This week I have been asking students this question; often in education the emphasis on the destination i.e. GCSE results in our case.

A trip to Finland to experience the northern lights caused me to reflect on this oft asked question. To go and view the northern lights has been a life time ambition of mine as it combines two of my great passions; physics and photography. I have been in many respects preparing for this trip through my physics and photography work for the last 20 years.

To capture the lights using a camera is not straightforward you are working in the pitch black at temperatures of around -30 as a result I have spent the last 12 months practising using my camera in the dark and when the weather very kindly obliged this winter, in very cold conditions. The lights are also dependent on the sun’s activity something that is a seven year cycle, we had planned to travel this year precisely because we are currently at the maximum of solar activity. The Northern lights only usually appear in the very north and you need clear skies to see it, we chose to travel to the very far north of Finland, we chose this spot because the freezing cold also keeps the clouds away; Inari the community we chose is very cold!

To  ensure you reach your destination successfully it is essential not to rely on luck, good planning is essential. We were still not guaranteed to see the lights but by travelling this year, in Febuary, to the far north and having practised the photography techniques we were far more likely to be successful.

Once we arrived in Inari we found ourselves in a community which was so isolated there was no police station, no hospital and only one shop; the northern lights only appeared at night and so myself and the others in our trip looked at what else we could do to fill our time. In many respects the activities which included racing across a frozen lake on a snow mobile, visiting a reindeer farm, learning about the local Sami culture, hikes into the frozen landscape and the friendships we formed whilst there were experiences I had not anticipated when planning the trip but when I reflect on the trip it is these that I will remember the most … perhaps.

We did experience the northern lights, in fact on the first night we arrived in Inari we had a display that was described by our guide, Marti as one of the best he had seen in his life. I also captured the lights using my camera and was moderately pleased with the results.

In respect of my original question, my answer is that both the journey and the destination are critical. It is important to have something that you are aiming to achieve in life, to plan so that you are successful but it is also important to enjoy the experiences along the way. The same for me is true of school, there is no doubt that achieving good results are important but it is equally important to enjoy the moment and get involved in the wider life of the College by joining in with activities that allow you to form new friendships and have an enjoyable time whilst you are at the College.

The quality of performance data available regarding post-16 provision has been growing in recent years. Last year saw the first publication of meaningful data in the public domain, however the use of points scores made it difficult to interpret. My own analysis of this data for local providers and the destinations of Catmose students can be found here.

The Russell group of universities has published a significant article on the A level subjects they would like to see studied which can be viewed here. This article has proven influential with many of the highest performing providers using it to guide students; it has led to revised performance data being published by the department for education which measures how many students study the required courses to a high enough level. The performance tables can be accessed here. I have extracted the data for the providers local to Catmose students:

It should be noted that Rutland County College does not appear because it does not exist in its own right; it is managed by Casterton Business and Enterprise College which is responsible for its provision.

This table is sorted using the average points score per entry, which gives the best indicator of the average grade achieved (A = 270, B = 240, C = 210, D = 180, E = 150). Here we see that the best providers help our students to achieve at least a grade B for each qualification they sit (Stamford Endowed schools, Oakham School, King’s School). A graphical representation of this information is here:

In respect of the more academic students who are aiming for entry to a Russell group course it is also important to look at how well these providers are at achieving 3 or more A levels at AAB in facilitating subjects (Mathematics, English, Physics, Biology, Chemistry, Geography, History and Languages). This is a very high standard to achieve and it should also be noted that at Oakham School many students will study for the academically challenging IB course which will not be included in this data. This chart shows how the various providers do on this measure:

The national performance is that between 5-10% of students achieve this AAB bench mark in the facilitating subjects; it is pleasing therefore to see so many of our local providers far surpassing this benchmark. It should also be noted that further education providers will often specialise in vocational courses which would not be included in this benchmark. Those providers with no coloured bars had no students who achieved this bench mark (Leicester College, Tresham, New College Stamford and Casterton (Rutland County College).

