HES School Improvement Update 7

Hsis School Improvement Update Issue 7

Summer 2017

NEW: Hsis Conferences and more free resources from Rising Stars

Dear Colleagues, Welcome to our Summer Term 2017 School Improvement Update. I hope that you have all had a restful Easter break and that the summer term has begun smoothly.

As always, the summer term is a busy one for all schools and academies – not least because of the assessment and testing season. Last year, as we know, was the first year of the new tests under the new assessment arrangements and, let’s face it, despite everyone’s best efforts, we were all to some extent working in the dark. Despite this, Havering children performed extremely well and we rank very highly in the 152 Local Authority ‘League Table’: Key Stage 1 Attainment

Reading

Writing

Maths

x/152 LAs

29/152

21/152

17/152

Percentile Rank

19th

14th

11th

I am sure you would have noticed that in Hsis we have added a range of new Conferences to our CPD programme with national keynote speakers. On the programme are conferences for Ofsted, EMA, English, Maths, Science, Online Safety, Social Media, Google for Education – and there are more in the pipeline, with attendance free for Hsis Package 1 and 3 schools. The conferences thus far have been very well evaluated: Managing Your Ofsted Inspection: “Allyson’s courses are always grounded in common sense. She provided us with lots of practical strategies which are already proving to be very helpful.”

(Bernadette Matthews, Headteacher, St Joseph’s Catholic School) “A brilliant conference - one of the best! I could have listened to her all day!”

(Matt Dineen, Headteacher, Harold Court Primary School)

Key Stage 2

EMA Conference - Surviving, Striving and Thriving:

Attainment

RWM

Reading

Writing

Maths

x/152 LAs

8/152

10/152

2/152

17/152

Percentile Rank

6th

7th

2nd

12th

“Thank you for a fantastic experience today.”

Progress

RWM

Reading

Writing

Maths

x/152 LAs

-

40/152

27/152

48/152

“Great conference; lots of valuable information.”

Percentile Rank

-

27th

18th

32nd

“Fantastic speakers and workshops.”

The 2016 LA RaiseOnline also shows that disadvantaged pupils made better progress than their non-disadvantaged peers in Reading and Writing in Havering. Our disadvantaged pupils also made better progress than non-disadvantaged pupils nationally!

We have been closing the gap, narrowing the gap, diminishing the difference! Well done to everybody in schools for this excellent performance.

Added to this, you will hopefully have now received the new Switched On Online Safety and Switched On Minecraft resources produced with our partners at Rising Stars.

Despite the uncertainty of last year, we now have a clearer idea about standards, moderation, arrangements, tests and interim frameworks, etc, so we can go in to this year with great confidence and optimism.

Wishing you all an enjoyable and successful summer term,

We are working hard to ensure that Havering schools receive top quality professional development and that each event adds value to individuals and their schools.

Grahame Smith School Improvement Manager

English – Why general knowledge is so important A few days ago I came across the following statement from a teacher on a well-respected educational blog: ‘My year 2 class showed last week that they understood and could generate expanded noun phrases, but no-one knew what a butcher’s shop sold.’

This struck a chord because I’ve heard this sort of complaint many times over the last few years, especially from teachers in Year 2 and Year 6 who are preparing pupils for a reading test.

Teachers seem to be finding that pupils are willing and able to learn quite difficult points of grammar and ways of constructing sentences but their ability to comprehend what they are reading is hampered by their lack of general knowledge. This is a tricky problem for teachers because it seems like an impossible task to make up the potentially huge (and unpredictable) gaps in children’s knowledge. After all, if we can’t assume that children know what a butcher’s shop is, then how much other common knowledge might they not know?

Clearly, we can’t provide children with all the general knowledge that they might need in order to make sense of the world, but it must be possible to increase the amount of knowledge that children are exposed to during the average school day.

As a first step, schools might look at the books that are read to children across the year. Do these books expand their pupils’ knowledge of the world? If so, does the teacher ensure that children learn from what they read and retain the information to add to their store of general knowledge?

A school might go on to assess pupils’ general knowledge.

Are there children who are noticeably lacking in knowledge and, if so, can they be targeted?

Subjects such as geography, history and RE have been given less prominence over the last few years – mainly due to the effects of English and maths’ accountability measures. Perhaps it’s time for them to be given more prominence. After all, that’s where a lot of that useful knowledge comes from.

