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School Blog

Blog 17, Head Boy and Girl Team - Sixth Form, 28 March 2017

Red Nose Day

Any situation involving either cake or teachers in costume always garners an incredibly positive response at High Storrs School - last Friday managed to combine the two, and was certainly no exception to the rule. Over five hundred students crammed themselves into every nook and cranny of the school hall, and a queue to enter the Bake Sale wound its way far down the corridor throughout lunch, until not even a broken biscuit was left. Almost two months of hard work and planning on behalf of the Head Team went into the Comic Relief event, but by the time we had finished, over £781 had been raised for a profoundly worthwhile cause, and definitely felt like a mass success given the massively enthusiastic response.

Inspired by RuPaul and Chrissy Tiegan, our Head Girl decided to break away from some of the more traditional fundraising activities (although the Bake Sale went down extremely well, raising almost £200 alone!) and invited the teachers to participate in a Lip Sync Battle. After a lot of persuasion, along with some mild coercion and bribery, we managed to find ten willing volunteers, who put on the show of a lifetime! Including numbers such as Salt and Peppa’s ‘Push It’, courtesy of the Lyceum team, and Britney Spears’ ‘Baby One More Time’ (along with a very familiar outfit worn by Mr Jeffrey), Mr Haigh, as Ed Sheeran, and Mr Mallaband, as Stormzy, eventually stole the show with their rendition of ‘Shape of You’.

A huge thank you needs to be given to all of the teachers who participated, our wonderful Head teacher, Ms Tasker, for hosting the event, and Mrs Walcott, who raised an incredible £182 with her Sponsored Silence. Throughout the day, High Storrs was abuzz; it was an incredibly uplifting atmosphere, and the overwhelming support on behalf of students and teachers alike was breathtaking, a wonderful way for us as a Head Team to end our term.
Blog 16, Mr Jeffrey, 27 March 2017

West Side Story

It has been more than a year since we decided to tackle West Side Story, with Dance teacher, Mr Selby, having called for this choice for even longer! Whilst we were still in rehearsals for the bloodthirsty ‘Macbeth’, we were mailing and phoning to New York at the start of a journey to produce, what I believe is, the greatest musical ever written.

Behind the scenes there has already been a buzz of work as the Finance, Admin and Communications departments have hustled and bustled to make the audience’s experience as well organised and entertaining as possible, even before the last one was finished!

We began by seeking to purchase the rights to produce West Side Story and arrange the hire of scripts and scores. Despite being a school production, the writers and original producers of the show still get their fair share of the profits and bill for permission to use their work. Some may feel this fee is unfair, but this is the way that creative workers get their cut of the spoils of their labour.

The budgeting of the show is a time to argue for big ideas, compromise when those dreams aim too high and to have the annual debate about ticket prices. Costs involved include hire and purchase of seating, lighting, sound equipment, costume, props, set and materials for added scenery. The bills are high but so is the quality of the shows we produce and this year we were thrilled to receive sponsorship from Morfitt Smith Estate Agents to help us cover the costs of some of the big ticket items.

We always want our shows to look and sound as professional as possible and for our performers and technicians to experience a professional atmosphere in the rehearsal room and in the performance space. Performing Arts Technician, Chris Hanlon, coordinates a brilliant network of students and staff, who meet weekly throughout the year to support all of our performance work. As our talented performers sweat through rehearsals, there is always a ‘techie’ or two making notes in the corner of the room.

The audience may not notice the work of dozens of people in the preparation of the play, but they would certainly notice if the work had not been put in. It is a privilege to be part of the High Storrs artistic community.
Blog 15, Miss Baker, 20 March 2017

Geography A-Level fieldtrip

Last week 16 A-Level geography students and three members of staff packed up their clipboards and waterproof jackets and headed off down the motorway to North Wales. The best way to learn Geography is by getting out of the classroom, and that is exactly what we had planned for the next three days.

We spent our first afternoon in the lovely little village of Betws-y-coed exploring whether or not the ‘formal’ representations of Betws-y-coed (maps, Census data etc.) are actually mirrored in reality. Students trialed a range of qualitative data collection techniques – some fairly traditional, such as interviews and questionnaires, and some a little more quirky. One of the activities involved following a bird in order to explore areas you might not normally think to look! After a hearty meal of Welsh cawl (stew!) students collated their data and had a go at analysing their findings, which included the tricky task of interview coding.