It is also worth exploring how providers have done generally at A level performance. The following graph shows how well the different providers do at supporting students to gain at least 3 A levels at grade E; a minimum standard for entry into most universities. One should also note however that some providers may also offer alongside A levels, vocational courses which are not included in this information.

I would of course always counsel caution regarding using performance table data alone in order to judge the performance of any one of these providers. I would always advise that students visit, ask for information about performance in the subjects they are considering and ensure that the ethos and values are ones that they will share. The post-16 experience is as much about the extra-curricular as it is about the courses being studied; it is important to find out about this provision as much as it is to understand the provider’s academic success.

I have previously written about the importance of encouraging our students to become more independent in order to help ensure they are successful in later life. This article focuses on the personal traits that are necessary for success; fundamentally if a student does not attend school regularly, it matters little what opportunities are on offer here. There are significant single events in a person’s life which will unavoidably prevent attendance for some students. My concern is about a pattern of poor attendance over a number of years which leads to a significant effect on overall achievement. In order to measure by how much, I have looked at examination results, but the conclusions of this analysis apply equally well to other aspects of life, including the softer skills of building social skills, involvement in extra-curricular activities and ultimately building a successful career.

There is a fundamental mis-conception regarding what makes someone successful. It is often said that how rich you are or how clever you are determines your future. I disagree,  believing that it is how you respond to difficulties you encounter that is more important.  This morning we had a snow fall; our normal attendance is 96%, today it dropped to 91%. Most students managed to brave the colder weather and get to College; a few did not. It is these people who are likely to make similar decisions when other minor adversities face them that  over the long-term would cause them to have less chance of success in life.

This resilience is important in many aspects of life.  When you fail a test do you give up on the subject and say you are no good or does it make you more determined to do better next time? When you get into trouble do you accept that the fault lies at least partially with yourself or do you blame someone else? When your boss chooses someone else for promotion do you blame it on a poor decision or do you make sure that next time you are better prepared in order to ensure future success? It is how we respond to adversity that is critical to our own success and happiness.

We want to help students and our children to build resilience so that when the going gets (a little) tough they are able to keep going, learn from their mistakes and those of others; it is critical to their future success.

The following slides give an overview of the assembly which followed this theme.

People argue that how ‘clever’ you are or how rich your family is determine your success, is this true?

This diagram represents last year 11 students from last academic year spread out as if in a race from year 7 based on their KS2 SAT results; surely those with the highest SAT scores do best?

KS2 level 4 students go onto achieve grades from A/A* down to D. A significant spread given that these are students who had national average ability in year 7.

Although a greater number of students with KS2 level 5s gain the higher grades there is still a spread from A/A* to D. Perhaps how ‘clever’ you are does not have as much impact as one might think?

Here is the spread of students with poor attendance, here few students (whatever their KS2 scores) gained the higher grades, the skew is far more to the D to E/F grades at GCSE.

Whilst students whose attendance is above 98% the skew is far more to the higher end, interestingly those with level 5 only tended to gain A/A* grades if they also had high attendance.

So how did the race finish? interestingly many many students ended up in a different position than when they started. This illustrates very well that starting Catmose gives people a fresh start and the opportunity to do far better than perhaps they even thought possible particularly if they turn up (nearly) every day!

The key is resilience; what do you do when the going gets tough?

Many of our year 11 students are considering which A levels to study next year and where to study them. This video from the Russel group which represents some of the most prestigious universities is a must watch in order that their choices of university and subject are not narrowed.

We have had a huge positive response to last weeks open evening and are already looking forward to welcoming the new year 7 in September for what will be another exciting year for the College. There has been much to celebrate this year, it was difficult to include everything in my presentation and for staff in one evening to fully articulate the Catmose experience. Here are a few more photographs which celebrate the work of our staff and students including one in which I am demonstrating the flame experiment to other science staff!

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Wednesday evening was our annual open evening, in many ways it was our most successful yet, with more visitors than ever before it was a powerful showcase of just how rich the Catmose experience is. I always believe that the greatest strength of Catmose is the way in which staff, students and parents work as a team; it was never more evident than during this evening. A video of my presentation can be viewed here.