Peter Ellison Inspector Standards and Effectiveness - English

Maths – The importance of problem-solving within the mathematics classroom “Solving problems is a practical art, like swimming or skiing or playing the piano: you can learn it only by imitation and practice…if you wish to learn swimming you have to go into the water, and if you wish to become a problem solver you have to solve problems.”

Mathematical Discovery: George Polya The importance of problem solving as a means of enhancing mathematical understanding is recognised in the National Curriculum Programmes of Study.

‘The national curriculum for mathematics aims to ensure that all pupils: • become fluent in the fundamentals of mathematics…

• reason mathematically…

• 'can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.’ (National Curriculum page 3) It is important that problem solving is seen as an integral part of mathematics lesson planning and not merely as an add-on. Problems can challenge and engage pupils of all ages and abilities and can be used to assess understanding at the end of a module or as an interesting

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introduction to new areas of mathematics. It can be tempting to describe practice activities as ‘problems’, but, whether a question is a problem or an exercise depends on the prior knowledge of the problem solver. A problem motivates you to search for a solution!

The effectiveness of problems or mathematical rich tasks can be limited by the use of too much scaffolding, or leading pupils towards a closed answer. Many mathematics questions, text books and lesson plans follow a linear problem-solving process which presents problem-solving as a series of steps and implies solving maths problems is a procedure to be memorised and practised and leads to an emphasis on getting an answer.

However, Polya described the stages of problem solving as ‘understanding the problem’, ‘making a plan’, ‘carrying out the plan’, and ‘looking back’.

Useful examples of problem-solving tasks can be found on the NCETM website, the NRICH website and in numerous other resources, many of which may be collecting dust in a maths store cupboard! Why not have a look for Mathematical Challenges for Able Pupils (actually suitable for all) Or Problem-Solving with EYFS, Key Stage 1 and Key Stage 2 children? Or Logic Problems and Puzzles – National Numeracy Strategy 2010...?

Kairen Raper Inspector Standards and Effectiveness - Maths

St. Mary's ground force community team digs-in to improve outdoor area for pupils and save the School £180,000 I am sure we are all in agreement that planning and budgeting for improvements to our school environments has never been such a challenge. The constant tightening of our financial belts, increased costs, and decreased allocation left us scratching our heads when looking at much needed capital developments and long overdue cosmetic attention. So, we decided to take control of the situation and see what could achieved with the minimum impact on our budget.

of the next six weeks the school was transformed from a tired behemoth to an environment in which staff and pupils could be truly proud.

Skilled and unskilled parents, past pupils, grandparents, staff and some volunteers from the locality with no current links to the school helped as and when they could. The sense of community was flourishing and new people came along and chipped in with a few hours here and there.

The following works were completed over the summer holiday 2016: • An extended and redesigned EYFS area, (including doubling the square footage, a full-size mud kitchen, beach, stream with running water, mini-beast hotel, play tunnels, mud pit, planting garden and five different flooring textures throughout); • A mural in our renovated communal garden; • All drainage cleared and repaired where necessary; • Replace all wooden fencing; • Shrubs cleared and new quiet area paved; • Entire exterior of school building cleaned and painted;

Before...

A meeting was called and I took those in attendance on a tour of the school, warts and all, and explained what I was hoping to achieve and why. From this we formed a small committee and prioritised the jobs we would like to complete over the next six weeks.

• Classrooms and corridors painted.

Over 3000 man hours were spent and an estimated £180,000 was saved! The results have been truly humbling, far more than I would ever have hoped for and the sense

We needed to build an interest and gain momentum in order to carry out anything significant over the summer.

With this in mind I asked for a group to join me one Sunday morning to steam clean our changing rooms (bacon rolls and bottomless tea would be provided) and four dads came along for a few hours, achieving some excellent results. We were able to publicise this in our weekly newsletter and thank those involved publicly – this proved to be pivotal. The EYFS area was one such priority.

The committee approached local companies and

... and after

of ownership has galvanised the community.

The committee is already planning the next project.

Tips for future projects: 1. Ask the question. You will be surprised! And meet at a time that is convenient for those parents who may work full time.

