual UCAS exhibition
    • Attend Open and Insight Days
    • University Outreach programmes of study
    • Visits to Oxford and Cambridge with their Exceptional Learner Coordinator and Head of Sixth Form 
    • Two drop down days based on HE decisions/ course finders/ personal statement preparation and introduction/ Finance talks/ apprenticeship session/ Gap Year guest speaker/ Alumni careers talks and Oxbridge/Medical/Dentistry seminars with Alumni/ tutors and practitioners
  • In March the school invested in Unifrog to support students with their HE research and construction of personal statements. This was launched via a presentation and students received weekly activities to complete that were reviewed by their tutors.
  • Students received a loom presentation on how to complete the UCAS application form and personal statement in mid-June to help guide students.
  • Due to the speed of requiring to adapt to being an independent learner with numerous shared home learning responsibility students were not able to structure these activities into their day due to the demands of curriculum content.

 

Assessment and Predicted Grades

  • We offer Level 3 A Level and BTEC at CFGS Sixth Form.
  • Due to Covid 19
    • BTEC students were unable to sit their external examinations in June
    • A Level students were unable to sit their internal assessment week allocated to provide an early UCAS Prediction and to guide students over the summer
  • In addition to this, the assessment that was due to take place in June is historically utilised by the Sixth Form Team to identify students who require academic tutoring in September.
  • UCAS Predicted Grades for 2021 Apply will be generated through the professional judgement of teachers bearing in mind the intended delivery, deliberate practice and revision allocation for all subjects. Year 13 will receive three assessment points this academic year; with the first being late September based on a combination of in class and remote learning content.  This will contribute to providing some evidence for predicted grades.

 

Current Practice

  • All Year 13 students are in attendance and are allocated a full timetable along with registration and PSHEE.
  • As we are a large Sixth Form with almost 350 students across both year groups, all students are required to attend lessons and are advised to independently study at home during their personal study time.
  • Any student who is self-isolating due to having symptoms or being in contact with someone who has been tested positive or have themselves tested positive will receive their curriculum through SMHW while we move to rolling out MS Teams in the Autumn term.
  • We are in the process of introducing MS Teams and Office 365 into our ‘Blended Learning Policy’.