Summer Newsletter 2020

Dear Parents/Carers and Pupils,

As you have received many more letters over the past few months from me than normal, I

decided not to write another but let my dog, Gambit, take the ‘lead’!

Wednesday 1st April

There has been a lot of change in my household recently. During the week, I used to have my

breakfast at seven in the morning and have a short but boring walk, on the same route,

round the same park. However now, I spend all day with my master. At first, I thought great,

playtime all day, but instead I keep an eye on my master whilst he stares at this screen and

talks to people I can’t see. However, later in the day, I get to go on some great walks.

Friday 10th April

At last, my Master and Bev have worked out we do not need to go to different places in the

car, like we used to at weekends, because there are great walks locally. My favourite is a

walk I have named the ‘Four parks and a Cemetery’ walk (a great title for a film).

Tuesday 21st April

I have noticed that the River Wandle is cleaner and I can enjoy a dip in the shallow bits,

particularly at Wilderness Island. I get to chase the squirrels at Grove Park and there are lots

of benches to sniff around over Carshalton Park. It seems that many dogs are more relaxed

these days and although some are kept on leads I have learned to respect the fact that they

want to keep their distance.

Saturday 2nd May

I have to laugh to myself because my human family don’t seem to have missed out on their

‘essential’ treats, (well apart from the first few days of this lockdown). Fortunately, I haven’t

either, due to the fact that my food shop stayed open so I still get tasty pig’s ears.

Friday 15th May

Just round the corner from my house, there was a family of ducks on the grass verge and the

humans who lived in the street were sitting out in their front gardens watching the unusual

scene. Personally, I was tempted to run over and say hello, but I wasn’t allowed: social

distancing, I think it’s called.

Did you know that dogs have a vocabulary of 200

words?

My dog, Gambit, wrote a diary during Lockdown

and he’d like to share some excerpts with all STARS’

families’ pets, especially the dogs:

Thursday 25th June

When it is hot my fur coat is tiresome added to my exasperation when Bev keeps giving me

tap water. Will she never learn? I don’t drink that human treated muck! Give me rain, river

or muddy water, any day.

Monday 29th June

My master put his suit on today and went out. I wish he would prepare me for these

significant changes. He didn’t come back until dinner time and I spend all day looking out of

the window waiting for him to return.

Wednesday 15th July

Apparently we are on the road to recovery. Really? Recovery from what exactly? Less

pollution, less stress, less company, shorter walks? Bizarre! I often ask myself and other

dogs I meet, “Will humans learn from this experience?” Sadly, I doubt it because they love

their cars and other stuff too much

Gambit

A huge thank you to all of STARS staff who have worked hard to maintain an outstanding

provision which was ratified this year with an external review in February. They have

continued to show dedication in providing online learning for Drapers’ pupils or attending

the hospital at The Royal Marsden to continue the face to face support with patients. We

have all continued learning too, especially in improving our skills using technology.

Thank you all too for your hard work and support and I hope you have a wonderful summer

break. I look forward to welcoming back all of our pupils in September.

Bev Williamson

Term Dates

Results Day: Thursday 20th August

Autumn Term 2020

INSET Day: Wednesday 2nd September

First day: Thursday 3rd September

INSET Morning: Wednesday 13th October (School opens at 12:30pm for pupils)

Last day: Friday 23rd October

Half-term: 26th - 30th October

First day: Monday 2nd November

INSET Day: Wednesday 2nd December

Last day: Friday 18th December

Spring Term 2021

First day: Monday 4th January - INSET Morning (School opens at 12:30pm for pupils)

Last day: Friday 12th February

Half-term: 15th - 19th February

First day: Monday 22nd February

Last day: Wednesday 31st March

Note: Good Friday is on 2nd April and Easter Monday is on 5th April 2021

Summer Term 2021

First day: Monday 19th April

Last day: Friday 28th May

Half-term: 31st May - 4th June

First day: Monday 7th June

Last day: Friday 23rd July

INSET Days/Mornings: School will be closed and no tuition on or offsite on these days.

RMH School Room

The academic year 2019/20 was certainly of two halves! The extraordinary second half has

undoubtedly bought about some challenges for us all but we have been lucky enough to

continue working with our pupils throughout their time in hospital. Undaunted, the pupils at

The Royal Marsden have continued to learn, have fun and show a positive attitude in

everything they do. We are extremely proud of them all and below are just some of the

highlights of our year at the RMH.