2. Choose a project that parents can see will benefit the maximum number of children. ... during...

businesses for sponsorship and materials and the response, albeit slow, began to trickle in. Over the course

3. Start small and build momentum.

David Leech Headteacher, St Mary’s Catholic Primary School

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Secondary Improvement Board A Secondary School Improvement Board has been formed, since January 2017, in order to support the rapid improvement in outcomes in Havering’s secondary schools.

You will probably be aware that, in Ofsted’s annual report for 2016, Mike Sheridan (Regional Director for London) singled out Havering and Lewisham as being the two London boroughs that were the exceptions to the significant improvement that the rest of London has experienced.

At the time, this view included Havering’s primary schools because of their relatively weak Ofsted outcomes at the end of the academic year 2015-16; however, the much-improved picture by February 2017 means that our primary school Ofsted outcomes are now above the national average.

In the secondary sector, where 16 of the 18 schools are academies, their performance has not only attracted the attention of Ofsted, but also the Regional Schools’ Commissioner, Tim Coulson, to whom academies are accountable. As a result, Sue Imbriano and Tim Aldridge met with Tim Coulson and it was agreed to establish a School Improvement Board to address the shared concerns.

The Board met for the first time in January 2017 and received the full engagement of all 18 secondary schools and

academies, along with the LA, to address the following issues: • Weak Ofsted outcomes (only 57% of schools Good or better) • Declining attainment, relative to national performance • Weak progress scores (an LA average Progress 8 score of -0.1 in 2016) • Especially weak progress scores for disadvantaged students (an LA average Progress 8 score of -0.6 in 2016).

An improvement plan has been written with the goal of reaching the target of 100% of all schools being Good or better by July 2018 and for Progress 8 scores to be above 0.0 for all students, including the disadvantaged cohort, in the Summer 2018 GCSE outcomes. It focuses on improving the quality of teaching, learning and assessment and the effectiveness of leadership at all levels.

From a primary point of view, it is not only important to be aware of this development in the secondary sector, but also to recognise that the plan includes strands on improving primary-secondary transition and on learning the lessons of Havering’s primary schools’ improvements.

I’m sure that your secondary colleagues can rely on your support.

Ian Gurman Senior Inspector, Secondary

Developing computing: some ideas for teachers We are now in the third year of teaching computing since it was introduced in 2014 and many schools are still developing their provision. For some teachers it has been a huge learning curve with the introduction of computer science as a strand, a subject many have never studied in their own education. What we believe about the subject affects how we teach it and what we choose to teach. Sometimes we hear, “Pupils are much better at computing than us”. Is this true? Some pupils, who have grown up with technology, are more confident when approaching new technology, but let's not mistake confidence for knowledge or understanding. If we don't believe we have anything valuable to teach, why should our pupils? Perhaps, we need to think about how we approach the classroom and the way we talk about the subject so that pupils see a positive perspective of the subject.

There is also a mindset shift - what to do when things go wrong in a pupil’s program. In the old subject of ICT, few pupils made mistakes and when they did, we felt obliged to help. What we need to do now is support pupils to problem solve and ‘debug’ their own programs, and this is best started at the earliest stages of computing. Here are some ideas:

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• Run scripts/programs regularly • Ask pupils to predict what will happen beforehand • Get pupils to explain each bit to a partner • Have ‘debugging buddies’ • Ask ‘three before me’. Encourage pupils to explore other routes before asking the teacher Phil Bagge, a Computing at School (CAS) Master Teacher has these 3 commandments: 1. Every programmer makes mistakes 2. Mistakes and debugging are a normal part of the programming cycle 3. Not teacher’s job to debug pupil code He suggests we need to encourage independence and liberate pupils into messy problem solving. It is hard to make this shift, moving to hints rather than solutions, but one which is definitely worth the effort.

Amanda Jackson Inspector - Standards and Effectiveness, Computing and Online Safety

Dates for your diary 10 November 2017 - Hsis Computing Conference 24 November 2017 - Inclusive Teaching and Learning through Technology Conference

Reinstated Early Years Foundation Stage Profile Following the reinstatement of the Early Years Foundation Stage Profile, the Moderation arrangements are well underway. Participation in the EYFSP training sessions is averaging at seventy delegates per session. Numbers of participants continue to increase year on year.

I would like to thank all schools that returned their Moderation information gathering form. The deadline for schools to be informed as to whether they will receive a Local Authority Moderation visit was 31 March 2017. All schools were emailed on or before this date.

