We are very proud of the hard work and achievements of our founding students here at Hoe Valley School and delighted with the outcomes and progress they have made since joining the School in 2015.
Due to the lockdown at the end of March 2020 and Spring 2021 which led to the cancellation of the GCSE exams for the summers of 2020 and 2021, our students did not get the chance to show what they would have achieved in formal exams. Instead, schools were asked to use their professional experience to make a fair and objective judgement of the grades they believed a student would have achieved had they sat their exams, and to submit these centre-assessed grades (CAGs) to the relevant exam board.
These results represent the end of one phase of each student’s education, and the opportunity to acknowledge and celebrate what they have accomplished. We are delighted to be able to congratulate the Classes of 2020 and 2021 for their many achievements and to wish them well as they move on to the next phase of their lives with our full support and best wishes.
Please note: The DfE are not compiling or publishing any school performance figures for the academic year 2019-20 or 2020-21, and so in keeping with this, Surrey schools and others more widely will not be publishing school level performance figures for Summer 2020 or Summer 2021.
The Joint Council for Qualifications (JCQ) oversee all external G.C.S.E’s. Below you will find the JCQ regulations for candidates who have started their G.C.S.E courses (Year 9 onwards) that cover all coursework elements and the formal examinations.
We work in partnership with Yes Futures to give our students a head-start in life beyond school.
Yes Futures is a multi-award winning education charity founded and run by teachers. The Yes Futures charity works with 8-18 year olds in schools across the South East. Through tailored extra-curricular personal development programmes, Yes Futures empowers young people to make ambitious choices and realise their potential.
What is the Rising Futures programme?
The Rising Futures programme is specially designed to support secondary school students aged 11-18. The programme accelerates students’ progression through the development of essential life skills to support their success in the classroom and beyond.
The programme runs for 12 months per cohort and is composed of a Welcome Evening, two day trips, a three-day residential trip, and a Graduation Ceremony.
Throughout the programme, the students also benefit from several in-school Coaching sessions, with trained Coaches. All Coaches are DBS checked and trained in child protection.
Get in touch:
To find out more, please contact Sophie Bartlett, Impact Manager
Telephone: 020 81 444 393
Or visit their website: www.yesfutures.org
One of the strategic aims for the School is that it should be a hub where students can explore different hobbies and interests outside of the curriculum offer. Whilst these often feed into the curriculum (for example instrumental lessons or STEM club), we also wanted to offer safe, supervised spaces after school for students to enjoy a range of clubs which may be sporting, arts based, learning a new language or developing a passion within a particular subject.
The enrichment programme is reviewed each term with input from our students and we always offer a range of clubs which are free as well as those which require a parental payment.
The enrichment programme runs from 4.15pm – 5.15pm, Monday – Thursday and ensures all students experience a broad range of exciting opportunities. Students collect house points for attendance and for excelling in a specific area, which feed into the rewards programme.
To view our Autumn Term 2021 Enrichment Programme please click here.
PSHE & SRE
PSHE (Personal, Social, Health and Economic) education is an important and necessary part of all students education. At Hoe Valley School this is embedded into tutor time lessons that cover a wide range of topics including;
Drug and alcohol education
Importance of physical activity
Basic First Aid training
Importance of a healthy lifestyle and diet
Mental Health and emotional wellbeing
SRE (Sex and Relationships Education) and is an important part within the PSHE curriculum. From September 2020 schools have a statutory obligation to teach SRE.
The aim of SRE is to give young people the age appropriate information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships. At Hoe Valley School students will cover a wide range of topics including;
Different types of relationships; including friendships, family relationships, intimate relationships and healthy relationships
Self-respect and respect for others
Commitment, tolerance, boundaries and consent.
How to manage conflict
How to recognise unhealthy relationships
How relationships can impact mental health and wellbeing
Sexual health and sexuality
You can view the content of each year group’s SRE lessons in the slides below.
In line with Government Guidance, HVS is has a full provisional available to provide remote teaching and learning.
Should there be a requirement to return to a remote provision, we aim to deliver high quality lessons as well as excellent pastoral provision to ensure your child receives the very best education they can during this challenging time. Thank you for your support and we are always keen to receive your feedback to make further improvements.
Hoe Valley School is a brand new, 21st Century school which uses ICT to enhance and support students’ learning, streamline the business operations of the school and automate administration, assessment and reporting. As a new school in a new building, we have been able to implement a modern ICT infrastructure that supports our ICT strategy of making full use of currently available software and equipment to add real value to the experience of everyone associated with the School.