English Department

Fun, Creative Curriculum

Cooking

and Life

Skills

Parties to Celebrate to

Special Events and Festivals

Wealth of Visitors National

Competitions

English Department The first half of the Spring term brought the Live streaming of Macbeth to The Drapers

Centre and World Book Day with its variety of quizzes and competitions, such as guess the

teacher reading and a prize for the best dressed.

And then Coronavirus took over and we all started reading at home:

Staff dropped a book home to every child, so they could escape to other places, countries,

worlds and they were encouraged to read every day. We knew keeping a diary could help

reduce anxiety and manage stress. Journaling can also help to remove negative thoughts

and can improve well-being. So, during lock down we started helping Sutton Library

Archives by keeping diaries.

#TheLocalsDiaries

‘The Locals Diaries' project, which is funded by the Lottery, needed individuals to contribute

diaries and journals to the archive collection so that our experiences of this unusual time

can be preserved for posterity.

One of the primary aims of this project was to support the well-being of people throughout

the borough during this difficult time.

Pupils have also been encouraged to express themselves through their creative writing:

Young and old, we all started feeling isolated and alone and so we reached out to others.

‘Letters of Joy’

Our pupils got involved in a project run by Age UK, writing letters to be sent to older people

isolating at home, in care homes, and in hospital, to bring some cheer in these difficult

times.

Entrapment

Jessica R

I was sitting in a large empty room alone, nowhere to go, nothing to do, but to look at a blank wall and leave

my thoughts wondering. My mind slowly slipped into a state of blankness. I looked in the mirror, my eyes

glazed over like glass. Easy to shatter. It's strange how claustrophobic a large room can seem after being

imprisoned in it for days.

My blank thoughts focused on the appearance of the far-reaching oak tree that stood shadowing the house.

The only thing between me and the outside was a breakable sheet of glass. An intense gust of wind swept

through its wild branches. The freedom the tree possessed I admired, for I was incarcerated in my own home.

Over the days I would watch birds come and go as they please chattering away to each other. They appeared

to have no fear in the world. Watching them soar high in the sky - for them anything was possible. It

seemed limitless.

But I was limited to room, All I could do was pace around as my irrational thoughts started to seep in again.

For the first time ever, I wished that the inhumane blankness would return to freeze me over once again in a

glaze. It was unfair.

By Noah year 10

Day after day keeps slipping away

I don’t really know what I should say

My home is like an encampment

Because of this entrapment

There’s nothing more to perceive

Things to do are meagre

I never thought to believe

That I would be so eager….

…..for school!

Summer Reading Challenge: prize for everyone who completes it!

Try reading something different over the holidays:

Week Text type Title of what you read eg. Oliver Twist

1 A piece of Non-fiction writing

2 An autobiographical text

3 A piece of fiction: novel or short story

4 A poem

5 A graphic novel/ comic

6 A text written before you were born.

By Felicity KS3

The cove was an oasis of calm, overshadowed by glowering rocks that hulked just within

your line of vision. The water was crystal clear, a rippling faceted diamond. Sunlight

glimmering off its surface as playful waves lapped against the freshly painted boats. Bobbing

in the jewel like sea you could almost see steam emanating from them; lined up under the

sun for hours, heating like an incompetent frying pan.

There is no need to fear the deep in these waters, perfection in liquid form lapps before you

as you lie on the shimmering sands enveloped in the waiting silence of the hour after noon, a

turquoise tranquillity.

In a few hours the shore will slip away and you'll gather up your bags and leave through the

last slip of sand before the looming, towering shadows close up behind you. The waves will

lap at your feet with every step like an expectant puppy begging for a treat as the clouds

gather on the horizon inching behind you in time with the waves. You know it'll be a stormy

night: after all puppies will never stay puppies forever, but you also know that you'll make it

home long before the first dazzling flash of platinum lightning.