EYFSP Moderation visits will take place between mid-May to mid-June. The deadline for submitting your EYFSP data to the local authority will be June 30th 2017.

Celia Freeth Inspector, Early Years

Dates for your diary 27 April 2017 - Meet the Moderator 30 June 2017 - EYFSP data submission to LA deadline

Science - Practical support available from The Ogden Trust

Carole Kendrick, the Regional Representative for Primary Science for The Ogden Trust (seen in the image above) ran a primary physics workshop at the Hsis Primary Science Subject Leaders in January 2017.

The Ogden Trust provides financial and practical support including: • Funding for partnership activities, events, transport and equipment • Support from Ogden Regional Representatives and regional meetings of partnerships • A network of academics, Ogden University Science Officers and other experienced physicists who work as Ogden Consultants • Annual Physics Forum for Partnership Co-ordinators • Dedicated web pages with information on events, teaching ideas, evaluation methods, guide to university finances • Teacher Fellowship (after one year, at the discretion of The Trust) • Additional support for schools in challenging circumstances Schools interested in leading and setting up partnerships within their networks or cluster groups can contact Carole directly. Funding for partnerships are available for the next

academic year. For more details please contact Carole directly. carole.kenrick@ogdentrust.com

Top tips for teachers • Primary London Assessment Network ( with support from Ardleigh Green Junior School) have published the first exemplar materials to support schools during moderation of science on the Association for Science (ASE) website. Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements. Find these at www.ase.org.uk/resources/primary/plan/ • The Teacher Assessment in Primary Science (TAPS) pyramid tool provides a structure to help schools evaluate and develop their assessment processes.

The interactive self-assessment tool and supporting materials can be found at www.pstt.org.uk/ resources/curriculum-materials/assessment • Date for your diary - Hsis Science Conference is on Friday 6th October 2017.

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Havering EMA Team EAL Conference 2017 On Wednesday 22 February 2017 the Ethnic Minority Achievement (EMA) Team hosted over 70 delegates from Havering and neighbouring LAs, for their highly successful and ‘Inspirational’ ‘Surviving, Striving & Thriving’ conference.

Delegates were overwhelmingly positive in their feedback regarding how they had benefited from the ‘enthusiastic and knowledgeable’ keynote speeches and follow-up workshops delivered by Catherine Gladwell from Refugee Support Network, who shared her experiences of working with young refugees and asylum seekers; Professor Constant Leung from King’s College London, who shared research into how children acquire social and academic English; and Stephen Turp from FFT Aspire, who shared soon to be published research regarding the accelerated progress made by EAL learners over time. These all proved popular with delegates who commented...

“I found Constant Leung’s and Stephen Turp’s speeches really informative, interesting and useful” - Scargill Infant School.

“EAL from three very different aspects i.e. refugee camps background, BICS & CALP and Assessment (of EAL learners).” The R.J. Mitchell Primary School Sue Cumbers from Corbets Tey School was able to signpost delegates to useful iPad apps for supporting the language development of EAL learners.

Professor Constant Leung, Kings College London

Delegates also found the conference partners including Mantra Lingua, Scholastic and TTS a positive addition, with “Really helpful exhibitors where useful contacts were made and possible resources to be purchased.” (The James Oglethorpe Primary). In addition to offering discounts and answering questions about their EAL-focused resources, each provided a prize for a free draw.

Communication Across Cultures, producers of the Learning Village on-line EAL learning platform, were also in attendance to host a workshop and offered a special discount for Havering schools.

Safeguarding - Gang culture: addressing a recurring menace Gangs are not a new problem; in fact, they have been described as a recurring menace.

In the 1830s there were Street Arabs; the 1860s saw the Garrotters; the 1930s Immoral Youth and 1960s Mods and Rockers. Glamorisation of gangs worldwide has influenced a growing gang culture. In the early 2000s Hoodie fashion trends sprang from Gang Fashion.

as vulnerable and they do not see they are at risk, although London data has shown that two-thirds of gang members have also been victims of crime. Key factors of gang involvement include drug use, an increase in mental health issues, recruitment into gangs at a young age, (including primary-aged children) and the normalisation of violence.

Worsening social and economic conditions increase the likelihood of following this criminal lifestyle. This presents a challenge to the traditional child-protection framework, and calls for new and innovative ways of working with children and young people with wider agency support.