The next day we were up bright and early for our trip to the beach. Criccieth is a stunning coastal area backed by the beautiful mountains of Snowdonia and overlooked by a 13th century castle. It was the ideal location to assess the sustainability of coastal defenses. The weather was also on our side, which made the task of measuring beach profiles all the more enjoyable. If you ever find yourself in the area, then we can definitely recommend the ice cream shop at the top of the hill as well! The evening was spent trying to eradicate the fear of statistics in geography, and playing a few games of table football!

On our final morning we headed out to the old slate mining village of Llanberis. We visited the fascinating slate mining museum and used some new fieldwork techniques to assess the success of re-branding in the village. We found that the owner of the slate quarries was so hated by the workers (with good reason!) that after his death when his coffin was driven through the village, the inhabitants spat on it.

Then it was time to head back to Sheffield, tired but with a whole bank of trialed and tested fieldwork techniques (and some Welsh cakes!). AS students will be tested on some of their new skills in their exam, whereas A Level students now have to decide which of these techniques they might want to try in their own independent geographical investigation.

Well done to all students involved, and thank you for all of your hard work.

Miss Baker, Mrs Bonner and Mr Russell
Blog 14, Ms Tiffin, 13 March 2017

On the last Friday of term, one coach, 48 students and 7 staff (who kindly gave up their half term) ventured off on the annual High Storrs Ski Trip to Bormio, Italy. We traveled over land, sea and more land to reach our destination almost 1000 miles away on a journey that was timed by one of our students to be 26 hours and 45 minutes! Having reached our hotel, tired from a term of hard work and travelling for so long, we were greeted by wonderful hotel staff who ushered us straight in for some beautiful Italian food.

As always, the first morning of the trip is full of anticipation and excitement about the days ahead and we finally got to see the mountain range in its full glory. After the military style operation of getting everyone suited,booted and through the ski hire we were ready to ascend the gondola; laden with our skis, poles and helmets.

Students were divided into groups by ability, met their ski instructors and our adventure could really begin. There were lots of smiling faces over lunch in the sunshine, surrounded by breathtaking views of the Italian Alps. After an afternoon of skiing, the Students were all ready to get some rest back at the hotel for the evening, which was our only free one of the week.

We spent the days skiing and the evening were filling with activities. One of the favourites was the welcome party held in the quaint town centre. Students experienced the Italian hospitality with open air dancing and music provided from a live DJ, with locals in traditional dress gave us a flavour of the town. Other evening activities included pizza night, a disco and sledging.

As the skiing continued the students grew in confidence and it was a pleasure to see them supporting, encouraging and helping each other overcome their fears. The variety of activities ranged from snow park tricks for the advanced group, to taking the first ever chair lift ride for the beginners; all of whom achieved this before the week was out. They shared the joys of skiing and the laughs of crazy tumbles, of which Mr Haigh had the best (and longest) when he fell off the button lift.

The highlight of the week was the school Super G slalom race in which students in each group raced against each other. With Miss Mulrennan’s expert commentary on the microphone I think we were the loudest school on the mountain with encouraging cheers and whooping which, I am sure, could be heard over the border in Switzerland!

The week was soon over and during the return journey students had found new friendships, shared their highlights of the week and were already asking where we were going next year!

I would like to thank our wonderful students for their exemplary behaviour, positive attitude and making the most of the opportunity. You made the trip!

Grazie mille,
Ms T
Blog 13, Mrs Tasker, 2 March 2017

On the first day of the half term holiday I received an email from a wonderful student. He was perturbed by the letter sent out just before we broke up outlining a need for High Storrs School to academise. He told me about an online petition against the proposal. It was a thoughtful email, outlining the fears of many that becoming an academy would threaten all that is special about High Storrs School. Moreover, it railed against the ‘big chains’ and referred to evidence that academisation does not necessarily lead to school improvements.

