What will my relationship with my new teachers be like and how will they get to know me?
Your teachers are very aware they don’t know you at first and they work hard at getting to know you. In our view this should be seen in a positive light, both in terms of new possibilities and the ease with which new relationships are developed.
Here’s what we do:
In a more mature learning environment, staff-student relationships take a different form (first name terms, for example). Building these relationships is an important step in the transition from school pupil to sixth form college student and an essential part of a swift and well-established ‘getting to know you’ process
Your teachers only work with 16-18 year olds and they understand the needs, concerns and interests of your age group. The specialist nature of their job ensures that new relationships are swiftly built
You will find that communication with your teachers is of a more personal nature. They are readily available for consultation and regularly respond to individual queries by email
There are lots of activities to ensure that new relationships are swiftly established, both in tutor group sessions and in lessons. For example, ‘Your Start at Esher’ (our induction programme) is deliberately arranged on a phased basis to allow students to settle in and relationships to be built. A third of each tutor group attend the first session, which includes a 1-1 ‘get to know you meeting’, and the whole tutor group the second
Your personal tutor looks after your individual needs, progress and welfare. Your parents/guardians will have the opportunity to meet your personal tutor during your first half term at the College
From a curriculum perspective, you will complete an induction assignment in each of your subjects which gives teachers an early indication of your starting point and allows for individual feedback
We have been doing this for a very long time and it works! There are lots of varied examples to show that this is the case, from successful progression to university, apprenticeship or employment (which depends on high quality references for each individual student), to the 1-1 guidance at Progress Review (which helps ensure that Esher students progress beyond expectation), to the number of students who keep in contact with their teachers once they have progressed to the next stage