Contextual information for Higher Education Providers (2021)
Drayton Manor High School is a London comprehensive school with high academic expectations. 24% of our students come from the most socially deprived backgrounds, so we offer a range of enrichment activities that all students participate in during their time with us to ensure that, whatever their background, they experience opportunities to develop them into well-rounded individuals.
COVID-19 implications for current cohort
On Monday 23 March, following government guidelines, Drayton Manor High School closed and moved to online learning. For the first 11 weeks teachers uploaded resources for students to work through at home. Due to the school not having an existing platform in place and due to the high levels of deprivation among our cohort, no live lessons via online platforms took place until all our students were in possession of a suitable device on which to access them. When the move to Microsoft Teams was completed, Year 12 students received one hour-long Teams lesson per subject teacher per week. In addition to this they received one tutor time per week and four assemblies. As soon as we were able we did open the school for Year 12 and they each received one two-hour long lesson per subject.
All university application guidance was moved online for the 2019-2020 academic year, including the school’s annual UCAS Day. We would usually have in excess of 20 guest speakers for the UCAS day to offer a personalised programme however this was not possible. Students also lost out on daily tutor time where they would have received regular one to one support. Whilst we have given students support and feedback online and in person since the reopening of schools, this has been much more limited than under normal circumstances.
All scheduled in-person work experience, which normally takes place for Year 12 students at the beginning of July, was cancelled and replaced with virtual work experience where possible.
End of year assessments were replaced with exams conducted virtually on a variety of platforms, and these assessments, in combination with other factors such as engagement and performance in lessons both pre- and post-lockdown, and performance on short tests following their return to school, have provided the foundation for students’ predicted grades.