There are many that believe academisation is not the right was forward for schools in England. They were saddened by the moves made in Spring last year to pass a law to force all schools to academise. Then they were heartened by a seeming U-turn a few months later. Alas, whatever we think of academisation, the future seems clear… all schools will ultimately become academies. Twenty three out of the twenty five secondary schools in Sheffield have become academies and over a third of Primary schools are also academies. We have a Regional Schools Commissioner whose role it is to move all schools in our region into Multi Academy Trusts. So the debate is no longer binary (i.e. ‘should we academies or not?’), the debate is ‘how do we do this on our terms and preserve all that is special and unique about High Storrs School?' This is the debate that is currently occupying our governing body (and has been for more than a year now). They are spending hours discussing and exploring the options with a key principle at the heart of all they do – what will preserve the best of our school and enable us to further improve? There are advantages and freedoms to academisation too that can make our school even stronger.

If you have thoughts and feelings about the next steps for High Storrs School do share them! You will soon receive a letter asking for questions that will be answered and addressed on our website. I hope a great many more of our students and community will be part of the debate moving forward.
Blog 12, Ms Richards, 15 Feb 2017

February is LGBT History Month. Each year I do the research and prepare to deliver a week of assemblies to encourage our students to think about different aspect of LGBT. In 2013 we looked at the word ‘GAY’ and how we often use it inappropriately; 2014 we looked at Closets and what we had hiding in them; 2015 was all about the experience of being Gay in a straight world. In 2016 we spoke about religion, beliefs and philosophy and 2017 the theme was all about law and citizenship.
But 2017 will be a year that I will never forget because not only did we look at the theme law and citizenship in the assemblies, we decided as a school to do something very different. We held our first ‘Take PRIDE in Yourself: Celebrating Diversity’ event. Oh and what an event it was!
We had representative from LGBT Sheffield, LGBT University of Sheffield, South Yorkshire Police, Fruitbowl, SayIT, Sheena Amos and St Marks Church. We also had some of the members from ‘Out ALOUD’ choir singing. From the school community we had a cake stall, a stall selling wrist bands, lanyards and rainbow shoe laces and there was a stall about genderbreads and even a LGBT candy crush style game.
The hall was alive with people, with citizens, with individuals from different cultures, different beliefs, different backgrounds and different sexualities. Everyone supporting, everyone learning, everyone having a good time. Today, 9th February 2017, will be a day I will never forget. I am a citizenship, I have rights, I have my beliefs, my culture, my background and my sexuality and I should not be afraid to show:
‘I am what I am and what I am needs no excuses’.
I really hope that High Storrs School will continue to make a difference in people’s lives and I hope that people will be as proud of this school as I am today. Thank you to everyone who took part.
Blog 11, Mrs Tasker, 10 Feb 2017

On 9th February our school celebrated ‘PRIDE Day’. The slogan from our PRIDE Awareness Week is “take pride in yourself”. How fitting for our work in schools.

The event in school included colourful celebrations (students and staff wearing brightly coloured tops, music in the hall at lunchtime) and thought-provoking information (stalls in the hall at lunchtime to raise awareness of issues linked to gender and sexuality). All these endeavours have been complemented by work in PSHCEE lessons.

Our LGBT group and the brilliant Ms Richards orchestrated the whole event but many staff and students got involved, for example making cakes to sell and manning the stalls. We were also overwhelmed by just how many organisations were keen to give up their time and join us. The school hall was packed through-out lunchtime as students picked up leaflets and chatted to the various organisations, ate cakes, bought rainbow merchandise and stopped to hear the fabulous ‘Out Aloud’ singing group. When lunchtime was over I went around the room thanking all the groups who had joined us. They were all so complimentary about our students and two separate individuals commented on how different their school days would have been if there had been such warm and positive events like this in their schools.

PRIDE Day is so important to our community because it is all about diversity and inclusion. Such commitment to openness and tolerance have never seemed so important in schools and beyond….
Blog 10, Abi Osborne, Student Support Assistant, 6 Feb 2017

"Good morning you're through to the House office".
"Oh hi. My son is playing his very first rugby match for the school tonight and he forgot to tell me until last night he needs a gum shield. I've been to try and get one from Decathlon but they're closed as there's a sink hole in the car park. He's so looking forward to playing is there anything you can do?"
"Leave it with me and I'll speak with the PE department. I'm sure we'll be able to sort something out"
"Even if it's a used one, run it under the hot tap, you have my permission, he'll be fine. He's desperate to play".

