The Royal Hospital School seeks to stretch and challenge pupils of all academic abilities both in and out of formal lessons. We actively differentiate in class and our mobile learning and e-learning initiatives provide innovative teaching methods and opportunities to learn both co-operatively and independently. There are 66 x 55-minute periods over each fortnight and a large range of academic co-curricular activities across the year groups including debating, public speaking, Model United Nations, academic societies and Young Enterprise.
On joining the School in Year 7, each pupil is assessed using the MidYIS test. This is designed to measure, as far as possible, ability and aptitude for learning, rather than achievement. The test comprises four sections (Vocabulary, Maths, Non-verbal and Skills) and the results can be used to identify pupils' strengths and weaknesses, inform teaching and learning, and to identify gifted pupils and those with special educational needs.
This information is used to help set pupils a Challenge Grade or personal goal in each subject. Throughout the year, pupil performance in each subject is then tracked using attainment grades compared to the Challenge Grade. This provides a performance indicator ie Blue (exceeds expectation), Green (on target), Amber (some concerns) and Red (specific concerns), shown in interim and end-of-term reports.
This careful monitoring of academic progress and early intervention to resolve any difficulties ensures that each and every pupil achieves his or her personal best.
Every pupil has a dedicated house-based tutor who meets with his or her tutees on a regular basis and keeps in touch with parents regarding academic progress.
Tutors are focused on helping pupils make the most of their education. Every child will meet with his or her tutor formally at least once week, they are able to provide guidance and support on an informal basis in between these meetings. Tutors will set goals, highlight achievements and, where necessary, ensure additional help or resources are provided. Through baseline testing, targets are set against quantifiable national data, giving each pupil the opportunity to fulfil his or her academic potential.
When a pupil enters the Sixth Form, alongside formal classroom teaching, there is an emphasis on important study skills and independent thought with the invaluable support of a Tutor. Each pupil's Tutor is their mentor and guide. They will meet with him or her every week, both individually and as part of a small group. During these meetings their progress is reviewed, ideas are shared and matters of concern, pastoral or academic, can be raised. It is our ultimate objective to make sure that every pupil has the opportunity to choose from a wide range of university degree courses and is prepared for successful employment in whatever career he or she chooses. The pupil's Tutor is therefore closely involved in the critical matter of university entry, giving assistance with completing personal statements and UCAS forms.
Further support comes from the Head of Sixth Form, Heads of Department, specialist academic societies and the well-resourced Careers Department and the Higher Education Co-ordinator. Alongside this, the Learning Support Department offers individually tailored specialist teaching in one-to-one lessons for pupils with dyslexia or similar learning difficulties. This might cover study skills, revision techniques and improving literacy.