The Hertfordshire & Essex High School and Science College A GSG School
- The Hertfordshire & Essex High School and Science College
- Head: Mrs Cathy Tooze
- T 01279 654127
- F 01279 508810
- E email@example.com
- W www.hertsandes…x.herts.sch.uk
- A mainstream state school for girls aged from 11 to 18
- Boarding: No
- Local authority: Hertfordshire
- Pupils: 1225
- Religion: Non-denominational
- Open days: End of September for secondary transfer, early November for Sixth Form
- Review: View The Good Schools Guide Review
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 22nd January 2009
- Previous Ofsted grade: Good on 16th March 2006
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
A very successful school, a particular feat given the fact that it is totally non-selective. A positive learning environment for hard-working girls and sixth form of both sexes, striking a balance between traditional values and a modern approach to individual attainment. Positive and authoritative, [head's] manner is relaxed, though you feel she can be...
What the school says...
Herts & Essex offers a blend of tradition and modernity which enables its students to achieve excellent results in an environment which fosters a sense of responsibility and promotes leadership skills.
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What The Good Schools Guide says
Since 2009, Mrs Cathy Tooze MEd (Cantab), previously head of Hadleigh High School in Suffolk. Positive and authoritative, her manner is relaxed, though you feel she can be firm when the situation demands. Instantly likable, and both interesting and interested, pupils wax lyrical about her approachability, fairness and commitment to not letting a single student slip through the net. ‘She’ll always give you a smile, and if she’s strict about something, you know there’s a good reason for it,’ said one student. A National Leader of Education and Ofsted inspector, she is often away from the school, but has created a strong leadership team to ensure she’s not indispensable. ‘I’m not a massively hands-on type of head anyway,’ she says, pointing out that she doesn’t teach much (an hour a week of maths to...
Special Education Needs
There is a whole school approach to Special Educational Needs at the Hertfordshire & Essex High School. All staff have a role to play in the development and well being of all students. The school and staff have considerable experience in dealing with a variety of educational, physical and behavioural needs. The needs of students are met in various ways: in-class support, with a Teaching Assistant who can focus on students with difficulties; specialist resources where appropriate; differentiation of tasks in class and homework; small group or individual work, where appropriate, allowing for practice or alternative or expanded explanations; short withdrawal courses during the school day, to support development in literacy or numeracy; a literacy development option in place of learning a second modern language in Years 8 and 9; additional work experience and/or vocational courses at Key Stage 4; links with other secondary schools in the area who offer short courses for Gifted and Talented pupils; supported homework club twice a week; paired reading programme for pupils in Years 7 and 8; buddy system for year 7; behaviour support programmes. Individual Learning Plans are reviewed termly and close contact is kept with parents. The Additional Educational Needs Manager is always available to talk to parents by appointment and attends all parent consultation evenings. On entering the school all year 7 students are assessed by means of the NFER Cognitive Ability Tests and by various literacy and numeracy assessments. This ensures that pupils who need additional support or access to different resources have their academic needs met. All assessment data is made available to all staff such that planning can take into consideration the range of needs of the class. Monitoring and assessment of pupils with additional educational needs continues throughout their school career. Access arrangements for exams are assessed early and wherever possible, exam board permission permitting, special arrangements are made, and pupils given time, and training in using these arrangements effectively. All staff have a commitment to differentiation and the development of literacy across the curriculum. There are opportunities throughout each year for staff to share good classroom practice and to discuss teaching and learning.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Aspergers Syndrome [archived]|
|Attention Deficit Hyperactivity Disorders||Y|
|Attention Deficit Hyperactivity Disorders [archived]|
|CReSTeD registered for Dyslexia|
|Delicate Medical Problems [archived]|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|