Knock at door "Hi Miss I've come to collect a prize for getting my rewards"
"Stress ball or highlight pen? Well done, keep up the good work!"

Log on to start checking emails - another knock at door, "Miss our printer broke last night so I've not printed my homework off - Sir's gonna kill me - what shall I do?"
"Don't panic you can log on in the Library and print it out there".

My day starts at 8am and this is a flavour of some of the things I deal with even before first bell at 8.35am!

I've been in my role for just over 5 years and I can honestly say, no two days have ever been the same. Each day I deal with a whole range on things:
• Nagging (students' description!) about punctuality and attendance,
• Supporting a student through a tough time,
• Phoning parents/carers about issues,
• Completing paperwork and filing,
• Delivering a forgotten packed lunch,
• Undertaking a mentoring session,
• Reminding a student they have a detention,
• Meeting with external agencies,
• And finally, sitting down with the Head of House and a cuppa to review the day,

It's a busy and varied role, which I love. The best part? Watching the students at Leavers Assembly collecting their Record of Achievement hoping what I've done has helped them in some tiny way.

By the way the young man did get to play rugby thanks to the PE department supplying him with a gum shield........ a new one!
Blog 9, Claire Pender, Assistant Headteacher, 1 Feb 2017

If we think back to our school days, we all remember those teachers who inspired us and made a lasting impression. For me, a teacher I will never forget was the mighty Mrs Sutton, an English teacher who had such passion and enthusiasm for English and Drama it rubbed off on her students. Her lessons were creative and fun, but rigorous and challenging. She certainly instilled in me a passion for literature and drama at an early age.

Teachers are key to improving standards in schools and their professional development is something that we take very seriously at High Storrs. We aim to provide a seamless continuum of professional development opportunities for our staff. All teachers can remember their first experience of being placed in front of a classroom full of pupils; something that, at times, can feel like being thrown to the lions! At High Storrs we support trainee teachers across our school, providing them with a warm welcome and meticulous mentoring and coaching in the classroom. For our newly qualified teachers, we have a robust induction programme aimed to support them in their first year in a school. These new entrants to the profession meet weekly to discuss teaching and learning developments and share excellent practice. Teachers who are interested in developing their careers have the opportunity to participate in a professional development programme at High Storrs called ‘Pathway to Middle leadership’, a programme which supports teachers as they take their next steps in their career. Many of our staff have also taken part in the city wide Sheffield Middle Leadership programme, enabling them to take on a ‘closing the gap’ leadership challenge and present their findings to the Senior Leadership Team. We are also leading a cohort of female teachers from primary and secondary schools across the city who aspire to senior leadership in our ‘Leading Women Development Programme'. Several of our staff have taken or are currently undertaking the National Professional Qualification for Middle leadership or Senior Leadership and we are rightly proud of our teachers who hold ‘Specialist Leader of Education’ status, enabling them to support other schools through consultation or longer term placements.

Teaching and Learning underpins all our work in school and we are committed to improving practice. Our Teaching and Learning group is currently using action research to develop marking and feedback across school. Every year we host teachers from across the city as part of a ‘Leading Outstanding Learning’ programme. We are also the only centre in the country offering a level 3 Qualification for teachers in Co-Development Coaching, giving the opportunity for teachers to visit other schools and engage in coaching activities to improve their practice. In the summer term all our teachers are part of a ‘learning triad’, observing each other’s lessons and focusing on a particular area for development in the classroom, underpinned by wider research. We have hosted several regional ‘TeachMeet’ events giving teachers a platform to share ideas and experience with others. The development of teaching and learning is the foundation for all our INSET days which are relevant, interactive and provide opportunities for our staff to work collaboratively with each other across subjects.