Anne & Sarah

E

To aid the current year 10s moving into year 11, we have created a recording for the book Blood Brothers. Pupils should listen to this over the summer holidays. This is available to all pupils in that year group by accessing their Google Drive. - Go to 'shared with me' - Find the folder - English Literature GCSE Revision Resources Or log in to google and put this link in. https://drive.google.com/drive/folders/1qG4mwRSwazwRTcEEprce2CpQxxYFsTju?usp=sharing

Maths Department Maths review of the year

The plan for the year was to widen our maths curriculum, further developing our skills and confidence through increased emphasis on problem solving, and the relevance of maths to the real world – whilst ensuring the KS3/GCSE topics were covered in depth.

It was all going so well…

We had workshops on origami, (helping with the geometry requirements) drew impossible shapes taken from Esher, (construction) and explored real life data from across the world, (statistics).

We looked in detail at code-breaking (algebra and number) and had planned a visit from the mathematicians from Bletchley Park who would bring the Enigma machine to us to have a go. What a great opportunity it would have been to explore how maths had such an impact on the ending of WW2. Next year!

When the shutting of schools seemed inevitable, I promised my classes that not only would I be setting them at least one maths task every day, there would also be a new maths joke each day. After all, bad jokes, puns and riddles are the mainstay of a maths classroom. Little did I know that lockdown would last so long.

50+ jokes later, (and they got more cringe-worthy as the days and weeks went on) the pupils have voted on their favourite jokes – and the winners were:

1. Who made King Arthur’s round table? Sir Cumference.

2. It’s a waste of time talking to circles. There’s no point

3. How do you stay warm in a cold room? Go to the corner – it’s always 90 degrees there.

On a more serious note, we have been so impressed by the vast majority of pupils who have logged on every day, overcome the occasional problems with typing numbers on google documents, and persevered when they were unsure. A big thank you to the pupils and of course to parents and carers who have supported and encouraged them so well.

Breina & Rekha

Science Department

It seems like a century ago that we were telling our pupils the importance of reading

‘science in the news’. “Keep abreast with current scientific research and findings” we’d say

“listen to the news, read science articles….it will improve your exam marks”. Little did we

know that science would be the forefront of world news for so many months to come.

Of the many things that this pandemic has taught us, the data that scientists generate has

been seen to be of utmost importance in leading government’s responses in protecting

public health.

Even though we shifted from teaching your children at school to teaching them in their

homes, from our homes, the awe and wonder of science has never ceased. The online

learning platform has provided an opportunity for your child to strengthen their core

knowledge and understanding of science, and to learn science beyond the national

curriculum.

Comprehension activities have targeted current science issues in the news, such as the use

of robots in our everyday lives. The Friday virtual tours for our KS3 and Year 10 pupils have

provided opportunities for your child to dive into the Great Barrier Reef of Australia, to visit

London Zoo and the Science Museum, from the comfort of their own homes.

Science learning does not just happen once your child steps into the classroom, but is all

around them all of the time.

Stay curious!

Shaheen & Innocent

History As I sit and reflect on the last academic year, September 2019 seems a long time ago. Back

then, Key Stage 3 pupils were starting work on the History of the Slave Trade. They learnt

about the rich culture of Africa in the 14th and 15th Century. We looked at what the term

slavery means and the role of different groups in the enslavement of African men, women,

and children. Pupils examined evidence from images and texts to attempt to understand the

conditions on board slave ships during the ‘Middle Passage’ and the experience of slaves on

plantations in the Caribbean, and in America. We examined the role of different

abolitionists, such as Equiano, Wedgewood, and Wilberforce, in the eventual abolition of

the slave trade in Britain. Our visit to the Museum of London Docklands to experience the

London, Sugar and Slavery exhibit was an excellent opportunity for pupils to see primary

evidence of London’s role in the slave trade. It seems to me that recent events in America,

and around the world, have highlighted the importance of the study of this topic. As I write

this the statue of the slaver, Robert Milligan, which stood outside the museum on our visit,

is being permanently removed as a result of the ‘Black Lives Matter’ protests and following

events in Bristol.

During the Spring term we explored the industrialisation of Britain from 1750 – 1900. This

period of history saw rapid changes to working conditions, transportation, and farming. This

unit of work coincided with the English departments teaching of 19th Century poetry

meaning pupils had some understanding of the world these poets lived in and the

challenges they faced. It was great to hear pupils’ opinions about the child workers and the

dangers of working in factories.