An interactive version of my presentation can be used here:

A highlight of the evening for me was the film prepared by three year 9, 13 year old students of a day in the life of the College which can be viewed below.

A number of photographs during the evening are also available on our facebook page here.

The senior prefect team at Catmose College

One of the most difficult decisions I have to make each year is which students will be head boy and girl. These roles are crucial to the College as they help guide the student council, the College’s development as they are an important touch stone in my decision-making when considering what is in the best interests of the College. They will represent the College at a number of public events and will often accompany myself to civic receptions involving the College. Max and Becky, last years head boy and girl helped open the new building, spoke at open evening and met with senior civil servants from the department for education; there is no doubt Billy and Poppy will have a similarly busy year.

To be chosen to take on these roles is not an easy task, students in year 10 are invited to apply, they complete an application form, write a personal statement and must demonstrate that not only are they academically strong but that they also contribute to the wider life of the College and its community. The students who apply are short listed and interviewed by myself and Mrs Townsend our team leader for student progress. It is fair to say that students find these interviews tough but rewarding, the experience standing them in good stead for later applications for competitive sixth form and university places. A number of students who have recently been successful in applying for Oxbridge places contacted me to say that the process for head boy and girl at Catmose was excellent preparation and contributed to their success.

This year the competition was as tough as ever and I made the decision to appoint four deputies to support the work of the head boy and girl; Abigail Pople, Grace Ray, William Kenard Kettle and Sebastian Quinn. These students will take leading roles on the student council, planning the year 11 prom and supporting the College community.

To give you an idea of our expectations for our most senior students I asked Poppy and Billy to write a short biography.

Poppy Spencer

Catmose College Head boy and girl

I enjoy sports such as: Rounders, Netball, Athletics, Hockey and Dance. I also play Netball after school for Rutland Rockets, in an adult league. Furthermore, due to showing a strong interest in Rounders, I was put forward by the Sports Department to trial for U16 England Rounders. Although I enjoy sports, I have also taken part in Hairspray, where I was given the opportunity to be a Core Dancer. Moreover, I was able to Choreograph and help backstage for the year 9 performance, Alice in Wonderland. I have achieved various awards within and out of school; I have passed my Silver Arts Award, Sports Leader award and now I am a Sports Ambassador, I am currently a Junior Judo Referee at Silver level. Furthermore, I am currently training to be a Dance Leader and a Netball Umpire. My favourite subjects are: English, Spanish, History and Drama. I believe enjoying these subjects will help me progress and succeed in them at GCSE. Next year, I plan to go to a high achieving college, in order to then proceed to university.

William Hunt

One of my main interests that I have had throughout my life has been music and I currently play in multiple bands (one of which is the National Champions of Great Britain – Youth Brass 2000) and play various instruments including the horn, drums and piano. My favourite subjects in school are physics, maths and music, because they are what I am best at but I do enjoy all of my lessons. Recently I have passed my Bronze Duke of Edinburgh Award and am working towards my Silver. Also inside of school I have successfully passed the Sports Leader award and Arts Award, as well as getting a Distinction in an ICT course. I am currently studying for Grade 8 in both Horn and Drums and will be auditioning for the National Youth Brass Band of Great Britain next month.

Our new year 7 students have been writing about their experiences at the College after their first week, they started the week a little nervous but end it excited and looking forward to the opportunities on offer at the College. It is particularly pleasing to hear them talk about making so many new friends, their favourite lessons, sporting opportunities and music. They are also rising to the challenge of our expectations in respect of homework, doing their best and showing pride in their school. They have already become members of our community by contributing to its wider life and seizing the many opportunities on offer here.

The following quotes are typical examples of what students in year 7 are saying about their first week at the College:

“As I approached Catmose on my first day, I started to get a range of feelings. It was excitement and fear all wrapped up in one emotion. As well as that I came from a school with only one other person, I was basically on my own.