There are many other opportunities for our staff to develop their skills and knowledge but I hope that I have given you a flavour of the kind of work that we are engaged in. Dylan Wiliam said, ‘Every teacher needs to improve, not because they are not good enough, but because they can be even better’… It’s with this mantra in mind that we ensure that High Storrs is the best that it can be and our teachers are unforgettable in the minds of their pupils.
Blog 8, Nicole, Sixth Form Student, 30 Jan 2017

A Day in the Life

A day in the life of a sixth former can comprise of virtually anything; with academics, extra-curricular activities, University applications, and life outside of school to consider, there’s so much going on. My timetable varies from day to day. Usually I have a two or three hours of taught lessons, with the rest of my time dedicated to independent work.

Today. having attended registration, my first lesson is History, we’re focusing on early-modern Spanish finances, and my group is delivering our presentation on economic mismanagement under Charles V. Our teachers put a real emphasis on group work and independent research, in an effort to prepare us for life after school, and it’s an especially enjoyable aspect of the course.

As the bell rings for break, I usually dart along to the Sixth Form Deli, ready for my mid-morning caffeine hit, before finding a seat with a group of friends. Although the common room itself is always hectic, it has such a welcoming and energetic atmosphere.

In the third and final hour of History, I’m working on my coursework; our class is focusing on the Witch Hunts, which is a fascinating area of study. I’m particularly interested in the gender dynamics at play within the trials, and to what extent they were a persecution of the contemporary female social identity.

After a morning of intense note making, lunch is certainly welcome. Although I have my afternoon free, I usually take half an hour to eat lunch with my friends, before spending the rest of the day in the Study Room, either on homework or revision. Finally, a night of more work usually follows, before repeating the pattern in the morning!
Blog 7, Mrs Vaughan, Deputy Headteacher, 23 Jan 2017

The Doors of Opportunity

It is the time of year when students in years 8, 9, 10 and 11 consider their options for future study.

Y11 have been thinking about their future in terms of whether they will continue their study at High Storrs or whether to experience a different learning environment. Their decisions are around whether to take A Levels, how many and in which subjects, whether to pursue a more vocational route with L3 BTEC courses or an apprenticeship at college, or in a school sixth form. Most of them have made their provisional choices and now just need to concentrate on working hard to maximise the outcomes of this year’s exams to ensure they can take up the courses they’ve chosen.

Year 9 and 10 are reviewing their KS4 choices to make sure they have the right courses mapped out for the rest of their time before they complete Y11.

Y8 have possibly the biggest challenge as they consider which courses to take over the next three years, at a time when they may well not yet know what kind of pathway they ultimately want to follow. My advice to Year 8 is the same as it is to the older students: Think carefully about what you will study, be realistic about what you can achieve with hard work, don’t set your sights too low, and above all, choose a suite of courses that enables you to keep future options open as long as possible. If you choose to stop studying a particular subject now, how will it impact on your future opportunities? Try not to close any doors.
There has been much discussion around the English Baccalaureate since it was first introduced by then Education secretary Michael Gove over 5 years ago; which subjects should be included, who should take it, whether the restriction damages the Arts and what doors it could open for individual students. Presently, to achieve the ‘E Bacc’ students need to be successful in studying GCSEs in English, Maths, Science, Geography or History and a language. The government is keen that as many students as possible study a rigorous, traditional curriculum.

Since it is still not yet clear how important the 'E Bacc' will be for individuals, at High Storrs we encourage students with a strong academic potential to take all of these subjects, to ensure no doors close for them in their future. We also don’t exclude any student from accessing these subjects if they want to try them. Fortunately, our curriculum is still flexible enough to have room for further choice beyond the 'E Bacc' including Technology and the Creative and Performing Arts which are particularly close to our hearts.
Blog 6, Teacher (anon), 16 Jan 2017

New Habits Kicking In

Well, I've been worrying about this student (we'll call him Pupil X) for a while: he's a bright, capable lad but he hasn't been working as hard as he could, and his recent marks in an important assessment were well below par.

When I gave feedback to the class, I told them that they were very welcome to come and chat with me about their marks in more detail, but that if they preferred they could email me. I often say this to my classes, but no-one has ever taken me up on the offer!

So last night, at about 10pm, I checked my emails one last time and there's an email from Pupil X. He told me he realises he needs to up his game, and put forward a couple of excellent suggestions as to how he is going to do this.