Since lock down began, History lessons have encouraged pupils to work on individual

projects. Pupils have created presentations on World War 1 and the Suffrage movement. It

has been great to see pupils start to complete their own research and create their own

PowerPoint presentations. These past 12 weeks have seen learning interrupted in a way

that has not be known since World War 2. The experience of all our pupils will be discussed

in history lessons of the future. We will almost certainly be asked about our experiences of

the lockdown and the epidemic by future generations.

Historical Sites of Interest and Museums

I have listed below some museums and historic sites of interest for you to consider visiting

with your family. I have tried to identify the sites I know to be free and the ones that are

included in various popular membership plans (such as the National Trust or English

Heritage). I have provided links to the websites for you to check out. Some of the websites

are providing virtual museum tours which are brilliant for pupils to explore. If you know of a

museum or site of historical interest that you believe should be added to the list please let

me know.

Saxon and Roman England

Butser Ancient Farm https://www.butserancientfarm.co.uk/

London’s Roman Mithraeum (free) https://www.londonmithraeum.com/

British Museum (free) https://www.britishmuseum.org/

Lullingstone Roman Villa (English Heritage) https://www.english-heritage.org.uk/visit/places/lullingstone-roman-villa/

Norman Conquest 1066

Battle Abbey https://www.english-heritage.org.uk/visit/places/1066-battle-of-hastings-abbey-and-battlefield/

The Tower of London (Historic Royal Palaces) https://www.hrp.org.uk/tower-of-london/

Castle Development

Bodiam Castle (lovely examples of defensive features) (National Trust) https://www.nationaltrust.org.uk/bodiam-castle

Dover Castle (English Heritage) https://www.english-heritage.org.uk/visit/places/dover-castle/history-and-stories/history/

Tower of London (Historic Royal Palaces) https://www.hrp.org.uk/tower-of-london/

Medieval History

Salisbury Cathedral (Magna Carta) https://www.salisburycathedral.org.uk/magna-carta/visiting-magna-carta

Tudor and Stuart History

The Tower of London (Historic Royal Palaces) https://www.hrp.org.uk/tower-of-london/#gs.9a0fie

Hampton Court Palace (Historic Royal Palaces) https://www.hrp.org.uk/hampton-court-palace/

Hever Castle https://www.hevercastle.co.uk/

Museum of London (free) https://www.museumoflondon.org.uk/museum-london

Whitehall Historic House (Cheam) http://friendsofwhitehallcheam.co.uk/

The Slave Trade

Museum of London Docklands (free) https://www.museumoflondon.org.uk/museum-london-docklands

18th and 19th Century Britain

Victoria and Albert Museum (free) https://www.vam.ac.uk/

Dickens House Museum https://dickensmuseum.com/

Guildford Spike (A workhouse museum) http://www.guildfordspike.co.uk/

Carshalton Water Tower http://www.carshaltonwatertower.co.uk/

Honeywood Museum (Carshalton) https://friendsofhoneywood.co.uk/index.html#

20th Century History

Imperial War Museum (free) https://www.iwm.org.uk/visits/iwm-london

HMS Belfast https://www.iwm.org.uk/visits/hms-belfast

Science Museum (free) https://www.sciencemuseum.org.uk/home

Sarah

Talking to your child about Racism

As the Black Lives Matter campaign gathers momentum around the world, there has never

been a better time to talk to your child about prejudice, diversity and inclusion. This link

may assist you in having these conversations.

https://parentinfo.org/article/resources-to-help-you-talk-to-your-child-about-racism

Rita and Candy will have covered two PSHE sessions on the Black Lives Matter movement before the end of term. The learning objectives for pupils across the two lessons were:

1. To have a sound understanding of the facts and events surrounding the current global BLM protests.

2. To analyse how the current protests fit in to the wider context of black peoples struggle against racism.

3. To express my own opinion of the BLM movement and protests.

Another interesting resource for discussing racism with your child might be to watch the Channel 4 documentary 'The School That Tried to End Racism', which was filmed with pupils at Glenthorne High School in Sutton.

You can find this programme on the Channel 4 catch up service.

