Engagement and Feedback
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
We expect students to engage fully with all learning set for them and to always seek support from their teachers via e-mail if needed. We expect students to stick to their normally daily routines as they would in school as much as possible. This will support students to complete all learning, support their physical and mental welfare and ensure they maintain good learning habits for when they return to school.
Our parent page LINK HERE provides some useful information on how parents can support students at home. Where students are experiencing difficulties with their work, please encourage students in the first instance to contact their teachers via e-mail. Alternatively, parents can contact their child’s Head of Year via Arbor or through the email at info@tmhs.rklt.co.uk:
Pastoral Support Officer (Year 7) : Millie Campey
Pastoral Support Officer (Year 8) : David Hollingworth
Pastoral Support Officer (Years 9) : Nicola Matthews
Pastoral Support Officer (Year 10) : Lynda Robertson
Pastoral Support Officer (Year 11) : Peter Leamey
Pastoral Leader (Post 16) : Susan Pearson
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Registers will be taken for all live remote learning lessons. If a student’s engagement with remote education falls below an acceptable standard, including attendance to LIVE lessons, parents will be contacted via a message on the Arbor application. This is intended to notify parents so they are aware and we can work with them to provide relevant support.
How will you assess my child’s work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual students. Whole-class feedback and quizzes marked automatically via digital platforms are also valid and effective methods which feature in our approach to feedback.
However, what is most useful is that the checking of students learning informs subsequent planning which is why all remote learning is submitted electronically, as this allows staff to check for misconceptions and gaps in knowledge. This diagnostic checking of work will support staff to plan subsequent lessons to address these gaps so that students continue to make good progress.