I can't tell you all how much this has made my day/my week! It's an act of real courage to put your hand up (albeit figuratively) and say "I'm not doing what I should. I'd like to do better".

We've already met up and had a good chat, and have discussed how we're going to tackle his underachievement together. I'm sure he will be able to do this, but the maturity and honesty he has displayed in his response so far makes me feel very certain that not only will he be successful in my subject area, but in many other aspects of his life too.
Blog 5, Mrs Tasker, Jan 2017

New Year, New Habits

The theme for our January training day was habit change. The new year is typically a time for resolutions and determination to change, but change is hard. Last year I read a fantastic book on habit change by Charles Duhigg, a Harvard Business School graduate and award winning journalist. His book is called ‘The Power of Habit’ and the central idea is that we cannot rid ourselves of bad habits, instead we must override them with new habits. This is an idea we have embraced within our professional development; all teachers have identified one thing that they would like to improve in their practice and are trying one or two strategies that will ultimately become new habits. For example, this might be planning simple activities that ensure students read and use feedback to improve their work, or, strategies to encourage more students to answer questions in class. Many of these changes are tweaks, but they are often the key to improvement.

Habit change is not just restricted to teachers. Our Y11 students are weeks away from trial exams and only a few months away from the real exams. This is also true for Y9 and Y10 students too. Tracker 2 for all our Key Stage 4 students went home before Christmas and our ever tenacious Head of Key Stage 4, Mrs O'Connor, has been examining the data and planning ways to help students who will benefit from support beyond the classroom. As part of this I have been meeting Y11 students: all fabulous young people but all of whom could fly a little higher. These conversations are not to add pressure or stress (we all know these can be stressful times for students) but to talk about habit change; tweaks that could make all the difference. For example, I have shared a fabulous article about 'the power hour' - an approach to revising that does not necessitate more time, but ensures students use their time better (this wisdom comes from a fantastic blogger I follow on Twitter who shares revision tips and more for young people and their parents @Lucycparsons). I have also discussed ways to get more out of time in the classroom - answering more questions and staying more focused, for instance.

Qualifications open doors so it is vital we help students build the best habits for success. All my conversations with students thus far have been incredibly illuminating and have proven to be invaluable in helping me get to know High Storrs. These students are exceptional. I was so impressed to receive an email one Saturday from a student I had met and conversed with on the Friday. He thanked me for my time and asked me to share anything else I had found or read that might be useful. What a wonderful example of an ambitious student seeking to achieve all they can with the help of their teachers. Fabulous!
Blog 4, Mrs Tasker, Dec 2016

Staffing changes have meant that I have started teaching three Y8 History classes on a Wednesday. It is a fabulous opportunity to get to better know nearly 90 students... and it is also fast becoming the best part of my week. Teaching 20th Century 'Democracies and Dictatorship' to bright, funny, quirky and eager Year 8s is a joy. If you are the parent of one of these students, please do tell them.

I did not pick up my classes soon enough to contribute to the tracker (they are split classes and the two excellent teachers I share with have completed the report). The Y8 trackers will be the third year group tracker to go out this school year so far... and each tracker includes the most important feedback on each student. This is the 'attitude to learning' grade. The best is a grade 1 (outstanding) and the worst is grade 4 (inadequate). Simply put the criteria for outstanding describes the learning behaviours that will lead to success in school and in life.

Here they are,

• Always fully engaged in every lesson
• Always strives to develop excellent skills and understanding
• Always completes work on time and to a high standard, often exceeding expectations
• Always responds constructively to feedback without prompting and seeks additional guidance
• Always well prepared with equipment and resources.


Good grades are important because the open doors and increase choices at 16 and 18 but developing these learning behaviours are crucial.