In Havering we have seen a rise in serious youth violence linked to gangs centred on the Romford Town ward. The Havering Serious Youth Violence Group monitors young people and adults who are gang involved. A definition of a gang is ‘a relatively durable, predominantly street-based group of young people who see themselves (and are seen by others) as a discernible group for whom crime and violence is integral to the group’s identity’. (Source Hallsworth and Young).

It is important that schools and safeguarding teams have as much insight as possible into the risks and pressures young people are under to understand why they might be drawn to gang culture. Young people are resistant to intervention. St Giles Trust researchers talked to gang-involved young people “It is pride, loyalty, friends, trust… it’s about structure, rules, consequences... It’s about being somebody, having success and feeling safe and wanted.”

Children and young people with gang involvement are also likely to be at risk from missing education, home and care, putting them at further risk of sexual exploitation and serious youth violence. The reality for gang-involved children is that they feel they have no choice. They may not want to become a gang member but they cannot see any other way out of the situation. In order to ‘fit in’ with other gang members, children may also begin to wear certain colours or other types of clothing; they may wear distinctive hairstyles, use gang terminology, and get involved with gang activities. There is often denial by young people: they do not view themselves as being part of a gang, they do not consider themselves

Schools should consider:

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• What do we know about the young person?

• What do other agencies know?

• Is there anything we are overlooking?

• How can we keep the young person safe?

•H ow can we support specialist agencies in a pathway out for the young person?

Penny Patterson Senior Inspector, Safeguarding Nora Hammond Adviser, Safeguarding

Why go to University? The Scholars Programme can help...

At Harold Court, we are always looking at ways to further raise aspiration and inspire young minds – one of our mantras is ‘If you can dream it, you can do it!’ In conversation with our children about where they see their lives in 5, 10, 15 years we were left with no doubt we wanted to give our children the opportunity for something they had raised with us – Why go to University?

With some conversation with colleagues and research we came across just that opportunity…

The Scholars Programme is an academic programme run

by The Brilliant Club, a charity which aims to widen access for outstanding pupils in non-selective state schools to the United Kingdom’s most selective universities.

I met with both Year 5 and 6 classes and spoke about life after secondary school. We discussed their future careers and for some children they had an instant answer of what they wanted to be; for others they hadn’t even thought about it. I then shared the information about The Scholar’s Programme. If the children wanted to be part of this they had to write a letter to me explaining why they should be part of it. I stressed how there would be additional work but support would be on hand. One third of the group were required to be ‘Ever 6 FSM.’ I received applications from several children. I then had the difficult task of selecting who would be part of the study.

Places were based on their attitude and aptitude towards studying.

There were three streams to choose from, these being Arts and Humanities, Social Sciences or STEM. Knowing our

children and in line with our school ethos I decided on a philosophical topic of ‘What is fairness?’

The 12 children from Years 5 and 6 attended the launch visit to Trinity College Cambridge and they took part in a range of activities- from taking notes in a lecture to touring the campus.

They were assigned a tutor and had met with their tutor Mr Daniel Luther on six occasions in school and were set homework following these sessions. The PhD tutor has taught the children in university-style tutorials to each group of six pupils. The children were issued with VLE codes so that they could log on to communicate with each other and even send their work to Mr Luther.

The children have completed their final assignment. The assignment was entitled ‘What is fairness?’ This was 1000 words long and was submitted in December. Finally the children graduated on Saturday 28th January 2017 at King's College London.

All our children graduated with either 2:1 or First in their degree Mr Dineen (Headteacher) and I were in attendance along with their parents.

It was an inspiring day for all involved and we look forward to finding more wonderful, meaningful, lifelong memories for our children to take part in! Find out more at www.brilliantclub.org Lynn Hogan-O'Neill Deputy Headteacher, Harold Court Primary School

Cross-borough Ethnic Minority Achievement (EMA) Network Wednesday 3 May 2017 1.30pm – 4.00pm Co-ordinated by the Havering EMA Team, schools and academies from Havering, Barking & Dagenham and Redbridge are invited to gather at CEME on the afternoon of Wednesday 3rd May 2017 to receive key updates regarding EAL and to share effective practice.