Candida & Rita, PSHE

Enrichment

I am delighted to say, before the lockdown, the attendance for STARS Friday enrichment trips had improved significantly. Most pupils looked forward to the fun reward trips.

The most popular were, trampolining at the Sports Village, bowling in Tolworth and the Dry Ski trip.

This summer we had planned to go fruit and vegetable picking, play golf and visit lots of woodland parks. Hopefully we will be able to do this next year.

Have a good and restful summer.

Innocent

Art

As I sit and reflect on the last year, September seems a long time ago. Back, then Art was bustling with energy. Pupils were exploring mark making. They learnt that to start a drawing the first step was to make a mark and the huge variety of marks they could make. Their work was exciting and fluid, allowing the possibility of anything to happen on the piece of paper. Colour joined the mark and students created such beautiful individual work.

In January pupils learnt about colour and the movement of Fauvism, translated meaning, ‘the wild beasts’. Their use of colour was bright, vivid and emotional. Fauvism moved away from the natural and the representational and the artists expressed themselves through colour, which looked flat. Pupils learnt about the artist Alexej von Jawlensky who was Russian and then they created an artist study exploring his portraiture work. They also learnt about composition and how to copy an artist’s work using proportion. It was wonderful to see how the pupils grasped this tool and how their drawings grew in confidence.

Then lockdown came. GCSE pupils were half way through their exam preparation and had worked so hard to complete their final design. This work did not go unnoticed and went toward their final grade. They are both expected to achieve their deserved GCSE Grade. I am also so very happy to hear that they are both heading into the creative arena and have secured places at their desired collage.

Our pupils’ creative studies at STARS have stopped for now, but every week there are creative lessons placed on the Google classroom. Fun activities from creating Mandala’s to little thumb drawings for a giggle.

This time will be looked back on with amazement and learning, I am sure. Creativity has definitely been keeping me sane through this time at home. 5 mins of taking a ‘pencil for a walk’ on a page helps our body’s nervous system calm down and our brains feel calm and healthy. Give it a go.

I wish you all well over the summer.

With much love

Helen

E-Safety

Children and teenagers are likely to be spending more time on livestreaming and video apps

because of coronavirus. While many children will be using livestreaming or video apps to

talk to friends or family they can’t see in person, some children may be talking to people

they don’t know or sharing personal information without realising. We’ve got advice to help

you understand the risks and keep them safe.

What are livestreaming and video apps?

Sport

Sport this year has been a journey and we have covered a diverse range of activities. Offsite sport has included: touch rugby, football, badminton, gym, rounders and tennis. The pupils got to experience a number of different types of physical activity and learn new skills. On site at STARS, other sports we have played are dodgeball, basketball, handball and hockey on the MUGA, as well as table tennis too. More recently we introduced the outdoor gym at school. It has been great to see so many pupils accessing the equipment at break and lunch times. During the most recent term before lockdown, we had got into a really good routine for offsite sport with high levels of engagement and enjoyment. We were in the midst of taking part in a rotation of sporting activities led by a coach called Dale at Sutton Sport Village and I felt that the pupils were really benefiting from these sessions. It was great to see our pupils display such good levels of competitiveness, enthusiasm and commitment which is why it was such as shame that it all had to be cut short. We hope to continue in the same way as when we left off and to keep encouraging as many of our pupils to engage in sport as there is so much evidence behind the link between physical activity and overall health. I would also like to give a special mention to the NCFE Sport pupils Jack B, Abi, Phoebe B, Jess E, Leo, Jack P, Sam and Ethan. This year we have covered topics such as participating in and organising sport events; anatomy and physiology for exercise; an introduction to healthy exercise and nutrition; and sport psychology. Although you have kept me on my toes, it has been an absolute pleasure teaching you this year. You’ve all given me plenty of laughs along the way and I hope you go away from the course feeling that you have gained something positive from it. Well done! Hope you all have a lovely summer. Erik

E-Safety

Children and teenagers are likely to be spending more time on livestreaming and video apps

because of coronavirus. While many children will be using livestreaming or video apps to

talk to friends or family they can’t see in person, some children may be talking to people

they don’t know or sharing personal information without realising. We’ve got advice to help

you understand the risks and keep them safe.

What are livestreaming and video apps?

