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

Information for University and College Admissions Teams

 CFGS closed on Tuesday 5th January 2021 as per the Prime Minister’s instruction and all lessons took place virtually using the MS TEAMS platform until we reopened for a staggered return on 15th March 2021.

Throughout the Spring and Summer Term of 2021 we remained open for students, however on 5th July we closed for Year 12 students due to a number of Covid 19 positive cases across the year group.

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 are in receipt of the Pupil Premium. In addition to this, the demographic breakdown of Year 13 is as follows:

 Ethnicity  % cohort
 Bangladeshi  84%
 Somali  4%
 Any other Asian background  3%
 White Other  1%
 Pakistani  3%
 Any other mixed background  1%
 Other Black African  1%
 Other ethnic group  1%
 White European  1%
 Indian  2%
 White - British  1%

In June 2020, 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 stated:

  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 into the clinically extremely vulnerable or clinically vulnerable group. Unfortunately, some of our students were affected and lost members of their family to Covid 19.

Teaching / Curriculum Time

From January 2021, all lessons took place over MS TEAMS. During the first few weeks of January not all students had access to ICT at home and therefore some students missed live lessons.

The attendance for the week ending 8th January was 77.5% and week ending March 12th  was 94.4%. During this timeframe, CFGS received DFE laptops and whilst some were given to Year 12, the priority was the examination groups of Years 11 and 13.  In order to support students so that they were able to access education, the school’s Trustees launched a Trustee Laptop Scheme whereby families could apply to receive a laptop to support with education; 10 students received these.

All Year 13 students lost a total of:

  • 150.27 hours of traditional teaching between 5 January – 12 March, and 5th July – 9th July as we had to collapse the entire cohort due to an increase of positive cases in the year group. All lessons took place on TEAMS, however there were technological disadvantages for the cohort.
     
  • During the above timeframes, 16.75 hours of registration and PSHEE time was lost, that would have been allocated to exploring and preparing for HE and alternative pathways in a face to face capacity.

Remote Education

All students were surveyed to ensure they had access to some form of ICT to facilitate remote learning in September 2020.

  • In November 2020 CFGS launched its ‘Blended Learning Policy’ and this was used in the first instance for students who were in need of isolating and then for all in January 2021.
  • Students received weekly ‘assemblies’ and challenges from the CFGS6 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.
  • The ‘Pastoral Hub’ (a Hub where 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) remained in place and was accessible to all students during ‘remote education’.

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 Director 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 2020 the school invested in Unifrog to support students with their HE research and construction of personal statements and all had access to Unifrog from the beginning of their KS5 curriculum. Students were given weekly activities to complete on Unifrog during January – March 2021.
  • Due to the speed of requiring to adapt to being an independent learner with numerous shared home learning responsibilities, students were not able to structure these activities into their day due to the demands of curriculum content.
  • The two drop down days for Post 18 had to be rearranged and delivered short notice over MS TEAMS due to the whole of the cohort needing to isolate due to an increase of positive cases in July 2021.

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 January and June 2021
    • A Level students were unable to sit their internal assessment week allocated in January 2021 due to the national lockdown
    • A Level students were able to sit the June assessment window, however this was their first time sitting formative assessment as they are the cohort who did not sit GCSES in 2020 due to the pandemic.
  • UCAS Predicted Grades for 2022 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 363 students across both year groups, all students are required to attend lessons and are advised to independently study at home during their directed 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 via MS TEAMS and Office 365 as per our  ‘Blended Learning Policy’.