A number of guest speakers will lead the first session with a focus on assessment and resources. During the second session delegates will have the opportunity to circulate informally around table-top presentations in order to draw inspiration for their own schools and to network with colleagues from neighbouring authorities. The tabletop presentations will be led by our guest speakers and volunteers from schools.

Above all, delegates will have opportunities to mix with colleagues from across all three Local Authorities in order to share practice that has proven to be particularly effective in supporting their growing numbers of EAL learners.

Colleagues from Havering schools are invited to contact michelle.wain@havering.gov.uk if they would like to share an aspect of their EAL practice via a table-top presentation.

Please book places via www.haveringeducationservices.co.uk

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Switched On Online Safety and Switched On Minecraft Feedback from Hsis schools had pointed to the need for comprehensive teaching materials to address the ever-changing area of online safety and ideas to engage more-effectively with parents and carers.

Therefore, the Hsis team worked with Rising Stars and schools to develop Switched on Online Safety (*RRP £375 - Free to Hsis Package 1 and 3 schools) designed to help schools to implement an effective, whole-school online safety policy. The resource includes Teacher's Guides for Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2 which includes six themed activities per year group. Online Resources (accessible via 'My Rising Stars') – including ready-made PowerPoints for use in lessons and online safety assemblies, editable medium-term plans, 12 teacherfacing videos to help teachers deal with sensitive issues and PDFs of the Teacher's Guides.

Switched on Minecraft (*RRP £200 - Free to Hsis Package 1 and 3 schools) offers teachers an exciting way to enable pupils to explore the curriculum through Minecraft-based activities. The resource includes a Teacher's Guide to explain how to set-up a safe and secure Minecraft environment in your school, 18 cross-curricular step-by-step activities linked to English, maths, science,

history, geography and more! Online Resources (accessible via 'My Rising Stars') - video walkthroughs providing short, step-by-step guidance on setting-up and using Minecraft Education Edition, 18 activity PowerPoints and photocopiable masters providing stimulus images for lesson starters that can be adapted for your own class use. NB. You will need to purchase Minecraft Education Edition licences in order to use Minecraft in your school.

Please contact Hsis if you need any advice or support in implementing either of these resources via e: hsis@havering.gov.uk t: 01708 433813 Dave Smith Computing and Online Safety Adviser/Business Development Lead

Dates for your diary Reserve your place on the following courses Headteacher Forums 4 May 2017 (Summer Term 2017), 9.30am – 12.00 noon 28 September 2017 (Autumn Term 2017), 1.30pm – 4.00pm

EMA/EAL 17 May 2017 (Summer 2017), 4.15pm – 5.45pm 1 November 2017 (Autumn Term 2017), 4.15pm – 5.45pm

Deputy/Assistant Headteacher Forums 18 May 2017 (Summer 2017), 1.30pm – 4.00pm 12 October 2017 (Autumn Term 2017), 1.30pm – 4.00pm

Modern Foreign Languages 17 May 2017 (Summer 2017), 4.15pm – 5.45pm 21 September 2017 (Autumn Term 2017), 4.15pm – 5.45pm Primary Languages Conference: Learning to Love Languages - 23 June 2017

Subject/Aspect Leader Network Meetings English 13 June 2017 (Summer 2017), 4.15pm – 5.45pm 18 October 2017 (Autumn Term 2017), 4.15pm – 5.45pm Maths 13 July 2017 (Summer 2017), 4.15pm – 5.45pm 18 October 2017(Autumn Term 2017), 4.15pm – 5.45pm Science 14 June 2017 (Summer 2017), 4.15pm – 5.45pm 27 September 2017 (Autumn Term 2017), 4.15pm – 5.45pm Science Conference - 6 October 2017 Computing and Online Safety 28 June 2017 (Summer 2017), 4.15pm – 5.45pm 16 November 2017 (Autumn Term 2017), 4.15pm – 5.45pm

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RE 26 April 2017 (Summer 2017), 4.15pm – 5.45pm 27 September 2017 (Autumn Term 2017), 4.15pm – 5.45pm Assessment 17 June 2017 (Summer 2017), 4.15pm – 5.45pm 15 November 2017 (Autumn Term 2017), 4.15pm – 5.45pm HLTA 10 July 2017 (Summer 2017), 4.15pm – 5.45pm 17 October 2017 (Autumn Term 2017), 1.00pm – 3.00pm