Later on I got into my main classroom, I realised that there was nothing to be scared of because Catmose is just like a big, I mean huge happy family. As are third lesson approached us I felt so welcome and I knew that Catmose was the perfect school for me.”

https://www.makewav.es/story/416317/title/myfirstweekatcatmose

“My first week at Catmose has been great! I am surprised how quick the days have gone. I was quite scared on my first day but lets not go into that! Getting used to it has been a lot easier than I thought it would be. Our first lesson was ICT, which was really good as it gave us an insight of how the e-mail system worked. The rest of the day went extremely fast after that which amazed me. Although my day was great, the only bad thing was that I missed the bus on the way home, which was entirely my fault, as I looked at the wrong number on my bus pass! I got home in the end though. 

 The lessons I have enjoyed so far have been: ICT, maybe P.E, definitely art, Music and science; because we got to use Bunsen burners. I am so glad I chose to come to this school, as so far the time has been great! Also, another thing I’ve enjoyed this week has been getting my Ipad as it is truly amazing. The week has gone extremely quick, in fact it is quite freaky how the time passes in such a way! I have actually found getting to lessons quite easy.

The dinners have been exceptionally tasty. My favourite meal so far has been the pasta bake, which is brilliant. I also enjoyed the cottage pie and the quiche. To sum it up, the dinners are the best ones ever! 

 So far, the best lesson has been the music, as I have never experienced anything like it before. The programme we are using has some brilliant sounds on. Our teacher (Mr Barlow) had created a brilliant sound track using the software.

 Catmose college has basically amazed me in the first week, ensuring that we have a great time at the school.”

https://www.makewav.es/blog/415219/firstweekatcatmose

“When I was starting secondary I was a little fish in a big pond. So it was very daunting but now I think why was it so daunting? It has been really fun and enjoyable.

 My favourite subject is maths and PE. So I really like Catmose.”

https://www.makewav.es/blog/416309/startingsecondaryschool

“My first days at Catmose were fun! It was interesting looking around College, not being the tallest around and there is so much more homework! I’m trying to get used to it. I hope you all had as much fun as I did!”

https://www.makewav.es/blog/416099/myfirstdaysatcatmose

“Well my first week went really well. I had a good time in my lessons. I’ve made lots of new friends in my form.

 On the first day I was a little bit nervous but as the week went on I got more used to the College, the lessons and the homework. 

 Also I think there are lots of opportunities for the electives and I would really like to do horse riding!”

https://www.makewav.es/blog/415830/firstweekatcatmose

“I think this college is amazing and any person who comes here is extremely lucky.”

https://www.makewav.es/blog/415746/thiscollege

“The first week here has been good. The best lesson has either been PE or music.

I’ve been doing football on Monday and Wednesday and I hope I have been picked for the team to play Belvoir High School next Wednesday.”

https://www.makewav.es/blog/415218/startingoutatcatmose

“I have loved my first full week of school it has been brilliant making new friends, exploring around the school. I have loved it. 

I have made three awesome new friends Ben, Rufus and Oli. I would definitely have to say that so far my favourite lesson would be music where we mixed and looped tunes it was mega. But if I had to pick a top three of my favourite lessons it would be Music, P.E. and then ICT. I think that all the facilities are mega and that this College is most probably the best in Britain.”

https://www.makewav.es/blog/415224/myfirstweekofschool

Catmose College, providing an outstanding education to the students of Oakham, Melton, Rutland and Leicestershire.

 

We are very much looking forward to welcoming prospective parents and students to the College on October 3. We are also offering guided tours of the College for them and the local Oakham and Leicestershire community. If you would like to book a tour or free ticket for my annual speech please contact the College by email or telephone. I look forward to meeting you.

 

Recent visitors will have noticed a new addition to the Hellerup; a video wall. We have used it for the last two weeks to watch the Paralympics at break and lunch. It is however networked and I took the opportunity to teach a lesson on Newton using it and an iPad. An amazing resource that I look forward to seeing staff use to help develop teaching over the next twelve months.