Livestreaming is broadcasting to an audience in ‘real’ time. The audience can leave

comments, or give likes and kudos to the person streaming. Some platforms let several

people livestream at the same time.

There are livestreaming apps like Twitch and Yubo, but young people can livestream on

other social media platforms, including Facebook and Instagram. Many young people also

post pre-recorded videos on video apps like YouTube and Vimeo, or video chat in groups or

one-to-one, using apps like WhatsApp. Video conferencing apps such as Zoom and IMO are

also becoming increasingly popular during lockdown.

Young people like to livestream and use video apps for lots of reasons.

These include:

to learn or show others how to do something – livestreams of people playing video games are particularly popular

to stay in contact with family and friends

to take part in viral trends

to be creative

to relax – many video apps have ‘satisfying content’, such food being prepared.

If you're worried about something a child or young person may have experienced online,

you can contact the NSPCC helpline for free support and advice. Call us on 0808 800 5000 or

contact us online. Children can contact Childline any time to get support themselves.

What are the risks of livestreaming and video apps?

Children can feel pressured

Children may communicate with people they don't know online

Videos being recorded or shared without a child's consent

Children can receive nasty or negative comments

Children can view adult, inappropriate or upsetting content

Sharing their location and personal information

Tips to keep your child safe

1. Talk to your child - Talk to them about what they're doing online and how they can stay

safe. Let them know they can come to you, or another adult they trust if they're feeling

worried or upset by anything they've seen online. They can also get support from Childline.

2. Explore apps and sites together - Explore what your child likes to do online together. This

can help you to understand why they're using certain livestreaming or video apps. You can

use Net Aware to help you.

3. Agree what's appropriate together - Agree your own rules as a family when using apps,

sites or games. You can use our family agreement template to help get you started.

4. Check your settings - Check the technology your family uses and use privacy and location

settings to keep your child safe. You can call our 02 NSPCC Advice Line for support on 0808

800 5002. If videos of your child have been shared

If you’re worried that any online videos have been shared of your child, you can:

Reassure them and offer support – remind them they can always talk to you, another

trusted adult, or Childline.

Don’t blame your child. Try avoiding questions like "Why have you done this?" which might

stop your child opening up to you.

Report sexual images or videos to CEOP. Children under 18 can use Childline to report a

nude image online.

Avoid ‘sharenting’ or sharing videos of your child or another child, even if it’s to raise

awareness or seek advice. You may be sharing images of child sexual or physical abuse,

which is against the law. Sharing abusive content of any kind continues the abuse and can

be upsetting for the child and their families.

Help us make a difference – spread the message.

Whether it's volunteering for us, challenging yourself with an event or campaigning, there

are lots of ways you can help us keep more children safe.

https://www.nspcc.org.uk/keeping-children-safe/online-safety/livestreaming-online-video-

apps/

You can report any e-safety concern at CEOP https://www.ceop.police.uk/ceop-reporting/

Childline call 0800 1111

Catherine

Premises News

Lighting

The ‘greening’ of Drapers Centre has continued, despite Covid-19, thanks to a very generous

grant from The Wolfson Foundation who have paid for the installation of highly energy

efficient LED lighting in all the classrooms and corridors of the school building. This will save

a significant amount of carbon every year. The new lights are brighter, softer, giving a more

even light distribution and a better learning and working environment.

Sensory Room

We have converted the old ICT store into a sensory room. The photo above does not really

do it justice but I am sure that your child can explain in more detail when they get the

opportunity to experience it in the next academic term.

The Future

There are planned works over the summer thanks to further grants to carry out renovation

works on our exterior cladding and windows to ensure the building remains weather tight. I

am sure you will see a difference when you visit next term and there will be more about this

in the Autumn Newsletter.