Hoe Valley School students will be technologically capable, confident and flexible to enable them to thrive in whatever direction their future careers take them.
Examples of our whole-school approach to ICT are:
We are a Google School – all staff and students have access to the Google suite of applications, including Google Classroom, for class based and home learning. This allows students to interact with one another in a monitored and safe space, to share and collaborate with one another when producing documents and reduces all of those lost worksheets!
Computer Science is taught as a discrete subject to all students.
All students have a dedicated chromebook that they use in their lessons and their prep, and which also includes an electronic timetable
We use a cloud-based Management Information System called Arbor to store student information, track progress and monitor attendance, behaviour and punctuality. This is all shared in an open and transparent manner with our families who have their own parent portal
As a cashless School, we have appointed Squid to ensure quick and safe financial transactions between home and School
We have implemented an ICT strategy that is education led not technology led and have identified those areas where ICT can enhance the curriculum and learning, promote enrichment, break down learning barriers, foster collaboration, support CPD for teachers and stimulate creativity and curiosity at all levels.
We believe ICT has a crucial role to play in delivering the learning experience we want for our students – not for its own sake, but because of the value it adds to our relevant and inspiring curriculum.
High Attaining Students
The curriculum is designed to ensure all students are challenged and stretched. Our approach is to ensure the most able students experience a different pathway through the lesson rather than simply completing additional extension tasks. Programmes of Study explicitly outline the pathway for the most able students whilst also providing additional opportunities beyond the classroom such as the UK Maths Challenge, Literary workshops, STEM club, National Association for Able Children in England (NACE) and Latin classes (to name a few!).
Special Educational Needs and Disabilities
The SENCO has the responsibility for ensuring that every student receives the support and sensitive challenge he or she needs in order to make the greatest progress. She ensures that all current guidelines, for example the most recent revision of the Special Educational Needs and Disability (SEND) Code of Practice, are fully implemented. Part of the SENCO’s role is to ensure sufficient variation, intervention, stretch and challenge is incorporated into the curriculum to meet the needs of all student groups.
Our excellent team of Teaching Assistants work closely with the teaching staff and are included in CPD sessions and in lesson planning activities to ensure a coordinated approach to the students. They run small group intervention sessions, 1:1 work and support in lessons as appropriate.
Students with English as an Additional Language (EAL)
Students joining the school with English as an Additional Language are supported and their rich cultural heritage celebrated and championed. The School recognises that the needs of these children are different from others, requiring specialist support in the early stages of English language acquisition.
Our EAL students are supported by a combination of careful preparation where information is available in advance, sensitive diagnostic assessment when first joining the school and tailored support in lessons. Measures may include:
Personalising all resources and developing a specifically tailored pathway through the lesson to maximise student progress
Seating them next to a reliable student translator
Identifying and explaining any cultural content that may be unfamiliar
Inclusion within lessons for the bulk of the day, with extraction for targeted support at times to be arranged by our SENCO
To view our SEND Policy please visit our Policies page
To ensure the day to day experiences of our students meet our curriculum aims, we have identified six ingredients which we expect to see in our lessons. Regular learning walks completed by all members of staff ensure that these are consistently evident in lessons:
No learning time is wasted.
All tasks are personalised using red, amber and green pathways.
Hands up’ are avoided and instead teachers use ‘think, pair, share’, targeted questioning or other strategies to maximise participation levels.
Literacy, Numeracy, British Values and Social, Moral, Spiritual and Cultural discussions are evident where appropriate in the lesson and everybody in the room always speaks and writes in full sentences. All numbers in the lesson are ‘used’.
Learning always links to the ‘big picture’ and to real life.
Students receive feedback in every lesson.
Literacy and Numeracy
We believe that mastery of literacy and numeracy are the keys to unlocking the curriculum and so to reflect the importance of these subjects, HVS dedicate significantly more time to these subjects than would be allocated in most mainstream schools. All teachers, regardless of their specialism, are teachers of literacy and numeracy which permeates across the curriculum.
Literacy and numeracy are part of every lesson but are also taught via World Book Day, workshops with professional writers and via the the UKMT (United Kingdom Mathematics Trust) Schools’ Challenge. We personalise the delivery of literacy and numeracy via the use of programmes such as Lexia and also offer extension clubs for our most able students including Latin and STEM.
Our Literacy and Numeracy policies are available on our Policies page Here.