I am a huge fan of Carol Dweck and her book 'Growth Mindset'. The central premise is that hard work, effort, the willingness to make and learn from mistakes is more important than any notion of innate talent or intelligence. One of my favourite ideas in the book is 'I can't do it ... YET'. Our attitude to learning grade 1 describes the behaviours linked to this mindset. It would be great if you could discuss your child's attitude to learning grade further with them. What first step could they take towards an outstanding attitude to learning in every subject?
Blog 3, Mrs Tasker, Nov 2016

Last Tuesday was our post 16 Evening ... and it was busy! Mrs Bonner and I spoke to over 700 parents, carers and students in the hall over the course of the evening and many of the subject talks were packed in each of the five sessions! I must also mention that Summer (our Herd of Sheffield elephant) was in the hall to welcome everyone! A huge thank you to everyone who donated to the cause and, of course, the wonderful Mr and Mrs Prince whose generosity ensured that she came home.

I really hope that students and parents got a flavour of the High Storrs Sixth Form. It has been judged 'outstanding' in Ofsted inspection (including 2013 and 2010) and scored an ALPs 'excellent rating' in recognition of the value added to students' learning and achievement. Simply put, teaching and support enables High Storrs sixth formers to achieve excellent grades and gives them choices post 18.
In my speech to parents, carers and students I shared feedback from recent Y12 student voice. Here are some of our current Y12s thoughts on HSS Sixth Form,

• I chose High Storrs Sixth Form as it is ranked amongst the best in Sheffield.
• The enrolment process went smoothly.
• I think I have settled in well - all of the students I have spoken to have been kind and the teachers have been helpful too.
• I enjoy the subjects I am taking. There are great resources here, especially for science related courses.
• I’ve settled into High Storrs sixth form life very well – I feel like I’ve made the transition from XXX very smoothly.
• I was attracted by the courses offered, especially Theatre studies and the Drama team.
• I was attracted to High Storrs Sixth form because of the quality of teaching and I am extremely happy now I’m here.
• The facilities are good, especially places to study.
• I enjoy the way subjects are taught.
• I feel very comfortable in Sixth Form.
• The facilities are very good.
• I am happy and my teachers are very helpful.
• I have made new friends.

There are a number of other Sixth Form Open Evenings over the coming weeks and it is important for students and families to look around and make an informed choice. It is a bewildering time in education at the moment ... grades are becoming numbers, GCSE and A Level specifications are changing and all exams will once again be linear (i.e. taken at the end of the course with no modules and little or no coursework). Our High Storrs wisdom is to see A Levels as two year courses. Make your choice of 4 or 3 at the start and immerse yourself for two years in those courses. Taking AS exams at the end of Y12 in every subject is a distraction ... and I am certain all our students could do without another summer timetable of multiple external exams at the end of Y12.

As a final note, if you were unable to join us on Tuesday 1st November and would like to find out more about joining our Sixth Form and our fabulous facilities please do get in touch.
Blog 2, Mrs Tasker, Oct 2016

One of the things about High Storrs School that I am most enjoying is the strong sense of community. The vertical tutor groups and the House system really do create a positive atmosphere and strengthen relationships. It is lovely to look into form rooms and see students of different ages sitting together, talking together and working together. Each of the four Houses are a community within a community; each has a slightly different character (but they are all equally competitive!).
I am also getting to know the wider community. This includes our governing body (three meetings so far), parents and carers (six evening events to date) and local people I meet on bus duty and in Bents Green on a Monday lunchtime (on duty!) This last week I have also had the pleasure of visiting three of our partner Primary Schools; Hunters Bar Juniors, Greystones Primary and Hunters Bar Infants. The warm welcome at each of these schools has made my week. I have seen a re-enactment of ‘Theseus and the Minotaur’, an incredibly active Maths lesson, fabulous sentence construction and a Gruffalo hunt. I have visits to more of our local Primary Schools in my diary for the coming weeks.

High Storrs School has also engaged in some Sheffield-wide endeavours with our city-wide community. For example, there is a ‘Herd of Sheffield’ elephant designed by a member of staff. Jane, our administration services clerk, won a competition to have her design painted onto an elephant by a local artist. The splendid beast has been admired by all outside Sheffield Train Station over the summer months but we want to bring him home to High Storrs and hope our students and their families will help us. From Monday 10th October we will have collections in assembly to raise funds to bid for the elephant at auction on 20th October. All funds will go to the Sheffield Children’s Hospital. If you are happy to help us please spare some change for your child to bring to school for the collection (and/or donate at our Open Evening on 6th October). I will let you know if we are successful at the auction!