Peter

Academic Awards

Attendance Awards

Lockdown Awards

English

KS3: Lucy & Thomas Year 10: Noah Year 11: Jessica R

Year 11 - Tom

Maths

KS3: Bella, Summer Year 10: Millie, Maddie, Jack P Year 11: Abigail, Phoebe DC

Science

KS3: Chelsea, Lucy, Felicity Year 10: Millie, Noah, Bre, Jack Year 11: Phoebe DC, Lilly D

Year 11- Tom and Chloe

Year 10- Fran and Phoebe

Year 11- Tom and Chloe

Art

KS3: Amalia KS4: Phoebe DC, Carla, Jessica R

History

KS3: Stephen

Cooking

KS3: Lucy, Chelsea, Abbie KS4: Lilly, Millie

PSHE

KS3: Abbie Year 10: Bre

Creative i Media

Year 11: Daisy

Sports

KS3: Kai Year 10: Jessica E Year 11: Mckai

NCFE Sport

Year 10: Ethan Year 11: Leo

ICT

KS3: Lucy

Geography

KS3: Marcy, Summer, Stephen

Outstanding (100%)

Stephen Isabel

Chelsea Millie Noah

Maddie Sam

Aaron Jack P

Phoebe B Phoebe DC Cameron

Good (over 90%)

Summer

Bella

Kai

Abi B

For excellent engagement in English, Maths and Science learning during Covid-19 and lockdown Noah, Jack P, Mille, Thomas and Phoebe

For excellent participation in mindfulness activities during Covid-19 lockdown Kai, Abigail B and Stephen W

We would like you to thank

Catherine & Maggie for all they have

done to sort out the problems with

on line learning. Also thank you to

everyone at STARS for carrying

on with their work & providing a

caring service during these difficult

times.

I would like to thank you all for helping my son

Leo at Stars. all the staff at Stars are really

stars.

I would like to thank all

teachers. Without them

all would not be where

she is today.

I did ask her to name

some in particular but she

said they're all cool.

I would also like to thank

yourself and Debbie for

your dedication and hard

work.

Thank you.

I want to also say a massive thank you to Debbie for

helping us over the years as she has always gone

above and beyond and without Debbie and STARS I

actually have no idea what we would of Done ..

All the teachers have been supportive and caring and

I thank each and every member of staff at STARS as

you are all amazing.

THANK YOU !!!!

I would really like to thank all the teachers for all the help and support they are giving especially during this lockdown. Thank you all so much!

THANK A TEACHER DAY MESSAGES

Uniform Policy for September 2020

Our policy aims to provide a way for pupils to show that they are proud to belong to our school

community. We believe that a school uniform gives a sense of belonging and pride in our school

whilst ensuring equality amongst pupils. In addition, a smart appearance contributes positively to

pupils’ attitude towards learning; it also influences how the school is portrayed to the general public

and visitors to the school.

The school uniform requirements are as follows:

Navy blue polo with STARS logo.

Navy blue sweatshirt or hoodie with STARS logo.

Plain black, dark grey or navy school trousers, skirt or shorts (knee length or longer). You may bring tracksuit bottoms for sports only.

No Leggings, jeggings, jeans or similar items are permitted.

Footwear appropriate to the lessons – either shoes or plain black trainers (no open toed shoes, heels or Flip Flops allowed).

An outer jacket suitable for school. Sports Uniform Sports kit -STARS sports top, tracksuit/jogging bottoms (black, navy, grey plain and no branded trainers) can be worn on the day of the pupils Sports lesson for Years 10/11 – Monday Years 7/8/9 - Tuesday

Jewellery The only items permitted are as follows: One small pair of plain studs. Sleepers or hooped earrings of any type are not allowed. A religious necklace which must be worn inside the polo shirt. Hair styles (length and colour) must be appropriate for school. No hair art or shaven or partially shaven heads. Only one natural colour. STARS is inclusive, so pupils with specific medical conditions may be exempt from aspects of the uniform policy but a doctor’s note is required for this.

Costs for any additional uniform items are: £3 T-shirt £5 Polo Shirt £10 Sweatshirt £15 Hoodie £15 Zipped Hoodie

Pupil Premium If you are eligible, please apply for pupil premium. This makes a huge difference to schools.

Transport If your child is receiving special transport to the Drapers Centre, you must ensure that your child uses the transport provided to and from the centre. As you may already be aware, there is an increased accountability of spending within schools and the borough. We are still very lucky that Sutton Transport Team are able to offer so many pupils at STARS transport to and from school at pre-arranged times by cab service. Unfortunately, we are no longer able to make changes outside each pupil’s agreed timetable. Parents will be required to collect if your child is unwell or needs to return home during the school day or outside of their usual morning or afternoon cab.

STARS Timetable 2020/2021